ethanporcaro/eric-fulltext-meta huggingface dataset:
Class of 2018 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Wilson, Janet S.
Date: 2019-02-28
Type: Reports - Evaluative
Subjects: Public Schools,Advanced Placement Programs,Tests,Academic Achievement,Student Participation,Counties,Scores,African American Students,Achievement Gains,College Readiness,High School Graduates,Hispanic American Students,White Students,Performance,Racial Differences,Ethnic Groups,High School Students,Asian American Students,Multiracial Persons,Low Income Students,Special Education,Limited English Speaking,Gender Differences

The College Board released national Advanced Placement (AP) Program Results: Class of 2018 on February 6, 2019. This memorandum provides information pertinent to the AP and International Baccalaureate (IB) examination participation and performance for the Class of 2018 in Montgomery County Public Schools (MCPS). The AP exam results in MCPS were bench marked with the results for the state of Maryland and the nation for the public school graduates in 2018. Trends of AP and IB exam participation and performance for MCPS graduates from 2016 to 2018 are provided. [For &quot;Class of 2017 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum,&quot; see ED594051.]
Building Cities by Degrees: Lessons on Increasing College Completion from Six Talent Dividend Cities
Author: Rutschow, Elizabeth Zachry
Date: 2017-12-00
Type: Reports - Research
Subjects: Municipalities,Competition,Graduation Rate,College Graduates,Educational Attainment,Achievement Gap,Low Income Students,Minority Group Students,College Students,Context Effect,Partnerships in Education,Intervention,College School Cooperation,School Business Relationship,Student Financial Aid,Student Personnel Services

While completion of a college credential is a critical step toward increasing one's viability in today's labor market, only about 40 percent of Americans earn an associate's or bachelor's degree by age 27. Many policymakers, education leaders, and philanthropic organizations have focused on improving graduation rates. In 2011, the Kresge Foundation sought to build on this work by launching the National Talent Dividend $1 Million Prize Competition. Leaders of the initiative posited that a city's per capita income would rise as the number of degree holders rose, and the contest promised to award $1 million to the city with the greatest proportional increase in its college degree completion over a four-year period. Given the strong performance of many cities in the competition, the Kresge Foundation was interested in learning which particular strategies may have been influential in their postsecondary gains and in sharing potential lessons from the Talent Dividend work with the larger field. This case study examines the efforts of six of the top cities in the competition (Akron; Columbia, South Carolina; Omaha, Nebraska; Orlando, Florida; Portland, Oregon; and Richmond, Virginia) in an effort to build a set of hypotheses around the activities that may have helped these cities increase degree attainment. In examining the efforts of multiple institutions to raise graduation rates within their city, this study departs from higher education research that tends to focus on individual colleges. And because three colleges in the case study cities have been among the nation's most successful in decreasing achievement gaps between low-income and traditionally underrepresented minority students and their more wealthy, white peers, the research also focuses on identifying which approaches might be particularly important in closing such gaps.
The Occupational Relevance of a College Education: An Examination of Education-Job Match among Bachelor&apos;s Degree Recipients. Research Brief
Author: Horn, Aaron S.
Date: 2014-05-00
Type: Reports - Research
Subjects: Undergraduate Students,College Graduates,Bachelors Degrees,Education Work Relationship,Employment Level,Outcomes of Education,Alumni,Employment Patterns,Job Satisfaction,Majors (Students)

