ethanporcaro/eric-fulltext-meta huggingface dataset:
Women in the STEM Workforce. DataPoints. Volume 6, Issue 9
Author: American Association of Community Colleges
Date: 2018-07-00
Type: Numerical/Quantitative Data
Subjects: Employed Women,Females,Educational Attainment,Occupations,Health Occupations,Biological Sciences,Mathematics,Physical Sciences,Computer Science,Engineering,Salaries,Equal Opportunities (Jobs)

Average salaries of full-time STEM workers with some college education was 26 percent higher than non-STEM workers with a similar education, according to a recent analysis by the Pew Research Center of Census data on the STEM workforce from 1990 to 2016. Health-related occupations had the largest concentration of women in STEM jobs. Of the nine million workers in healthcare fields, 75 percent (6.7 million) were women. Women also have made significant strides in life and physical sciences jobs, comprising 47 percent of workers in 2016, compared to 34 percent in 1990. However, women are still significantly underrepresented in the engineering and computer science sectors, where in 2016 they accounted for only 14 percent and 25 percent of the workforce, respectively.
Turning Points: How Young People in Four Career Pathways Programs Describe the Relationships That Shape Their Lives
Author: Pufall Jones, Elizabeth
Date: 2017-02-00
Type: Reports - Research
Subjects: High School Students,At Risk Students,Youth Programs,Interpersonal Relationship,Urban Youth,Career Development,Social Support Groups,Individual Development

Young people need support from an array of adults and peers to meet key developmental milestones and thrive as adults. This report is the second in a series focused on career pathways programs that serve risk-immersed young people. It builds on the programmatic insights in the first report asking youth participants enrolled in the four career pathways programs how the relationships that surround them influence their development. Using young people's own words, &quot;Turning Points&quot; illuminates the ways that significant people in program participants' lives helped them construct webs of support, or systems of relationships that help young people develop the capacity to navigate and negotiate their path to success. [To view the first report of the series, &quot;Relationships Come First: How Four Career Development and Workforce Readiness Programs Prepare Young People for Work and Life,&quot; see ED572714.]
New Jersey Babies Count, 2018: A Statewide Profile of Infants and Toddlers
Author: Advocates for Children of New Jersey
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Educational Quality,Access to Education,Disadvantaged Youth,Infants,Toddlers,Barriers,Parent Role,Access to Health Care,Mothers,Prenatal Influences,Young Children,Economic Factors,Family Needs,Child Welfare,Prevention,Health Promotion,Infant Mortality

Advocating for quality early care and education has been an Advocates for Children of New Jersey (ACNJ) priority for many years, starting with the commitment to ensure that children in disadvantaged communities have the opportunity for state-funded, full-day preschool. ACNJ firmly believes that the path to success in school and in life starts with high-quality early education. A child's brain develops rapidly in these early years, building the foundation for later learning, behavior and health. Early relationships, environments and experiences set the stage for what happens later in life. Good experiences support healthy growth and development. Family instability, poverty, poor health care and low-quality early learning environments can adversely impact long-term health and development. How is New Jersey getting it right from the start for its youngest residents? This year's state Kids Count Report--Babies Count--provides a framework, tracking how well infants and toddlers are doing, who they are and the challenges they face. As a lead partner in the Right from the Start NJ campaign and as the organization chosen to spearhead the national ZERO TO THREE Think Babies™ campaign for New Jersey, ACNJ's recent work has focused on what babies and their families need to thrive. Three components are critically important to ensure the healthy development of children right from the start: (1) Parents must be supported as their child's first and best teacher; (2) Good health care must be accessible to mothers and their babies, starting prenatally; and (3) Young children must have access to high-quality child care as their first educational experience outside the family.
First-Year Persistence and Retention. Snapshot™ Report, Summer 2018
Author: National Student Clearinghouse Research Center
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Academic Persistence,School Holding Power,Educational Trends,Enrollment Rate,Racial Differences,Ethnicity,School Entrance Age,Two Year Colleges,Private Colleges,Proprietary Schools,Public Colleges,Minority Group Students,Asian American Students,African American Students,Hispanic American Students,White Students

