ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education Budget Cuts: How Are They Affecting Students? Report 09-27
Author: Newell, Mallory
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Budgets,Budgeting,Public Colleges,State Colleges,Community Colleges,Educational Finance,Access to Education,Class Size,Enrollment Trends,Student Personnel Services,Fees,Employment Opportunities,Teacher Salaries,Employment Practices,Financial Support

The public higher education systems have received significant budget cuts in the 2009-10 fiscal year, with the University of California (UC) receiving $813 million less than in 2007-08, California State University (CSU) receiving $625 million less, and the community college system receiving $812 million less. It is important to understand the effects of the budget cuts and the need to restore public funding to at least 2007-08 levels to maintain the quality of and access to higher education. This paper examines the perspectives, the strategies, and the fallouts of these three universities in addressing budget cuts. It showed that the budget cuts affect public higher education in all areas, not just student access and affordability. Therefore, it is important to address the issues listed at the beginning of this paper to develop a better understanding of the impacts on students and the higher education systems in California.
Ready or Not, Here They Come. Community College Enrollment Demand Projections, 2009-2019. Report 09-28
Author: Wilson, Stacy
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Community Colleges,Prediction,Enrollment Trends,Enrollment Projections,Educational Planning,Trend Analysis,Undergraduate Study,Supply and Demand,Racial Differences,State Standards,Laboratories,Classrooms,Budgets,State Colleges,American Indians,Asian Americans,African Americans,Hispanic Americans,Whites,Population Trends,Age Differences,Educational Facilities,Space Utilization,Educational Technology,Computer Uses in Education,School Districts

The California Postsecondary Education Commission (CPEC) conducts policy research and analysis to support long-range planning and student success. The community college enrollment projection is the first in the &quot;Ready or Not, Here They Come&quot; series that will be developed over the next six months. Community college projections were derived first because the system is the largest in the state, and it accounts for about 75% of undergraduate demand in any given year. The complete series will update CPEC's statewide enrollment demand and institutional capacity reports published in 1995 and 2000. It is intended to support higher education long-range planning and assist the Governor and the Legislature during budgetary and policy deliberations. It will provide informed and valid projections of the demand for public undergraduate higher education over the next ten years and estimates of classroom lecture and laboratory capacity needed to maximize student success. Appendices include: (1) Mid-Range Enrollment Demand Forecast, Community College Participation per 1,000 Persons; and (2) Enrollment Demand Method. (Contains 3 figures.)
Update on CPEC's Improving Teacher Quality Grant Program. Report 09-29
Author: Trott, Marcia
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Middle Schools,Teacher Effectiveness,Elementary Secondary Education,Federal Legislation,Pilot Projects,Colleges,School District Size,Educational Change,Faculty Development,Educational Legislation,School Districts,Higher Education,Elementary School Teachers,Secondary School Teachers,Achievement Gap,Teacher Improvement,Instructional Improvement,Grants

In September 2009, the California Postsecondary Education Commission (CPEC) awarded $8 million in new Improving Teacher Quality (ITQ) grants to institutions of higher education for the purpose of assisting K-12 teachers to enhance teaching and learning in their classrooms. In addition to the new grants, the ITQ program has 14 individual grants and two master grants supporting 19 sites at various stages in large and small school districts from San Diego to Eureka. Together, the new and currently operating grants serve several thousand teachers and their students. The grants are funded through Title IIA of the federal No Child Left Behind Act of 2001 to provide high-quality professional development to K-12 teachers under the guidance of a university or college. CPEC held competitions for two separate initiatives for the 2009 grant cycle: Closing the Achievement Gap in Middle Schools and the Teacher-Based Reform (T-BAR) Pilot Program. This report presents the 2009 Closing the Achievement Gap grantees with their respective partnership efforts and plans.
Review of Proposal for a Community College Center in Chico. Report 09-30
Author: Jones, Jessika
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Expenditures,Campuses,Educational Needs,Educational Facilities Planning,Student Needs,Shared Facilities,Educational Finance,Cooperation,Community Colleges,Program Proposals,Educational Planning,Two Year College Students,Outreach Programs,Off Campus Facilities,Enrollment Projections,Student Personnel Services,Population Growth