The economic value of a bachelor's degree is readily evident when comparing the employment status and salary of high school graduates and college graduates. As the nation slowly recovered from the Great Recession, the annual average unemployment rate in 2010-11 ranged from 9.4 to 10.3 percent for individuals with just a high school diploma (Bureau of Labor Statistics, 2012). Conversely, unemployment rates were much lower among experienced college graduates in most major fields: 2.6 percent for healthcare; 3.4 - 4.8 percent for agriculture, computers and mathematics, education, engineering, public policy, sciences, and recreation; 5.2 - 6.3 percent for business, journalism, humanities, and the social sciences; and 6.6 - 9.3 percent for architecture, arts, and psychology (Carnevale, Cheah, &amp; Strohl, 2013). This research brief further examines the nature, prevalence, and corollaries of the match between education and work among bachelor's degree recipients. Specifically, five research questions are addressed: (1) What was the employment status of 2007-08 bachelor's degree recipients one year after graduation? (2) What proportion of alumni attained major-congruent employment one year after graduation? (3) Why did some college graduates work outside of their major field? (4) What proportion of recent college graduates were satisfied with opportunities to use their undergraduate education in their current work? and (5) Are there differences in job satisfaction of recent college graduates by major-job congruence?
MCPS Schools at a Glance, 2016-2017
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Middle Schools,High Schools,Special Schools,Counties,Enrollment,School Personnel,Educational Facilities,School Activities,Costs,Salaries,Fringe Benefits,Institutional Characteristics,Student Characteristics

&quot;Schools at a Glance&quot; provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer--Department of Facilities Management Office of the Chief Financial Officer; Office of the Chief of Staff; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; and the Office of Special Education and Student Services. For the 2015-2016 report, see ED589129.]
MCPS Schools at a Glance, 2017-2018
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Middle Schools,High Schools,Special Schools,Counties,Enrollment,School Personnel,Educational Facilities,School Activities,Costs,Salaries,Fringe Benefits,Institutional Characteristics,Student Characteristics

&quot;Schools at a Glance&quot; provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer--Department of Facilities Management; Office of the Chief Financial Officer; Office of the Chief of Staff; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; and the Office of Special Education and Student Services. For the 2016-2017 report, see ED594057.]
Missing from the Start: Engagement in New York City&apos;s Kindergarten Application. Practitioner Brief
Author: Condliffe, Barbara
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Kindergarten,School Choice,Family Characteristics,Parent Role,Enrollment,Access to Information,Access to Education,Outreach Programs,At Risk Persons,English Language Learners,Housing

When many of today's parents were students, the process of applying and enrolling in school was fairly simple and involved few choices. In many cases, a family visited the neighborhood public school at the start of the school year and enrolled the child at the school's office. But now, the proliferation of school-choice policies in districts across the country is turning school selection and enrollment as early as kindergarten into a multistep process that begins long before the school year begins. The confusion associated with this complex process can result in dissatisfaction with and a lack of engagement in the school system among parents. This brief describes lower-than-intended application rates to kindergarten in New York City, as well as differences in those application rates among different types of families and communities. An analysis of application and enrollment data for New York City public school students entering kindergarten for the 2016-2017 school year shows the extent to which families miss application opportunities at the starting gate to the largest school district in the United States. Furthermore, the analysis shows that some communities and populations miss these opportunities more than others. This brief describes the patterns identified in New York City and in so doing provides a model for how other school systems could use their application and enrollment data to improve their processes and outreach. [This report was written with Michelle Dixon, Margaret Hennessy, Vianny Lugo-Aracena, and Jed Teres.]
An Unlikely Bargain: Why Charter School Teachers Unionize and What Happens When They Do
Author: Jochim, Ashley
Date: 2019-03-00
Type: Reports - Research
Subjects: Charter Schools,Unions,Educational Trends,Educational Change,Collective Bargaining,Contracts,Negotiation Agreements,Teacher Salaries,Work Environment,Teaching Conditions,Job Security,Teacher Influence,Teacher Administrator Relationship,Trust (Psychology),Decision Making,Teacher Associations

