ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Verge: Costs and Tradeoffs Facing Community College Students
Author: Cochrane, Debbie
Date: 2016-04-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Educational Finance,Paying for College,Student Financial Aid,Student Surveys,Costs,College Housing,Food,Textbooks,Transportation,Barriers,Federal Aid,Student Loan Programs,Student Employment

&quot;On the Verge: Costs and Tradeoffs Facing Community College Students&quot; documents California community college students' struggles to cover college expenses beyond tuition, their experiences with financial aid, and the troubling tradeoffs they face when available resources do not stretch far enough. Consistent with a growing body of national research showing that students' ability to pay for non-tuition costs is central to their academic progress and success, the report includes results and personal stories from The Institute for College Access &amp; Success' (TICAS') survey of thousands of California students, as well as key facts about community college students' costs, aid, and outcomes both nationally and in California.
States of Denial: Where Community College Students Lack Access to Federal Student Loans
Author: Cochrane, Debbie
Date: 2016-06-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Student Loan Programs,Student Financial Aid,Federal Aid,Racial Differences,Ethnicity,Geographic Location,Loan Default,Educational Change,Loan Repayment,Private Financial Support

Every year, millions of college students borrow money to help bridge the gap between college costs and available income, savings, and grants. Experts agree that, for those who need to borrow to pay for college, federal student loans are the safest and most affordable option. Unfortunately, some colleges choose not to participate in the federal student loan program, preventing their students from borrowing federal loans when needed. This is The Institute for College Access &amp; Success' fifth assessment of federal student loan participation at community colleges across the country. The authors identified 15 colleges that have left the loan program since 2013-14, eight of which are in North Carolina. Seven colleges have joined the loan program, five of which are in Louisiana. In addition to national averages and state-by-state data for 2015-16, this issue brief takes a deeper look at activity in California, North Carolina, and Louisiana. A Participation Rate Index (PRI) Worksheet is appended.
How the Racial and Socioeconomic Composition of Schools and Classrooms Contributes to Literacy, Behavioral Climate, Instructional Organization and High School Graduation Rates. Research Brief No. 2. Updated
Author: Eaton, Susan
Date: 2011-03-00
Type: Reports - Research
Subjects: Racial Differences,Socioeconomic Influences,Public Schools,Correlation,Racial Composition,Statistical Analysis,Literature Reviews,Educational Environment,High Schools,Graduation Rate,Literacy,Reading Achievement,Language Skills,African American Students,Hispanic American Students,White Students,Student Behavior,Disproportionate Representation,Grouping (Instructional Purposes),Educational Research

This is the second in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, &quot;Teachers College Record,&quot; edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. This brief considers the relationship between the racial and socioeconomic composition of a school and/or classroom and a variety of important educational measures. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in &quot;Teachers College Record&quot; is particularly rigorous. It draws from several strong data bases and employs cutting-edge statistical methods. This comprehensive collection of studies pays meticulous attention to separating the discrete contributions that schools, teachers, families and students themselves make to a variety of important educational outcomes, such as test scores and graduation rates. It is urged that courts, policymakers, education rights lawyers, educators and others use this new work as a guide in decisions and advocacy related to diversity, schooling and equal opportunity. [For the first report in this series, see &quot;School Racial and Economic Composition &amp; Math and Science Achievement. Research Brief No. 1. Updated&quot; (ED571622). For the third report in this series, see &quot;The Impact of Racially Diverse Schools in a Democratic Society. Research Brief No. 3. Updated&quot; (ED571627).]
The Impact of Racially Diverse Schools in a Democratic Society. Research Brief No. 3. Updated
Author: Eaton, Susan
Date: 2011-03-00
Type: Reports - Research
Subjects: Racial Differences,Public Schools,Social Influences,Academic Achievement,Social Mobility,Databases,Statistical Analysis,Teacher Influence,School Role,Family Influence,Student Role,Standardized Tests,Scores,Graduation Rate,Student Diversity,Equal Education,Neighborhoods,Ethnic Groups,Racial Attitudes,Social Attitudes,Minority Group Students