The California Postsecondary Education Commission (CPEC) recognizes the importance of educational centers as a cost-effective means for meeting increased student demand. Educational centers are an economical way of serving a region's educational needs because they often involve collaboration and shared facility use with high schools, university campuses, and local businesses. CPEC guidelines require that an off-campus educational facility must serve at least 500 full-time-equivalent students (FTES) annually before it can become a state-approved educational center. Once a center has state-approved status, it becomes eligible to compete for state capital outlay funding. This report reviews the proposal by the Butte-Glenn Community College District to convert its facility in Chico to a fully operational state-approved educational center.
Program Planning and Review to Promote Responsiveness to Public Needs. Report 09-31
Author: Wilson, Stacy
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: State Universities,College Programs,Medical Schools,Nursing Education,Engineering Education,Program Proposals,Program Development,Community Colleges,Long Range Planning,Annual Reports

This annual report provides a summary of program planning and review activities conducted by California Postsecondary Education Commission (CPEC) during the 2008-09 academic year. During this period, CPEC staff conducted an extensive review of a proposal to establish a medical school at UC Riverside and a nursing school at UC Davis, and conducted independent reviews of 13 additional program proposals. Staff assessed the long-range plans of the public higher education systems, and updated and modified program review agreements between CPEC and the systems to enhance the review process. Appendices include: (1) CPEC Program Review Guidelines; (2) CSU Long-Range Program Plans; (3) UC Long-Range Program Plans, 2009-2014; (4) New Community College Programs; and (5) Commission Assignment of Degree Programs to Discipline Area.
Higher Education Exchange, 2008
Author: Brown, David W., Ed.
Date: 2008-00-00
Type: Collected Works - General
Subjects: Higher Education,Democracy,Public Health,Partnerships in Education,Democratic Values,Citizenship,Citizen Participation,Scholarships,Health Promotion,Rural Areas,Journalism,Risk,Interviews,Educational Principles,Institutional Mission,School Community Relationship,School Community Programs,Program Descriptions,Second Language Learning,Service Learning,Action Research,Doctoral Dissertations,Social Systems

&quot;Higher Education Exchange&quot; publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the &quot;Higher Education Exchange&quot; examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) The Journey of a &quot;Recovering Professional&quot; (David W. Brown);  (3) The Scholarship of Community Partner Voice (Sean Creighton); (4) Changing Public Culture: An Interview (Marguerite S. Shaffer and Lourdes Leon); (5) Partnerships for Supporting Local Health Efforts: The Link Between Rural Journalism and Public Health in One Rural Community (Laura H. Downey, Carol L. Ireson, F. Douglas Scutchfield, and Al Cross);  (6) Democratic Partnerships: An Interview (Ira Harkavy); (7) &quot;Democracy's Good Name: The Rise and Risks of the World's Most Popular Form of Government&quot; By Michael Mandelbaum (Edith Manosevitch); and (8) Afterword (David Mathews). [For &quot;Higher Education Exchange, 2007,&quot; see ED497932.]
WWC Quick Review of the Report &quot;Summative Evaluation of the Ready to Learn Initiative&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Summative Evaluation,Early Reading,Beginning Reading,Phonological Awareness,Reading Skills,Science Curriculum,Curriculum Development,Intervention,Preschool Children,Literacy,Early Childhood Education,Phoneme Grapheme Correspondence,Alphabets,Child Care Centers,Effect Size

