ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Transparency of Higher Education Admissions: Australian Government Response to the Report of the Higher Education Standards Panel
Author: Australian Government Department of Education and Training
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Admission,Admission Criteria,College Applicants,Access to Information,Student Interests,Student Needs,Educational Policy,Planning,Standards,Language Usage,Information Dissemination,Reports,National Standards,Compliance (Legal),Academic Persistence

The Government welcomes the Higher Education Standards Panel's report on how the admissions policies and processes of higher education providers can be made clearer, easier to access and more useful, to inform the choices and decisions of prospective students and their families. The Panel's recommendations provide a comprehensive and well thought out framework to address this growing complexity. Implementation of the Panel's recommendations will help to ensure that prospective students and their families have the information they need, in a readily accessible and comparable format, to help students match their interests and ambitions to their abilities and needs. The Department of Education and Training will work with the higher education sector to develop a joint implementation plan to give effect to the Panel's recommendations. An implementation working group, chaired by a senior representative of the higher education sector, will be established to develop the joint implementation plan. A detailed response to each recommendation is presented in this report.
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Minnesota
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Minnesota's accomplishments, lessons learned, challenges, and strategies Minnesota will implement to address those challenges. Minnesota's remarkable progress in increasing participation in their tiered quality rating and improvement system, STARS, and the number of programs in the top tiers of STARS, is due to the collective impact of many public/private, cross-sector initiatives. Notable efforts include close collaboration among Minnesota Birth to Five, the Child Development Division (CDD), and the cross-agency implementation team of Act 166 led by the Agency of Education. The report provides details on accomplishments that: (1) improved quality and access of early learning and development opportunities; (2) improved early childhood wellness; (3) invested in a highly skilled workforce through professional development; (4) empowered communities to support young children and families; and (5) strengthened Minnesota's data systems to ensure that Minnesota is making a difference. Lessons learned pertained to financial management, flexibility to promote innovation, and creating stronger linkages between regional and state level work. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Teacher Satisfaction with Salary and Current Job. Data Point. NCES 2018-116
Author: Spiegelman, Maura
Date: 2018-05-00
Type: Reports - Research
Subjects: Questionnaires,Teacher Attitudes,Job Satisfaction,Early Childhood Education,Elementary Secondary Education,Principals,Teachers,Teacher Salaries,Institutional Characteristics,Teacher Characteristics,Public School Teachers,National Surveys

The Teacher Questionnaire was administered as part of the 2015-16 National Teacher and Principal Survey (NTPS), which is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This Data Point looks at the following two questions: (1) Are public school teachers satisfied with their teaching salary, and does this vary by school and teacher characteristics?; and (2) How does public school teachers' satisfaction with their jobs vary by their satisfaction with their salary?
Evaluation of the DC Opportunity Scholarship Program: Impacts Two Years after Students Applied. NCEE 2018-4010
Author: Dynarski, Mark
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Scholarships,Educational Vouchers,Low Income Students,Tuition,Private Schools,Educational Legislation,Federal Legislation,Elementary Secondary Education,Admission (School),Admission Criteria,Program Content,Student Characteristics,Institutional Characteristics,Financial Aid Applicants,Student Participation,Public Schools,Charter Schools,Experimental Groups,Control Groups,Attendance Patterns,Reading Achievement,Mathematics Achievement,Parent Attitudes,Student Satisfaction,Statistical Significance,School Safety,Parent Participation

The District of Columbia (DC) Opportunity Scholarship Program (OSP) was created by Congress in 2004 to provide tuition vouchers to low-income DC parents who want their child to attend a private school. Reauthorized in 2011 by the Scholarships for Opportunity and Results (SOAR) Act, the program places a priority on serving students leaving low-performing public schools and provides them scholarships of about $8,000 for grades K-8 and $12,000 for grades 9-12 to attend a participating private school. These private schools must agree to requirements regarding nondiscrimination in admissions, fiscal accountability, and employing teachers with at least a bachelor's degree. This report, from a congressionally mandated evaluation of the OSP, describes the impacts of the OSP on students and parents two years after they applied to the program. It is the fifth in a series of required annual reports from the evaluation.
Administrators in Higher Education Salary Report: Key Findings, Trends, and Comprehensive Tables for the 2016-17 Academic Year
Author: Bichsel, Jacqueline
Date: 2017-03-00
Type: Reports - Research
Subjects: Higher Education,Administrators,Salaries,College Administration,Online Surveys,Gender Differences,Racial Differences,Ethnicity,Individual Characteristics,Demography,Institutional Characteristics,Operating Expenses,College Students,College Faculty,School Personnel,Collective Bargaining,Trend Analysis,Tables (Data),Age Differences,Deans,Tenure,Fringe Benefits,Public Colleges,Private Colleges,Geographic Location

