ethanporcaro/eric-fulltext-meta huggingface dataset:
Return on Investment: What Is the Value of the Associate Degree? The ACCT 2016 Invitational Symposium: Getting in the Fast Lane--Ensuring Economic Security and Meeting the Workforce Needs of the Nation. Discussion Paper
Author: Schneider, Mark
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Associate Degrees,Outcomes of Education,Educational Practices,Bachelors Degrees,Postsecondary Education,Educational Certificates,State Policy,Costs,Wages,Masters Degrees,Doctoral Degrees,Occupations,School Business Relationship,Employers

&quot;Return on Investment, What is the Value of the Associate Degree?&quot; provides a checklist of high-impact practices that colleges can employ to support students on their journey to degree completion and potentially improved employment outcomes. Mark Schneider, vice president and institute fellow, American Institutes for Research (DC), compares subbaccalaureate credentials with baccalaureate and post-baccalaureate degrees. In 2014, there were 100,000 more sub-baccalaureate degrees or credentials awarded than bachelor's degrees. Schneider shows that majors matter, and specific degrees offer the potential of high earnings, particularly in fields where graduates will &quot;fix things or people.&quot; Community colleges can help students achieve labor market success by developing strong pipelines from college to the workplace.
The Family-Friendly Campus Imperative: Supporting Success among Community College Students with Children. The ACCT 2016 Invitational Symposium: Getting in the Fast Lane--Ensuring Economic Security and Meeting the Workforce Needs of the Nation. Discussion Paper
Author: Gault, Barbara
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Community Colleges,College Environment,At Risk Students,Family School Relationship,Parents,Child Rearing,Child Care,Two Year College Students,Student Needs,Public Colleges,Private Colleges,Proprietary Schools,One Parent Family,Racial Differences,Ethnicity,Gender Differences,Low Income Students,Poverty,Marital Status,Educational Attainment,Barriers,Geographic Location,Intervention,Student Personnel Services,Housing,Student Financial Aid,School Counseling,Academic Support Services,Mentors,Grants,Educational Policy,Educational Legislation,Higher Education,Federal Legislation

Researchers Barbara Gault, Elizabeth Noll, and Lindsey Reichlin, from the Institute for Women's Policy Research (DC), assess the unique needs of community college students who are also parents. The majority of students with children attend community college. Single parents, the majority of whom are mothers, are more likely to work fulltime and spend 35 hours a week or more on caregiving. The time demands of caregiving make child care options vital to staying in college and graduating. Attaining a higher degree or credential is critical to finding a quality job with sustaining wages. With the increasing numbers of community college student parents appearing on college campuses, policymakers should consider how best to meet the needs of these students now and for future generations. [This paper is part of the Institute for Women's Policy Research's (IWPR) Student Parent Success Initiative.]
HISD Wraparound Services and Students&apos; Non-Academic Needs, Outcomes, and Academic Performance, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-10-09
Type: Reports - Research
Subjects: Holistic Approach,Pupil Personnel Services,School Districts,At Risk Students,Disadvantaged Youth,Needs Assessment,Access to Health Care,Intervention,Mental Health,Family Needs,Student Needs,Dropout Prevention,Students with Disabilities,Academic Achievement,Limited English Speaking,Elementary School Students,Middle School Students,Grade 3,Grade 4,Grade 5,Grade 6,Grade 8,Grade 7,Student Characteristics,Specialists,Attitudes,Recreation

The Houston Independent School District (HISD) first instituted the Wraparound Services during the 2016-2017 school year as a school-based approach to providing non-academic services to students, which was guided by a 2017 consultation report by the Boston Consulting Group. The expectation was that the provision of non-academic services would improve the academic performance of students, particularly economically disadvantaged students, and students at risk for school dropout. The program was centralized, expanded, and several strategies adopted to improve the coverage and effectiveness of the program during the 2019-2020 school year. This report is an evaluation of the implementation and impact of the Wraparound Services during the 2019-2020 school year. The evaluation used data from a needs assessment survey of students, parents, and teachers, a survey and focus groups with Wraparound specialists, and the use of data available in Purple database that tracks Student Assistance Forms (SAFs) and interventions. Student performance data on the 2019-2020 grades 3-8 District Learning Assessment (DLA) in math and reading were used to judge the impact of Wraparound Services.
Improving School Readiness during the Coronavirus Pandemic through Home Instruction for Parents of Preschool Youngsters (HIPPY) and the Department of Family and Protective Services Texas Home Visiting Grant, 2019-2020. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2020-10-26
Type: Reports - Research
Subjects: School Readiness,COVID-19,Pandemics,Preschool Children,Parent Education,Online Courses,Distance Education,Program Effectiveness,Kindergarten,Reading Achievement,Mathematics Achievement,English Language Learners,Spanish Speaking,Parent Attitudes,Home Programs,Grants,Preschool Education