For nearly two decades teachers unions and charter schools have defined the major points of conflict over school reform, forming an &quot;us vs. them&quot; narrative that pits one against the other. By design, charter schools are free from many state and district regulations--including collective bargaining agreements. And when students enroll in charter schools, money from traditional public school districts follows, reducing the resources available in the bargaining process. As a result, many union leaders view rapid growth in charter schools as a threat to their very existence--depriving them of members and weakening the power of collective bargaining. Previous research was unable to inform why teachers in charter schools choose to unionize, whether and how contracts evolve over time in ways that mimic or differ from those that exist in traditional school districts, and if unionization and bargaining address teachers' stated motivations and priorities. In this report, the authors set out to understand trends in charter school unionization, document teachers' motivations for unionization, assess whether and how collective bargaining agreements in charter schools differ from those in traditional school districts, and explore variation in contracts over time. They tracked changes in the rate of unionization in charter schools across the nation, interviewed 21 teachers and administrators involved in recent negotiations across 9 cities with semi-structured interview protocols, and analyzed collective bargaining agreements in unionized charter schools. They learned: (1) Nationally, charter schools are no more likely to be unionized today than they were a decade ago, but unionization is gaining traction in some localities; (2) Breakdowns in trust between administrators and teachers, and teachers' desire for influence, spark unionization efforts, but dissatisfaction with work conditions can fuel them; (3) Collective bargaining agreements in charter schools are similar to district contracts, but they are more likely to preserve key flexibilities; (4) Unionization can enhance teachers' sense of efficacy in working with administrators, but it rarely resolves all of the issues underlying bargaining campaigns; and (5) Administrators and unions can be more effective in their work with teachers.
University Language Students&apos; Experience of Handwriting and Typing Assignments: Issues and Challenges
Author: Kilickaya, Ferit
Date: 2018-00-00
Type: Journal Articles
Subjects: Handwriting,Assignments,Grammar,College Students,Universities,Keyboarding (Data Entry),Spelling,Error Correction,Computer Assisted Testing,Foreign Countries,Achievement Tests,Technological Literacy,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Educational Benefits

While new technological developments and devices have transformed writing in several ways, little research has examined how learners experience handwriting and typing assignments and writing responses in the examinations in such cases. Basing the data source on in-depth interviews, the current study aims to examine Turkish university language students' experiences, viewpoints, difficulties and challenges with regard to typing and handwriting assignments and responses in the exams at a state university in Turkey. The findings show that while the majority of the participants preferred to handwrite assignments, they also acknowledged several benefits of typing on a computer such as checking grammar and spelling easily and the fast corrections. The findings also indicate that the participants tried to take necessary precautions to resist the distractions of the digital world while typing and that they did not want to type their responses during the exams, for it would require much more time and fast keyboard skills.
Retention, Graduation and Transfer Rates at Maryland Community Colleges [2010]
Author: Maryland Higher Education Commission
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Graduation Rate,College Transfer Students,Two Year College Students,Community Colleges,Racial Differences,Gender Differences,Success,College Readiness,African American Students,Hispanic American Students,Asian American Students,White Students,Goal Orientation,Intention,Certification,Developmental Studies Programs,Remedial Programs

This report contains trend data on the retention, graduation, and transfer rates of first-time, full-time students at Maryland community colleges from 1997 to 2007. Specifically, the report presents retention and graduation data for students two, three and four years after matriculation into a community college. The data is presented for the state, by each community college and further disaggregated by race and gender. The first part of the report includes an analysis of community college students' four-year &quot;success rate,&quot; which is the percentage of first-time, full-time community college students who either graduate and/or transfer to a Maryland four-year institution within four years. The second section of the report provides an analysis of interim measures of &quot;progress to degree,&quot; which examines graduation, transfer and &quot;successful persister&quot; rates after four years based on students' remedial needs and academic readiness at the time of entry to the community college. This analysis separates students into three groups based on their level of academic preparedness upon entry to the community college: (1) &quot;college-ready&quot;; (2) &quot;developmental completers&quot;; and (3) &quot;developmental non-completers.&quot; Maryland's community colleges began measuring &quot;successful persister&quot; rates beginning with the 2000 cohort of students from 14 of the 16 institutions. Data for all 16 community colleges is now available starting with the 2001 cohort of students. The final section of this report includes an analysis of students who enrolled for one term at a community college, but who do not return for the next. The data for this analysis comes from a bi-annual survey conducted since 2000 by the community colleges. The survey focuses on respondents' educational goals, thus providing valuable information about students who never intended to earn a degree or certificate or to transfer to a four-year college.
Retention, Graduation and Transfer Rates at Maryland Community Colleges [2011]
Author: Maryland Higher Education Commission
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Graduation Rate,College Transfer Students,Two Year College Students,Community Colleges,Racial Differences,Gender Differences,Success,College Readiness,African American Students,Hispanic American Students,Asian American Students,White Students,Goal Orientation,Intention,Certification,Developmental Studies Programs,Remedial Programs