Data for the College and University Professional Association for Human Resources &quot;CUPA-HR's&quot; &quot;Administrators in Higher Education Salary Survey&quot; were collected November 1, 2016-February 5, 2017. The survey was conducted entirely online through Surveys Online, CUPA-HR's data collection and reporting system. For this year's survey, data for 49,619 incumbents were collected on 191 administrative positions. In addition to the salaries collected for each position, data were collected on gender, race/ethnicity, year the incumbent entered the position, and the incumbent's birth year. Except for salary information, provision of the other demographic information was voluntary. Participants could either enter this data manually or upload a file containing salary and demographic data. In addition, data about institutional characteristics (operating expenses; student, faculty, and staff size; collective bargaining availability for certain groups; and number of separations in the past year) were collected. This report presents key findings, trends, and comprehensive tables for the 2016-17 academic year &quot;Administrators in Higher Education Salary Report.&quot;
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Maryland
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Maryland's accomplishments, lessons learned, challenges, and strategies Maryland will implement to address those challenges. Maryland's remarkable progress in increasing participation in their tiered quality rating and improvement system, STARS, and the number of programs in the top tiers of STARS, is due to the collective impact of many public/private, cross-sector initiatives. Notable efforts include close collaboration among Maryland Birth to Five, the Child Development Division (CDD), and the cross-agency implementation team of Act 166 led by the Agency of Education. The report provides details on accomplishments that: (1) improved quality and access of early learning and development opportunities; (2) improved early childhood wellness; (3) invested in a highly skilled workforce through professional development; (4) empowered communities to support young children and families; and (5) strengthened Maryland's data systems to ensure that Maryland is making a difference. Lessons learned pertained to financial management, flexibility to promote innovation, and creating stronger linkages between regional and state level work. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. New Jersey
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes New Jersey's accomplishments, lessons learned, challenges, and strategies New Jersey will implement to address those challenges. New Jersey's remarkable progress in increasing participation in their tiered quality rating and improvement system, STARS, and the number of programs in the top tiers of STARS, is due to the collective impact of many public/private, cross-sector initiatives. Notable efforts include close collaboration among New Jersey Birth to Five, the Child Development Division (CDD), and the cross-agency implementation team of Act 166 led by the Agency of Education. The report provides details on accomplishments that: (1) improved quality and access of early learning and development opportunities; (2) improved early childhood wellness; (3) invested in a highly skilled workforce through professional development; (4) empowered communities to support young children and families; and (5) strengthened New Jersey's data systems to ensure that New Jersey is making a difference. Lessons learned pertained to financial management, flexibility to promote innovation, and creating stronger linkages between regional and state level work. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Can Psychosocial Factors Predict First-to-Second Year College Retention above and beyond Standard Variables? A Mixed Effects Multinomial Regression Analysis. ACT Working Paper 2017 (1)
Author: King, David R.
Date: 2017-02-00
Type: Reports - Research
Subjects: Psychological Patterns,Social Influences,Predictor Variables,Undergraduate Students,School Holding Power,Academic Persistence,Multiple Regression Analysis,Transfer Students,Dropouts,High School Graduates,Grade Point Average,College Entrance Examinations,Scores,Gender Differences,Family Income,Race,Ethnicity,Student Motivation,Interpersonal Relationship,Self Esteem

We examined the validity of 10 psychosocial factors for predicting retention status (stay, transfer, or drop out) at the start of second year of college by fitting a mixed-effects multinomial logistic regression model. Data consisted of retention records of 9,364 students from 31 four-year institutions. Predictors included commonly used variables for predicting college retention (i.e., high school grade point average [HSGPA], ACT Composite score, gender, family income, and race/ethnicity) and the 10 psychosocial factors. We examined the differential effects of psychosocial factors on retention status, namely which psychosocial attributes differentiated students who stayed from those who transferred or dropped out, and which psychosocial factors differentiated students who transferred from students who dropped out. Our results indicated that &quot;Academic Discipline&quot;, &quot;Commitment to College&quot;, &quot;Social Connection&quot;, and &quot;Academic Self-Confidence&quot; incrementally predicted first-to-second year retention status above and beyond the commonly used variables. Specifically, students with higher &quot;Academic Discipline&quot;, &quot;Commitment to College&quot;, or &quot;Social Connection&quot; were &quot;more&quot; likely to stay at their institutions than to drop out or transfer; whereas students with higher &quot;Academic Self-Confidence&quot; were &quot;less&quot; likely to stay than to drop out or transfer, and also &quot;less&quot; likely to transfer than to drop out. These results were confirmed using a follow-up cross-validation analysis on a holdout sample of 4,804 students. These findings may have implications for interventions aimed at identifying students at risk of dropping out of college and for improving retention to the second year of college.
An Empirically-Derived Index of High School Academic Rigor. ACT Working Paper 2017-5
Author: Allen, Jeff
Date: 2017-06-00
Type: Reports - Research
Subjects: Educational Quality,Difficulty Level,Academic Standards,College Freshmen,Grade Point Average,Grades (Scholastic),Advanced Courses,Correlation,Scores,Grade 8,Grade 10,Grade 11,English,Chemistry,Algebra,Acceleration (Education),Honors Curriculum,Predictor Variables,College Entrance Examinations,Indexes,Student Records,Gender Differences,Racial Differences,Ethnicity,Institutional Characteristics,Geographic Regions,Standardized Tests,Grade 9,Course Selection (Students),Regression (Statistics)