HIPPY targeted over 600 parents of children zoned to 103 Houston Independent School District (HISD) elementary campuses during the 2019-2020 academic year. Due to the coronavirus pandemic, the program was delivered in a virtual format, beginning in March 2020, with the majority of parents successfuly completing the 30-week program in 26 weeks. Notable findings were that HIPPY kindergarten students attained higher mean normal curve equivalent (NCE) scores on the winter administration of the Spanish language Logramos reading and mathematics subtests compared to the district, but lower mean scores on the English language Iowa reading and mathematics subtests than the district. Substantial increases were observed relative to the percentage of HIPPY prekindergarten students who met benchmarks from BOY (baseline) to MOY on CIRCLE English and Spanish literacy and mathematics assessments. CIRCLE demonstrated students' ability to identify letters in the alphabet; expressive vocabulary skills; understanding of sounds in their own language; and early mathematical skills, such as counting, identification of patterns, and recognition of shapes. Difference-in-Differences (DiD) analyses indicated that Non-HIPPY participants would have experienced additional boosts in school readiness had they participated in HIPPY, ranging from 1.9 to 7.6 percentage points on Spanish literacy subtests; 1.1 to 10.8 percentage points on Spanish mathematics subtests, and 0.7 to 3.8 percentage points on English mathematics subtests. Paired t-test analyses of PICCOLO results revealed statistically significant increases in parents' perceptions of their parenting skills in the areas of Teaching, Responsiveness, and Encouragement. The Ages &amp; Stages Questionnaire (ASQ) revealed substantial decreases in the percentage of parents who were concerned about their child's developmental progress from pre- to post-test. There was evidence that HIPPY has expanded its reach to more diverse populations. Additional parental support by staff to the more diverse population may leverage the full impact of the program to all HIPPY children.
Pre-Exit English Learner Student Performance English STAAR and TELPAS, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-10-12
Type: Reports - Research
Subjects: English Language Learners,Elementary School Students,Bilingual Education,Transitional Programs,Language of Instruction,English,Spanish,Academic Achievement,Scores,Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement

English Language Learner (EL) students in the district's two main bilingual programs (Transitional and Dual Language) are instructed in both English and Spanish. The relative amount of instruction in each language depends on both program and grade level. In the Transitional bilingual program, students receive primary language instruction for concept development while at the same time acquiring English skills. English instruction increases annually through grade 3, but in grades 3 through 5 at least half of instructional time is still allocated to Spanish (including reading and language arts). Students in the Transitional program (who entered the program in prekindergarten or kindergarten) have the option of entering the pre-exit phase or strand in grades 3 through 5 if they meet certain performance criteria. In the pre-exit phase, English instruction is emphasized, with introduction and reinforcement of new concepts done in the primary language. This report summarizes data from EL students who participated in the pre-exit phase of the district's Transitional Bilingual Programs (grades 3 through 5) in 2019-2020.
Resilient Outstanding Sisters Exemplifying Success (ROSES) Program: Implementation and Impacts, HISD, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-10-09
Type: Reports - Research
Subjects: School Districts,Females,Minority Group Students,Mentors,Community Resources,Partnerships in Education,Advocacy,Program Effectiveness,Program Implementation,Attitudes,Academic Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Characteristics,Program Content,Interpersonal Relationship,Economically Disadvantaged,English Language Learners,Students with Disabilities,Academically Gifted,Elementary School Students,Middle School Students

The Resilient Outstanding Sisters Exemplifying Success (ROSES) program was implemented in the Houston Independent School District (HISD) during the 2019-2020 school year. The program targeted female students of color through psychosocial support and school-based mentoring by leveraging community resources, partnerships, and advocacy. A total of 1,001 mentees from 32 HISD schools and nine feeder patterns participated in the ROSES program under the guidance of five program managers and one senior manager. The purpose of this report is to evaluate the implementation and impact of ROSES using the experiences and perceptions of mentees, mentors, and program managers and mentees' academic performance. The evaluation used a survey of mentors, focus groups with program managers and mentors, and binary logistic regression using mentees' performance on the 2019-2020 grades 3-8 District Level Assessments (DLA) reading and math tests. Mentees' key demographic and educational variables were used as predictors.
Ronald E. McNair Postbaccalaureate Achievement Program: 2002-05 Facts and Figures at a Glance
Author: Office of Postsecondary Education (ED)
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Graduate Students,Graduate Study,Doctoral Programs,Economically Disadvantaged,Academic Achievement,Program Descriptions,Grants,Student Characteristics,Outcomes of Education,Enrollment Rate