The study examined whether preschoolers who were exposed to a media-rich literacy curriculum had better early reading skills than preschoolers who were exposed to a media-rich science curriculum. The study randomly assigned 80 preschool classes to incorporate either a media-rich literacy curriculum or a media-rich science curriculum. The final study sample included 398 students from 47 early childhood centers serving children ages 4 and 5 from low-income households in New York City and San Francisco. Five tests measured the students' early reading skills: the letter name, letter sounds, and common initial sounds subtests of the Phonological Awareness Literacy Screening (PALS); an assessment of print awareness; and a researcher-developed test of how well the student recognized letters in his/her own name. Students in the media-rich literacy classrooms outperformed students in the media-rich science classrooms by a statistically significant margin on all but the PALS Beginning Sound Awareness subtest. Across the four statistically significant impacts, the authors reported an average effect size of one-third of a standard deviation, equivalent to moving a student from the 50th percentile to the 63rd percentile. [The following study is reviewed herein: Penuel, W. R., Pasnik, S., Bates, L., Townsend, E., Gallagher, L. P., Llorente, C., &amp; Hupert, N. (2009). &quot;Summative evaluation of the Ready to Learn&quot; initiative. Newton, MA: Educational Development Center, Inc. and Menlo Park, CA: SRI International Technical Report. This report may be found at ED506950.]
Connecting Mentoring to Student Achievement in Alaska: Results and Policy Implications
Author: Adams, Barbara L.
Date: 2010-04-12
Type: Reports - Evaluative
Subjects: Mentors,Standardized Tests,Academic Achievement,Effect Size,Teaching Experience,Scores,Beginning Teachers,School Districts,Reading Achievement,Mathematics Achievement,Science Achievement,State Programs,Comparative Analysis,Achievement Gap,Elementary School Students,Secondary School Students,Educational Policy,Program Descriptions

Using hierarchical linear modeling, student standardized test scores are analyzed to determine the impact of mentoring first- and second-year teachers on their students' achievement. The contrasting group used for comparison consists of experienced teachers in matched schools, grade level, and content area. The study contains data from 300 teachers in grades 4-10 (196 treatment teachers and 104 in the contrasting group) serving over 6900 students in language arts, mathematics, and science from around the state of Alaska. The dataset is split into the three content areas that were tested, and students with only one teacher per content area are included in the study. Teacher, district, school, and student demographic information are taken into account. Results show that although mentoring new teachers did not bring the students' standardized scores of new teachers up to the same level as students in veteran classes, they are much closer than expected based on past research (statistically significant but very small effect sizes) for Reading, Writing, and Science. In the case of Mathematics, students in classrooms of mentored first- and second-year teachers perform the same as those in classrooms of veteran teachers. Thus, mentoring conducted through the Alaska Statewide Mentor Project shows promising results to start closing the achievement gap typically seen between the students of new and veteran teachers. (Contains 2 tables and 5 footnotes.)
Passion into Action: Facilitating Teachers to Act Critically
Author: Daoud, Annette M.
Date: 2010-00-00
Type: Reports - Research
Subjects: Social Justice,Critical Theory,Multicultural Education,Equal Education,Change Agents,Educational Change,Educational Opportunities,Case Studies,Graduate Students,Inservice Teacher Education,Education Courses,Student Projects

This inquiry highlights K-12 teachers' commitment to turn their passion of providing equitable educational opportunities to all students into concrete actions. The inquiry uses a case study approach to investigate the process teachers undergo beginning in an MA course on multicultural education, and continuing through their MA program to define, develop and implement actions that address social justice and equity issues the teachers are passionate about. Results show that when K-12 teachers are facilitated through the MA course curriculum rooted in critical pedagogy, they can become change agents rather than people who merely know about educational change. (Contains 1 footnote.)
Fees at California's Public Colleges and Universities. Report 10-01
Author: Fuller, Ryan
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Public Colleges,Educational Finance,Governing Boards,Fees,Cost Indexes,Comparative Analysis,In State Students,Out of State Students,Student Costs