We derived an index of high school academic rigor by optimizing the prediction of first-year college GPA based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set (n~108,000) and nominal parameterization of high school course outcomes, the high school academic rigor (HSAR) index capitalizes on differential contributions across courses and nonlinear relationships between course grades and first-year college GPA (FYGPA). Test scores from 8th grade were incorporated in the model to isolate the effect of HSAR. High school courses with the largest contributions to FYGPA were English 11, English 10, Chemistry, and Algebra 2. Participation in AP, accelerated, or honors courses increased HSAR. The correlation of the HSAR index and FYGPA was 0.50 and 0.49 in two cross-validation samples. While the HSAR index was the strongest predictor of FYGPA, it only led to a modest improvement in overall prediction when combined with high school GPA (HSGPA) and ACT Composite score. The predictive strength of the HSAR index was consistent across different types of high schools and colleges, and subgroup differences in the HSAR index were smaller than subgroup differences in ACT Composite score. Implications for high school counselors, researchers, and postsecondary student service personnel are discussed.
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Kentucky
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Kentucky's accomplishments, lessons learned, challenges, and strategies Kentucky will implement to address those challenges. Kentucky is pleased to report on progress in the implementation of the state's Race to the Top Early Learning Challenge plan. 2015 was the second full year of implementation and significant milestones and deliverables were met during the calendar year. The plan calls for reform efforts in three areas: Improving the quality of care in early learning and development programs (including supporting a high quality workforce), engaging families as their child's first and most important teacher, and enhancing our ability to measure the impact of our work by improved data collection and integration. 2014 was a foundational year where much of the infrastructure, workforce and necessary agreements were put into place to facilitate implementation of the plan. Kentucky decided to divide the work into seven distinct projects, the largest and most complex of which was the redesign of the state's legacy tiered quality rating and improvement system (called STARS for KIDS NOW). The new system builds on our knowledge and experience since the launch of STARS in 2000. The remaining six projects support the redesign of the rating system by providing additional supports to engage families in their children's early care and education, promoting opportunities for high quality professional learning for early childhood leaders and educators and enhancing data collection. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Pennsylvania
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Pennsylvania's accomplishments, lessons learned, challenges, and strategies Pennsylvania will implement to address those challenges. Pennsylvania's remarkable progress in increasing participation in their tiered quality rating and improvement system, STARS, and the number of programs in the top tiers of STARS, is due to the collective impact of many public/private, cross-sector initiatives. Notable efforts include close collaboration among Pennsylvania Birth to Five, the Child Development Division (CDD), and the cross-agency implementation team of Act 166 led by the Agency of Education. The report provides details on accomplishments that: (1) improved quality and access of early learning and development opportunities; (2) improved early childhood wellness; (3) invested in a highly skilled workforce through professional development; (4) empowered communities to support young children and families; and (5) strengthened Pennsylvania's data systems to ensure that Pennsylvania is making a difference. Lessons learned pertained to financial management, flexibility to promote innovation, and creating stronger linkages between regional and state level work. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Massachusetts
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Massachusetts' accomplishments, lessons learned, challenges, and strategies Massachusetts will implement to address those challenges. Massachusetts continued to make great progress implementing its 2012-2015 Early Learning Plan, developed to carry out projects funded by the Race to the Top - Early Learning Challenge (RTT-ELC) grant. This plan articulates strategies to build strong partnerships among state agencies and communities to ensure every child in Massachusetts has an opportunity to succeed in school and beyond. The Early Learning Plan consists of the following components: (1) Developing and using statewide, high-quality early learning and development standards; (2) Promoting and supporting program quality; (3) Supporting effective uses of comprehensive assessment systems, including the assessment of children's learning and development at kindergarten entry; (4) Engaging and supporting families; (5) Supporting early childhood educators to improve their knowledge, skills, and abilities; and (6) Building an early learning data system to improve instruction, practices, services, and policies. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]