The Ronald E. McNair Postbaccalaureate Achievement (McNair) Program is one of the U.S. Department of Education-funded TRIO Programs, a group of eight outreach programs designed to support and assist students from disadvantaged backgrounds to progress through the academic pipeline from middle school to attainment of a postbaccalaureate degree. The McNair Program funds four-year postsecondary institutions to increase the number of doctoral degrees earned by students from underrepresented populations. Institutions work closely with McNair participants as they complete their undergraduate requirements to encourage them to enroll in graduate programs and to track their progress through to the successful completion of advanced degrees. This document highlights the key characteristics of the McNair Program, its grantees, its student participants, and the participants' academic achievements as reported in the annual performance report (APR) through the 2004-05 reporting year. Reporting year 2003-04 was the beginning of a new four-year funding cycle (2003-07) for the McNair Program.
English as a Second Language Student Performance Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-11-06
Type: Reports - Research
Subjects: Second Language Instruction,Second Language Learning,English Language Learners,School Districts,Language Minorities,Elementary School Students,Secondary School Students,Academic Achievement,Language Proficiency,Language Tests,Standardized Tests,Scores,Reading Achievement,Mathematics Achievement,Writing Achievement,Social Studies,Science Achievement

The Houston Independent School District offers two different English as a Second Language (ESL) programs for language minority students. One of these is a Content-Based ESL (CBESL) program where ESL methodology is used to deliver English instruction across a variety of subject areas. The second is a Pullout ESL program (PO-ESL) where students attend special intensive language classes for part of the day, separate from their regular all-English classes. Content-Based ESL is mainly used in the elementary grades, while Pullout-ESL is primarily a secondary-level program. This report summarizes the performance of students who were in these two ESL programs during the 2019-2020 school year. Included in the report are findings from district interim assessments of academic achievement, specifically the district-level assessments (DLAs) and the Renaissance 360 (R360).
Supporting Students with Disabilities: An Evaluation of Teacher Professional Development and Implementation of Sensory Labs in HISD Schools, 2019-2020. Research Educational Program Report
Author: Graham, Georgia A.
Date: 2020-12-16
Type: Reports - Research
Subjects: Students with Disabilities,Student Needs,Faculty Development,Intervention,School Districts,Autism,Pervasive Developmental Disorders,Laboratories,Sensory Experience,Teacher Attitudes,Program Effectiveness,Teacher Effectiveness,Teaching Methods,Student Behavior,Academic Achievement,Behavior Change,Teamwork,Grade Point Average,Attendance,Elementary Secondary Education,Student Characteristics,Symptoms (Individual Disorders),Perceptual Impairments

To close the performance gap for students with disabilities, teacher and student-focused interventions have been implemented through the Houston Independent School District (HISD) Autism and Behavior Services. The teacher-focused intervention entails support and professional development opportunities to improve teacher efficacy to close the performance gap for students with disabilities. In the 2019-2020 school year, the department implemented a new student-focused intervention with the addition of sensory labs at 30 HISD campuses. This evaluation explored teachers' perceptions of the professional development services and support provided by HISD Autism and Behavior Services Team to improve their efficacy educating students with disabilities. The evaluation also explored teachers' perceptions of and frequency of access to the sensory room, and the impact that sensory room use had on the academic and behavioral outcomes of students with disabilities and/or behavioral challenges during the 2019-2020 school year. Overall, HISD teachers who responded to the survey agreed that the quality of instructional support and information provided by the Autism and Behavior Services Team was effective. However, teachers believed that it would be beneficial if there were better follow-up and more hands-on support through modeling of instructional and behavioral strategies. Teachers who accessed the sensory rooms indicated that the observed benefit of students using the sensory room was increased focus. More than half of the teachers, 57.5 percent, observed that students were better able to follow directions after participating in the sensory room activities, and 38.8 percent observed that students were better able to spend more time on task. In terms of behavior, 55 percent of teachers observed a decrease in negative behaviors, and 27.5 percent observed that students were more motivated. Students with a disability who were at campuses with sensory rooms showed a lower mean rate of suspension (in-school and out-of-school), a higher mean rate of attendance, and a higher mean cumulative GPA than students with disabilities at campuses without sensory rooms. The mean cumulative GPA was statistically significant.
Upward Bound and Upward Bound Math-Science Program Outcomes for Participants Expected to Graduate High School in 2004-05, with Supporting Data from 2005-06
Author: Knapp, Laura G.
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Program Effectiveness,Postsecondary Education,High School Students,Graduation Rate,Mathematics Achievement,Science Achievement,Mathematics Education,Science Education,Majors (Students),Low Income Students,At Risk Students,First Generation College Students,Enrollment Rate,Grade 9,Academic Persistence,Urban Areas,Institutional Characteristics,Academic Support Services,Time Factors (Learning)