Of all students who started college in fall 2016, 73.9 percent persisted at any U.S. institution in fall 2017, while 61.6 percent were retained at their starting institution. The persistence rate is the percentage of students who return to college at any institution for their second year, while the retention rate is the percentage of students who return to the same institution. This brief report presents the following statistics on first-year persistence and retention: (1) First-Year Persistence and Retention by Starting Enrollment Intensity (all institutional sectors); (2) First-Year Persistence and Retention by Race and Ethnicity Fall 2016 Entering Cohort, All Sectors; (3) First-Year Persistence and Retention by Age at College Entry Fall 2016 Entering Cohort, All Sectors; (4) First-Year Persistence and Retention for Students Who Started College in Four-Year Public Institutions; (5) First-Year Persistence and Retention by Race and Ethnicity Fall 2016 Entering Cohort, Four-Year Public Institutions; (6) First-Year Persistence and Retention for Students Who Started College in Two-Year Public Institutions; (7) First-Year Persistence and Retention by Race and Ethnicity Fall 2016 Entering Cohort, Two-Year Public Institutions; (8) First-Year Persistence and Retention for Students Who Started College in Four-Year Private Institutions; (9) First-Year Persistence and Retention by Race and Ethnicity Fall 2016 Entering Cohort, Four-Year Private Institutions; and (10) First-Year Persistence and Retention for Students Who Started College in Four-Year For-Profit Institutions. Definitions and notes on cohort selection are included.
2018 Higher Education Research Digest
Author: ACT, Inc.
Date: 2018-00-00
Type: Collected Works - General
Subjects: Higher Education,Educational Research,College Entrance Examinations,Databases,Student Recruitment,Enrollment,College Readiness,Social Development,Emotional Development,Academic Achievement,Difficulty Level,High Schools,Secondary School Curriculum,Majors (Students),Intention,Career Readiness,First Generation College Students,School Holding Power,College Transfer Students,College Students,Two Year College Students,Graduation,Intellectual Disciplines

The inaugural &quot;Higher Education Research Digest&quot; was released in 2017 (see ED581669) along with the &quot;Enrollment Management Database,&quot; a tool assisting enrollment managers, admissions personnel, and other college administrators with student recruitment, enrollment, and success strategies. For this second edition of the &quot;Digest,&quot; the &quot;Enrollment Management Database&quot; has been updated with the 2017 ACT-Tested Graduating Cohort. ACT is also pleased to announce the addition of two more databases: &quot;Ten-Year Trends Database&quot; and &quot;College Completion Database.&quot; The three databases--which are available in an interactive, Tableau environment--are described in this &quot;Digest&quot; in more detail, highlighting an example of the research insights that can be captured from each tool. Articles in this 2018 &quot;Digest&quot; include: (1) Explore ACT Data to Help Inform Recruitment, Enrollment, and Success Strategies: Three New Publicly-Available ACT Databases; (2) Building a Diverse and College-Ready Class: The Power of Social and Emotional Learning Skills (Jeff Allen, Krista Mattern, and Jeffrey Steedle); (3) New Understanding of High School Rigor and College Success Predictions: An Empirically-Derived Index of High School Academic Rigor (Jeff Allen, Edwin Ndum, and Krista Mattern); (4) Sticking to the Plan: Who Is Likely to Declare a Major That Is Consistent with Their Intentions? (Ty Cruce and Krista Mattern); (5) College and Career Ready: How Much Academic Preparation Is Needed for Middle-Skills Jobs? (Jeffrey Steedle, Justine Radunzel, and Krista Mattern); (6) They May Be &quot;First&quot; but Will They &quot;Last&quot;? Retention and Transfer Behavior of First-Generation Students (Justine Radunzel); (7) Academic Readiness and Discipline: Two Factors Related to Degree Completion (Justine Radunzel, Krista Mattern, and Joann Moore); and (8) Fair to Compare: A Guide to the 2018 ACT/SAT Concordance.
The Condition of College &amp; Career Readiness 2018: National
Author: ACT, Inc.
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: College Readiness,Career Readiness,High School Graduates,College Entrance Examinations,High School Students,Benchmarking,Academic Achievement,STEM Education,Ethnicity,Racial Differences,Educational Trends,Access to Education,Student Behavior,Academic Standards,African American Students,American Indian Students,College Bound Students,Core Curriculum,Educational Attainment,Higher Education,Majors (Students),Occupational Aspiration,Academic Aspiration,Predictor Variables,Pacific Islanders,White Students,Hispanic American Students,Asian American Students,Multiracial Persons