Fees at California's public colleges and universities have increased considerably with the current state budget crisis, but are still lower than fees at comparable institutions in other states. At California State University (CSU), fees for full-time undergraduate students are $4,893 for the 2009-10 school year. Fees at the University of California (UC) are $9,311. The UC Board of Regents has approved an additional 15% increase for 2010-11 and the Governor's budget assumes an increase of 10% at CSU. With this increase, annual undergraduate fees will be $10,302 in systemwide fees, plus campus fees. Professional school fees will be raised by up to 22% in 2010-11. (Contains 3 online resources.)
Summary of the Governor's Proposed 2010-11 Budget. Report 10-02
Author: Woolfork, Kevin
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Taxes,Elementary Secondary Education,Educational Finance,Budgets,Higher Education,Financial Support,Educational Policy,Public Policy,Public Officials,Grants

The proposed 2010-11 state budget closes an anticipated $20 billion funding gap as total State General Fund spending is expected to decline for the fourth consecutive year. The budget essentially maintains higher education and K-12 funding at 2009-10 levels, but proposes some policy changes to K-12 that will result in the loss of significant anticipated revenues in this and future years. The budget proposes using available resources to cover most basic services and contains major reductions and policy changes. This budget highlights the state's dilemma of trying to stabilize funding, amid growing resource commitments, with unstable tax revenues. Aligning resources with expenses at local and state levels would allow agencies to develop the long-term operations plans they need in order to provide public services efficiently. This stability is particularly important in education, where short-term budget balancing actions may have negative long-term consequences.
Ready or Not, Here They Come: Lining up for the State University. California State University Undergraduate Demand Projections, 2009-2019. Report 10-05
Author: Wilson, Stacy
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Prediction,Undergraduate Students,Enrollment Trends,Trend Analysis,Educational Planning,Strategic Planning,Academic Achievement,College Freshmen,Ethnicity,Community Colleges,College Transfer Students,Transfer Rates (College),State Government,Budgeting,Educational Policy,Educational Facilities,Statistical Data

The California Postsecondary Education Commission (CPEC) conducts policy research and analysis to support long-range planning and student success. This preliminary report on California State University undergraduate demand is the second in the &quot;Ready or Not, Here They Come&quot; series. The series updates CPEC's statewide enrollment demand and institutional capacity reports published in 1995 and 2000. It is intended to support higher education long-range planning and assist the Governor and the Legislature during budgetary and policy deliberations. It provides informed and valid projections of the demand for public undergraduate higher education over the next ten years and estimates of classroom lecture and laboratory capacity needed to maximize student success. Appendices include: (1) Baseline Forecast of Annual First-time Freshman Demand by Ethnicity, 2009 to 2019; (2) Summary of Mid-Range Forecast Assumptions for California State University (CSU) First-Time Freshman Demand; (3) Mid-Range Forecast--Community College Transfer Participation Rates, per 1,000; (4) CSU Undergraduate Enrollment Demand Methodology; and (5) Comments from CSU. (Contains 3 figures.)
Legislative Analyst's Office Report on Coordinating Higher Education in California. Report 10-06
Author: Woolfork, Kevin
Date: 2010-03-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Student Records,Higher Education,Incentives,Postsecondary Education,Educational Change,Public Education,Public Colleges,Enrollment,Undergraduate Students,Accountability,Costs,Paying for College

On January 28, the Legislative Analyst's Office (LAO) released a report examining the coordination of California postsecondary education. LAO concludes that the state faces many challenges in maintaining a high-quality higher education system, and that reform of its coordination structure is needed to help meet those challenges. The LAO report raises concerns that California's public universities have expanded programs that are not high priorities for the state while restricting undergraduate enrollment. The report points to the allocation of funds as one of the key mechanisms by which the state expresses its priorities among programs and services, and suggests that policymakers can create financial incentives to impact institutional behaviors. The Commission agrees with the LAO's recommendation to develop a comprehensive student data reporting framework that will provide policymakers, education providers, and independent researchers with the information needed to better understand the flow of students from kindergarten into the workplace. The Commission continues to work with the segments, policymakers, and others to help develop a statewide data system that fully protects the privacy of student records.
Ready or Not, Here They Come: The Complete Series of Undergraduate Enrollment Demand and Capacity Projections, 2009-2019. Report 10-08
Author: Wilson, Stacy
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Enrollment Projections,Undergraduate Students,Public Colleges,Community Colleges,State Colleges,College Freshmen,Educational Planning,Racial Differences,Supply and Demand,Budgets,Access to Education,Classrooms,Age Differences,College Transfer Students,Educational Opportunities,Worksheets,Laboratories,Educational Facilities,High School Graduates,Hispanic American Students,African American Students,White Students,American Indians,Asian American Students,Costs