This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, &quot;Teachers College Record,&quot; edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. For more than two decades, the success of school desegregation has been judged mainly by the degree to which it benefits individuals, either through academic achievement or social mobility. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in &quot;Teachers College Record&quot; is particularly rigorous. It draws from several strong data bases and employs cutting-edge statistical methods. This comprehensive collection of studies pays meticulous attention to separating the discrete contributions that schools, teachers, families and students themselves make to a variety of important educational outcomes, such as test scores and graduation rates. It is urged that courts, policymakers, education rights lawyers, educators and others use this new work as a guide in decisions and advocacy related to diversity, schooling, and equal opportunity. [For the first report in this series, see &quot;School Racial and Economic Composition &amp; Math and Science Achievement. Research Brief No. 1. Updated&quot; (ED571622). For the second report in this series, see &quot;How the Racial and Socioeconomic Composition of Schools and Classrooms Contributes to Literacy, Behavioral Climate, Instructional Organization and High School Graduation Rates. Research Brief No. 2. Updated&quot; (ED571626).]
What We Know about School Integration, College Attendance, and the Reduction of Poverty. Research Brief No. 4. Updated
Author: Tegeler, Philip
Date: 2011-03-00
Type: Reports - Research
Subjects: Racial Integration,Elementary Secondary Education,Racial Composition,Poverty,College Attendance,African American Students,Hispanic American Students,Academic Achievement,Outcomes of Education,Educational Attainment,Social Development,Crime,Ethnic Diversity

The goals of promoting integration and avoiding racial isolation in K-12 education were recently reaffirmed as compelling government interests. The importance of avoiding racial and economic segregation in schools is important not just for its own sake, but because of the documented benefits to students that flow from more racially integrated, lower poverty schools. Studies over the past twenty years have demonstrated that integrated education leads not only to achievement gains in math and reading for African American and Latino children, but also to increased occupational attainment, less involvement with the criminal justice system, and a greater tendency for graduates of integrated schools later in life to live in integrated neighborhoods, have friends from many races and ethnic groups, and to be employed in diverse workplaces. While additional research continues on this subject, this brief reports on the positive effects of K-12 school integration on college attendance rates, college graduation, and intergenerational perpetuation of poverty.
School Integration and K-12 Outcomes: An Updated Quick Synthesis of the Social Science Evidence. Research Brief No. 5. Updated
Author: Mickelson, Roslyn Arlin
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: School Desegregation,Public Schools,Racial Segregation,Ethnic Groups,Socioeconomic Status,Literature Reviews,Democratic Values,Student Diversity,Academic Achievement,Minority Group Students,Outcomes of Education,Equal Education,Elementary Secondary Education

Some sixty years after the 1954 &quot;Brown&quot; decision declared separate schooling inherently unequal, America's student population is much larger and more demographically diverse. For many decades court mandated desegregation plans were implemented, but today public schools are again largely segregated by race, ethnicity, and family socioeconomic status (SES). Does this resegregation of schools matter? The preponderance of high quality social, educational, and behavioral science research disseminated since the late 1980s is clear and consistent: the racial and SES composition of schools influences short- and long-term outcomes. And segregation is harmful for all students. This brief reports on a quick synthesis of the empirical evidence from almost four decades of high quality social, educational, and behavioral science research and suggests that an integrated education can fosters greater adherence to democratic values and enhances a person's propensity for civic engagement.
Regional Educational Equity Policies: Learning from Inter-District Integration Programs. Research Brief No. 9
Author: Finnigan, Kara S.
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: Urban Schools,Educational Policy,Equal Education,Suburban Schools,School Districts,Racial Segregation,Student Mobility,Access to Education,Educational Resources,Racial Discrimination,School Choice,Educational Change,State Policy,Educational Finance,Accountability,Elementary Secondary Education

Across the U.S., urban school districts are in a deepening state of crisis. Problems of academic failure, financial debt, and enrollment loss have been reported in many of the nation's largest cities. In local and national policy debates, there are two distinct explanations about the reasons for these crises. One explanation for school failure presents a lack of fiscal and academic accountability. Another, different explanation for school failure comes from outside the mainstream education policy discourse, that is urban districts facing decades of discriminatory policy decisions that created deep inequities between urban school districts and their surrounding suburbs. Policy solutions emerging from this diagnosis focus on addressing the inequality and inefficiency created by multiple jurisdictions within metropolitan areas with policies that aim to connect cities and suburbs. These policies are commonly referred to as inter-district school integration policies. They are premised upon the idea that segregation and racial isolation between school districts are a fundamental cause of educational inequality. They seek to address this root cause of failure by allowing students to move across the boundaries of districts both to create more integrated learning environments and to provide students the opportunity to access greater resources, academic and social opportunities, and networks. Research has found these programs yield significant academic and social benefits for participants. This brief takes the opportunity to describe some inter-district integration program and the research on outcomes.
How the Administration's &quot;Stronger Together&quot; School Integration Proposal Built on the Lessons Learned from the Flawed TASAP Program. Issue Brief No. 7
Author: McDermott, Kathryn A.
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Public Schools,Program Effectiveness,Elementary Secondary Education,Technical Assistance,Federal Legislation,Student Diversity