This report looks at the progress of the ACT®-tested 2018 U.S. high school graduating class relative to college and career readiness. The data in this report are based on more than 1.9 million graduates--55% of the students in the 2018 national graduating class--who took the ACT at some time from grade 10 to 12. The ACT was taken by the majority of 2018 graduates in 28 U.S. states. In 19 of those states, the ACT was taken by all or virtually all graduates, typically as part of a state-funded assessment program. This national report presents key findings on the performance of 2018 graduates, STEM, workforce/career readiness, behaviors that impact access and opportunity, and pipeline. ACT score data over the years have consistently shown that educational outcomes among U.S. high school graduates--in the form of academic readiness for college and career--are stagnant, and this year's results suggest they may even be going downhill. Policymakers and educators must take strong, swift actions to reverse this course. The goal should be for all young people to have access to a high-quality, holistic education that will get them on target for college and career readiness by the time they graduate from high school. This report provides recommendations to help meet this goal. [For the 2017 report, see ED581671.]
Promoting Civic Engagement through Afterschool Programs. Issue Brief No. 73
Author: Afterschool Alliance
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Citizen Participation,Citizenship Education,After School Programs,Democracy,Civil Rights,Social Responsibility,Voting,Civics,Social Justice,Best Practices,Student Leadership,Youth Programs

Civic engagement starts with our nation's young people, since engagement in adolescence increases the likelihood of engagement in adulthood. As 3 in 4 superintendents agree that preparing students for engaged citizenship is a challenge for their district, it is important to recognize that afterschool and summer learning programs are critical partners in the work toward creating an informed public that has knowledge of democratic institutions and processes and opportunities to apply lessons learned. Afterschool programs strengthen student civic engagement by providing students with valuable hands-on experiences that help them become informed, involved, and conscientious individuals. The country is falling short in places like at the polls and in the community, where youth can exercise their right to be heard, and in spaces like the classroom, where students should be learning the goals and structures of democracy to become engaged and informed. In order to fully participate in a democracy, individuals must be aware of what participation entails and understand the means by which they can engage. Afterschool and summer learning programs foster a supportive environment that lifts up youth identity and empowers students to see themselves as active change agents. Helping youth know their rights and responsibilities includes increasing their knowledge about history and democratic structures, making them aware of their legal and civil rights, and providing lessons that develop their civic dispositions and demonstrate ways to advance change. Educating and engaging students today is central to preserving and strengthening the country's democracy in the future. It is a collective responsibility to promote the goals of democracy; this obligation extends beyond the last school bell. Recent developments, such as the passage and current implementation of the Every Student Succeeds Act (ESSA), which includes civics as a component of a well-rounded education and supports school-community partnerships, can facilitate collaborative efforts. Cross-sector efforts should involve the afterschool field, as these programs promote students' civic dispositions, bring lessons of democracy to life, and empower youth to enact change. [This report was produced as part of the Afterschool Alliance's partnership with Center for Global Education at Asia Society.]
Proficient vs. Prepared 2018: Disparities between State Tests and the 2017 National Assessment of Educational Progress (NAEP)
Author: Achieve, Inc.
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: State Standards,Achievement Gap,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Academic Achievement,National Competency Tests,English Instruction,Language Arts

In today's economy, preparation for career or college is essential. Yet too few students graduate with the knowledge or skills to directly enter college or a career. The time students spend in on-the-job training or catching up in remedial courses cost students and their families more both in time and money. Many of these students are caught off guard because until this point, they received signals that indicated readiness for their next steps. The signals that schools send to students and families should be accurate and honest representations of preparedness for postsecondary options. One important measure is the annual assessments administered to students in English language arts (ELA) and mathematics. Historically, states have set low performance standards on those annual assessments, inflating the number of students who meet grade-level standards and sending signals of readiness to students who may not have reached a level of college and career readiness. This trend has changed over the last few years as states adopted rigorous, college- and career-ready standards and developed high-quality, aligned assessments. With the recent release of the 2017 National Assessment of Educational Progress (NAEP) scores, Achieve is releasing an updated report on the proficiency gap. Across states, the gap between 2015 and 2017 on average has remained roughly the same (+/- 3 points), though there are several concerning outliers where gaps are now considerably larger than in 2015. While some states have transitioned state assessments, most have retained performance standards on those assessments that have not significantly widened the gap between proficiency on state and NAEP assessments from our last report with 2015 proficiency rates. A majority of states have narrow proficiency gaps of 15 points or fewer between state and NAEP proficiency in both 4th grade and 8th grade English Language Arts (ELA) and mathematics, with nearly all states having a narrow gap in at least one grade or content area. Smaller gaps indicate that states are more accurately reflecting student proficiency. [To view the Proficient vs. Prepared 2016 report, &quot;State Test Results Are Getting Closer to Student Achievement on NAEP: Parents, Students, and Teachers Benefit,&quot; see ED583095.]
How School Privatization Opens the Door for Discrimination
Author: Mead, Julie F.
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Private Schools,Charter Schools,Educational Vouchers,Educational Finance,Equal Education,Access to Education,Federal Aid,Racial Discrimination,Ethnicity,Gender Bias,Social Discrimination,Social Class,Sexual Orientation,Sexual Identity,Homosexuality,Disabilities,Language Usage,State Legislation,United States History,Educational History,Court Litigation,Federal Legislation,Constitutional Law,Citizenship,Civil Rights Legislation,Educational Legislation,Sex Fairness,Gender Discrimination,Desegregation Litigation,School Desegregation