The California Postsecondary Education Commission (CPEC) is pleased to present &quot;Ready or Not, Here They Come: The Complete Series of Undergraduate Enrollment Demand and Capacity Projections. 2009-2019.&quot; This series updates their statewide enrollment demand and institutional capacity reports published in 1995, 2000, and 2004. The findings are intended to support higher education long-range planning and assist the Governor and Legislature during budgetary and policy deliberations. The series provides informed projections of the demand for public undergraduate higher education over the next ten years and discusses the sufficiency of classroom lecture and laboratory capacity to accommodate enrollment growth. CPEC offers this report with findings and conclusions that they believe will help inform difficult decisions and support long-range planning for higher education in the state to meet those challenges and best serve the needs of all Californians. Appended are: (1) Community College Enrollment Demand Methodology; (2) California State University (CSU) and University of California (UC) Undergraduate Enrollment Demand Methodology; (3) CSU Life Table Example--Cohorts of Entering First-Time Freshmen, 2002-19; and (4) Comments from CSU. (Contains 7 figures.)
Costs at Public Universities: How Does California Compare with Other States? Report 10-12
Author: Fuller, Ryan
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,State Colleges,Student Financial Aid,Costs,Public Colleges,Fees,Comparative Analysis,Commuting Students,On Campus Students,Full Time Students,Family Income,Research Universities

The cost of attending the University of California (UC) and California State University (CSU) has increased in recent years as UC and CSU have raised fees in response to reduced state funding. Fees are generally lower than fees at public universities in other states, but with California's higher living costs, the overall cost of attendance at UC is higher than at most major public research universities. For the 2009-10 school year, the total cost of attendance, before financial aid, for undergraduate students living on campus ranged from $25,400 at UC Irvine to $28,900 at UC Berkeley while costs for CSU students living on campus are generally in the $20,000-$22,000 range before financial aid. Costs are lower at the inland campuses, such as Fresno and Stanislaus.
State of Rhode Island Department of Administration Office of Library and Information Services. Five-Year State Plan for the Fiscal Years 2008 to 2012
Author: Rhode Island Office of Library and Information Services
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Long Range Planning,Library Administration,Library Services,Library Role,Objectives,Federal Legislation,Stakeholders,Geographic Regions,Regional Characteristics,Demography,Library Networks,Surveys,Accessibility (for Disabled),Access to Information,Literacy,Institutional Cooperation,Needs Assessment,Librarians,Continuing Education

In preparation for its Five-Year Plan for the years 2008 through 2012, the Rhode Island Office of Library and Information Services has reviewed a variety of information resources, including studies, publications, surveys and stakeholder meetings, to assist in understanding the state, its people, its future and the potential role of libraries. This environmental scan summarizes the findings that are useful in identifying the needs and opportunities unique to library services in RI. The assessment of the library world in the twenty-first century, moreover, examines general trends in the country and specific trends in Rhode Island. Together, these findings inform the establishment of priorities for the use of Library Services and Technology Act (LSTA) funds allotted to Rhode Island. Appendices include: (1) Rhode Island Stakeholders; (2) Rhode Island LSTA Evaluation Web Survey; (3) Children's Librarians Survey; and (4) OLIS Continuing Education Survey. (Contains 7 footnotes.)