In 2009, Congress allocated $2.5 million for a competitive federal grant program, &quot;Technical Assistance for Student Assignment Plans&quot; (TASAP), that aimed to increase diversity in public schools, but which had only limited success. The Obama Administration's &quot;Stronger Together&quot; 2017 budget proposal (and the accompanying Stronger Together School Diversity Act of 2016) shows that the U.S. Department of Education (USED) has learned from the experience of TASAP. This issue reports on some of these lessons.
Understanding Entry-Level Courses in American Institutions of Higher Education
Author: McGaughy, Charis
Date: 2016-06-00
Type: Reports - Research
Subjects: Introductory Courses,Higher Education,College Readiness,Career Readiness,Language Arts,Sciences,Social Sciences,College Freshmen,Content Analysis,Coding,Course Content,Assignments,Course Evaluation,Performance Based Assessment,Interrater Reliability,Educational Demand,Educational Change,Curriculum Development,Institutional Characteristics,Data Analysis

&quot;Understanding Entry-Level Courses in American Institutions of Higher Education&quot; outlines a study conducted by Educational Policy Improvement Center (EPIC) that empirically identifies the characteristics of work at the college- and career-readiness level in English/language arts, science, and social sciences courses. Using a previously collected national sample of over two thousand entry-level college course documents, EPIC used an emergent coding design to analyze the content of postsecondary syllabi, assignments, and assessments. The analysis revealed information about the content, requirements, and challenge level expected of students in thirteen entry-level college courses in both two- and four-year institutions of higher education across the country. Researchers then used the findings of this study to develop a set of high school performance assessment tasks that represent the types of activities and assessments required in entry-level college courses. This article outlines the methods and rationale for the study, the specific data that were collected from the entry-level college course documents, and the outcomes of interrater reliability tests. Finally, this report includes a discussion of possible implications of the study, including the need to raise the level of cognitive demand in secondary and postsecondary settings. This information has the potential to inform changes in curriculum and instruction, assessment, graduation, and admissions decisions at both the secondary and postsecondary levels.
Mathematics in the Early Grades: Operations &amp; Algebraic Thinking. Interactive STEM Research + Practice Brief
Author: Education Development Center, Inc. (EDC)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Elementary School Mathematics,Algebra,Mathematics Skills,Mathematical Concepts,Concept Formation,Problem Solving,Addition,Subtraction,Primary Education,Teaching Methods

In the domain of &quot;Operations &amp; Algebraic Thinking,&quot; Common Core State Standards indicate that in kindergarten, first grade, and second grade, children should demonstrate and expand their ability to understand, represent, and solve problems using the operations of addition and subtraction, laying the foundation for operations using multiplication (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010). This brief describes the concepts and skills involved in helping K-2 children demonstrate and expand their ability to understand, represent, and solve addition and subtraction problems, laying the foundation for operations using multiplication.
South Carolina Course Alignment Project: Best Practices Report
Author: Chadwick, Kristine
Date: 2014-00-00
Type: Reports - Research
Subjects: High Schools,Postsecondary Education,Transitional Programs,High School Seniors,College Freshmen,College Readiness,Career Readiness,Strategic Planning,Guides,Data Analysis,Decision Making,Partnerships in Education,Alignment (Education),Best Practices,Surveys