This report provides information on the retention, graduation, and transfer rates of first-time, full-time students at Maryland community colleges from 1998-2008. The report examines retention and graduation data for students two, three and four years after matriculation into a community college. The data are presented for the state, by each community college, and disaggregated by race and gender. The first section of the report provides an analysis of graduation and transfer rates within four years of initial enrollment, including analysis by race/ethnicity and gender. The second section discusses a broader measure of progress, the successful persister rate. This analysis separates students into three categories based on their level of academic preparedness upon entry into the community college: (1) college ready; (2) developmental completers; and (3) developmental non-completers. Maryland's community colleges began measuring successful persister rates beginning with the 2000 cohort of students from 14 of the 16 institutions. Data for all 16 community colleges is available starting with the 2001 cohort of students. The third section of the report includes highlights of a survey of community college graduates. The Maryland Higher Education Commission conducts a follow-up survey every three years on community college graduates in collaboration with the state's two-year institutions. The most recent study focuses on students who graduated during the 2007-2008 academic year with emphasis on the graduates' college experiences, perceptions about education quality, post-graduation educational activities and employment. The fourth section summarizes the report findings, and is followed by detailed tables. [For the report from the previous year &quot;Retention, Graduation and Transfer Rates at Maryland Community Colleges [2010],&quot; see ED594063.]
Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2012]
Author: Maryland Higher Education Commission
Date: 2012-12-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Graduation Rate,College Transfer Students,Two Year College Students,Community Colleges,Racial Differences,Gender Differences,Success,College Readiness,African American Students,Hispanic American Students,Asian American Students,White Students,Goal Orientation,Intention,Certification,Developmental Studies Programs,Remedial Programs

This report provides information on the retention, graduation, and transfer rates of first-time, full-time students at Maryland community colleges from 1999-2009. The report examines retention and graduation data for students two, three, and four years after matriculation into a community college. Retention, graduation, and transfer rates are presented for the state and disaggregated by race/ethnicity and gender. Additionally, data are presented for all students and for African-American students at each community college. The first section of the report provides an analysis of graduation and transfer rates within the four years following initial enrollment, including analysis by race/ethnicity and gender. This includes analysis of both statewide and individual institutional data. This section also examines trend data on retention, graduation, and transfer from the last ten years for which data are available (1997-2007). The second section discusses an alternative measure of progress developed by Maryland, the successful persister rate. This analysis separates students into one of three categories based upon their level of academic preparedness: (1) students requiring no remediation (college ready); (2) students requiring remediation who completed their assigned courses (developmental completers); and (3) students requiring remediation who failed to complete courses as assigned (developmental non-completers). Maryland's community colleges began measuring successful persister rates beginning with the 2000 cohort of students for 14 of the 16 institutions; data for all 16 community colleges are available beginning with the 2001 cohort of entering students. The third section of this report includes highlights of a survey of community college graduates. The Maryland Higher Education Commission conducts a triennial follow-up survey of associate degree graduates in collaboration with the community colleges. The most recent study was conducted in 2009 and includes those students who graduated during FY2008 (July 1, 2007-June 30, 2008). The survey includes questions about the community college graduates' experiences at the community college, perceptions of the quality of education received, post-graduation educational enrollments, and employment. The survey of 2010-11 graduates is currently underway, and the 2013 &quot;Retention, Graduation, and Transfer&quot; report will include analysis from this survey of FY 2011 graduates. [For the report from the previous year &quot;Retention, Graduation and Transfer Rates at Maryland Community Colleges [2011],&quot; see ED594065.]