This report profiles participant outcomes of the classic Upward Bound (UB) and Upward Bound Math-Science (UBMS) programs. The UB and UBMS programs provide academic and other support services for high school participants preparing to enter college. Upward Bound's goal is to increase the rate at which program participants complete high school and enroll in and complete programs of postsecondary education. UBMS has an additional goal, to help students recognize and develop their potential to excel in the fields of math and science and pursue postsecondary degrees in these fields. The UB and UBMS programs serve high school students from low-income families and from families in which neither parent holds a bachelor's degree--that is, potentially first-generation college students. Annually, UB projects each serve between 50 and 150 participants; UBMS projects each serve between 50 and 75 participants. This report brings together demographic data and information on program outcomes for the UB and UBMS programs and for the first time presents data on postsecondary enrollment rates for UB and UBMS participants who were expected to graduate high school during the 2004-05 academic year. Moreover, with data now available for the 2000-01, 2001-02, 2002-03, 2003-04, 2004-05, and 2005-06 project years, this report includes information on the academic progress of a complete cohort--one that includes a full range of participants, from those who entered the program as ninth-graders or rising ninth-graders to those who joined UB or UBMS later in high school. [This report was prepared for Federal TRIO Programs, Office of Postsecondary Education.]
The Global Demand for Graduate Management Education. Application Trends Survey, 2020
Author: Choudaha, Rahul
Date: 2020-11-10
Type: Reports - Research
Subjects: Business Administration Education,Educational Demand,Masters Programs,Graduate Students,College Applicants,College Admission,Business Schools,COVID-19,Pandemics,Enrollment,Foreign Students,Differences,Regional Characteristics,Foreign Countries,Gender Differences,Student Recruitment,Educational Trends

The Graduate Management Admission Council (GMAC) conducts the annual Application Trends Survey (ATS) of business school admissions offices around the world to offer timely insights into the demand for graduate management education (GME). This survey benefits admissions, recruitment, and marketing professionals in understanding the candidate pipeline and informing their future strategies. The 2020 report was delayed by a few weeks to gauge the impact of COVID-19 on application trends. Since many b-schools responded to the pandemic-induced uncertainty by adopting a range of flexible admissions approaches, including extended deadlines, this report focuses on global demand for GME and analyzes differences by programs and regions. This survey data was collected between July 30 and September 14, 2020, and garnered responses from 1,085 programs at 325 business schools worldwide. The report uses two approaches to assess changes in the volume of applications for graduate management programs: (1) Absolute change analysis is based on 731 programs that responded to both the 2019 and 2020 surveys. It analyzes the application volume to provide a pair-wise comparison. Weighted absolute change adjusts for the regional distribution of selective GME programs; and (2) Relative change analysis is based on 1,085 programs that responded to the 2020 survey. It summarizes the percent change in the application volume, as reported by the participating programs in 2020. [Additional contributions to this publication were provided by: Rhonda Daniel, Maryam Bastani, Devina Caruthers, Rebecca Estrada, and Tacoma Williams. For the 2019 report, see ED603478.]
Comprehensive Approaches to Student Success Programs (CASS): Key Lessons for State Policymakers
Author: Institute for College Access & Success
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Counseling,Program Effectiveness,Academic Persistence,College Students,Graduation Rate,Income,Student Personnel Services

Increasing college attainment offers tremendous promise for increasing social mobility, tackling poverty, and reducing racial and income inequality, aspirations that are more vital than ever as the devastating impact of the pandemic has fallen disproportionately on people of color. Yet for too many policymakers and practitioners, the path to growing our college completion rates for all students has been elusive. The U.S. has made steady progress in increasing college-going rates, but its success in increasing the proportion of Americans with college degrees has been more measured and inequitable. Completion rates are lower among Black and Latino students than white students, and among community college students than those attending four-year institutions. As a result, the very students for whom a college degree could be a life-changing event are still left out of the college earnings premium. Over the past decade, innovative leaders have pioneered a new approach to raising postsecondary completion rates that goes beyond financial support: comprehensive student success initiatives (CASS). This report provides a sample of findings from studies of CASS programs, CASS impact and potential by the numbers, and recommendations for state policymakers.