To facilitate a more seamless transition from high school to postsecondary education, high schools and colleges need to build new relationships and examine educational programming on both sides of the critical juncture between the senior year in high school and the first year in college. This South Carolina College and Career Readiness Toolkit was designed to foster conversation among leaders from school districts and higher education about what it means to be college- and career-ready, and to help develop action plans for new and strengthened partnerships. This toolkit provides information, data, and strategies for educators and communities to help improve the college and career readiness of their students. Specifically, the toolkit is designed to (1) raise awareness about key issues influencing college and career readiness; (2) encourage data-driven decision making; (3) build partnerships among secondary, postsecondary, and workforce professionals; and (4) support successful, comprehensive action planning to make measurable improvements in students' college and career success. While the toolkit has some information specific to South Carolina, it can serve as a model for all states and districts wishing to implement a comprehensive college and career readiness action plan.
More than One C: Educating Students to Be Ready for Careers and College. Policy Brief
Author: Thier, Michael
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Educational Policy,Elementary Secondary Education,Role of Education,School Districts,Democratic Values,Access to Education,Equal Education,Student Needs,Postsecondary Education,Graduation Rate,Salaries,Barriers,Evaluation Methods,Standardized Tests,College Entrance Examinations

This policy brief discusses the United State's bias toward college-going as the gold standard and how to counteract that singular mode of thinking. The Educational Policy Improvement Center (EPIC) outlines why definitions of K-12 success should balance an emphasis on each C (college and career). EPIC also shows the related pitfalls of districts failing to attend to the issues that are most salient for their communities. To avoid those dangers, EPIC recommends democratizing postsecondary pathway access to ensure equity, localizing districts' definitions of success to suit community needs, and personalizing educational experiences so students can become ready on their own terms.
From Accountability to Actionability: Making Sense of Multiple Measures in Local Control Accountability Plans. Policy Brief
Author: Beach, Paul
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Accountability,School District Autonomy,Educational Planning,Educational Policy,Policy Formation,Strategic Planning,Program Implementation,Program Effectiveness,Educational Improvement,Information Utilization,Educational Assessment,Measurement,Standardized Tests,Outcomes of Education,Matrices,College Readiness,Career Readiness

&quot;Understanding Entry-Level Courses in American Institutions of Higher Education&quot; outlines a study conducted by EPIC that empirically identifies the characteristics of work at the college- and career-readiness level in English/language arts, science, and social sciences courses. Using a previously collected national sample of over two thousand entry-level college course documents, EPIC used an emergent coding design to analyze the content of postsecondary syllabi, assignments, and assessments. The analysis revealed information about the content, requirements, and challenge level expected of students in thirteen entry-level college courses in both two- and four-year institutions of higher education across the country. Researchers then used the findings of this study to develop a set of high school performance assessment tasks that represent the types of activities and assessments required in entry-level college courses. This article outlines the methods and rationale for the study, the specific data that were collected from the entry-level college course documents, and the outcomes of interrater reliability tests. Finally, this report includes a discussion of possible implications of the study, including the need to raise the level of cognitive demand in secondary and postsecondary settings. This information has the potential to inform changes in curriculum and instruction, assessment, graduation, and admissions decisions at both the secondary and postsecondary levels.
Particulate Nature of Matter Misconceptions Held by Middle and High School Students in Turkey
Author: Özgür Kapici, Hasan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,High School Students,Misconceptions,Scientific Concepts,Educational Research,Questionnaires,Interviews,Science Education,Qualitative Research,Journal Articles

Misconceptions are one the biggest troubles for both teachers and students. In order to have scientifically valid knowledge, students should have meaningful conceptual understanding. Researchers have been designing studies based on different teaching methods so as to reach beneficial outcomes to handle with misconceptions. In this study, the main purpose is to reveal misconceptions about particulate nature of matter held by middle and high school students in Turkey by examining the related studies done since 2010. In addition, another goals are to see which kind of data gathering instruments have been used frequently and to determine these studies have been implemented in which level, whether middle school or high school. With specific keywords and criteria, 21 related articles were reached and examined. The findings shows that open ended questionnaire or interview forms are the most frequent instruments in order to gather data in the studies which were done for diagnosing misconceptions about particulate nature of matter. The participants of studies are usually from middle school students. Lastly, misconceptions are common among students.
Recent Research in Black Sea Region on Assessment in Education (Review)
Author: Pipia, Ekaterine
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Evaluation Research,Educational Assessment,Educational Quality

This article is written to inform educational community particularly in the respect of new tendencies in educational assessment and present a clear-cut picture of the recent studies conducted in the Black Sea Region. The review paper refers to the following countries: Georgia, Russia, Turkey and Ukraine. It stresses the prevalent approach detected in these countries and sees the role of assessment as a tool to enhance the quality of education and obtain the reliable data that help professionals to make appropriate decisions in teaching and assessment.