Recent reports on discrimination in private schools have led some observers to decry the fact that private and charter schools receiving public tax dollars selectively exclude some populations from both employment and enrollment; others, however, note that in these and similar instances the schools have broken no laws. Both may be right. How can this be? To answer that question, this policy brief analyzes discrimination in an era of education privatization. The brief's review of relevant laws reveals that voucher and charter school programs open the door to discrimination because of three phenomena. First, federal law defines discrimination differently in public and private spaces. Second, state legislatures have largely neglected issues of discrimination while constructing voucher laws; charter laws are better, but they fail to comprehensively address these issues. Third, because private and charter schools are free to determine what programs to offer, they can attract some populations while excluding others. After briefly examining the history of discrimination in schools, the brief analyzes each of these three enabling factors and then outlines recent developments. Finally, based on its analyses, the brief offers recommendations to help address the issue of publicly funded programs that are currently failing to serve all segments of the public.
Creating Sustainable Career Pathways for Disconnected Youth: The Center for Promise Reflects
Author: Zaff, Jonathan F.
Date: 2018-12-00
Type: Reports - Research
Subjects: Youth,Career Development,Career Readiness,Dropouts,Sustainability,At Risk Students,Youth Programs,Mentors,Interpersonal Relationship,Social Support Groups,Labor Force Development,Job Placement,Low Income,Partnerships in Education,Social Networks

This report is part of a series that was released on youth and career pathways, with previous reports (&quot;Relationships Come First&quot; and &quot;Turning Points&quot;) focused on the primacy of relationships within career pathway programs and the perspectives of youth within those programs. This report is a synthesis of the work over the past four years delving into the lives of young people in the United States who left school without graduating and young people who are disconnected from the workforce. By combining systematic, social science methodologies and analysis with the authentic voices of young people, the hope is that this work provides a more accurate depiction of who &quot;those&quot; young people are and what they can achieve. The Center's work examines why young people left school, what factors contribute to their return, and what can be done to re-engage more youth in ways that lead not just to high school graduation but to sustainable work. [For &quot;Relationships Come First: How Four Career Development and Workforce Readiness Programs Prepare Young People for Work and Life,&quot; see ED572714. For &quot;Turning Points: How Young People in Four Career Pathways Programs Describe the Relationships That Shape Their Lives,&quot; see ED591968.]
Don&apos;t Expect Too Much: The Limited Usefulness of Common SES Measures and a Prescription for Change
Author: Harwell, Michael
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Socioeconomic Status,Academic Achievement,Correlation,Research Methodology,Measurement Techniques,Eligibility,Lunch Programs,Models,Mathematics Achievement,Poverty,Parent Background,Educational Attainment,English Language Learners,Income

Measures of socioeconomic status (SES) are widely used in educational research and policy applications, in large part due to overwhelming evidence linking SES to student achievement. SES is usually conceptualized as an unobservable factor--a construct--measured using variables such as parental education, occupation, income/wealth, and home possessions to take into account disparities between students, classrooms, and schools. Researchers and policymakers agree on the importance of SES in educational settings, but their analyses typically rely on an invalid measure of it: eligibility for free and reduced-price lunch (FRL). This, along with other problems with FRL and other commonly used measures of SES, can call into question the validity of their conclusions. The brief offers several recommendations for how researchers can improve the measures they use for SES, and thereby promote both a deeper understanding and more effective use of SES in education research and policy.
Full-Time Virtual and Blended Schools: Enrollment, Student Characteristics, and Performance
Author: Miron, Gary
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,Virtual Classrooms,Conventional Instruction,Traditional Schools,Academic Achievement,Enrollment Trends,Student Characteristics,Minority Group Students,Low Income Students,Special Education,Disabilities,English Language Learners,Teacher Student Ratio,Funding Formulas

This sixth NEPC Annual Report on Virtual Education provides a detailed overview and inventory of full-time virtual schools and blended learning, or hybrid, schools. Full-time virtual schools deliver all curriculum and instruction via the Internet and electronic communication, usually asynchronously with students at home and teachers at a remote location. Blended schools combine virtual instruction with traditional face-to-face instruction in classrooms. Evidence related to inputs and outcomes indicates that students in these schools differ from students in traditional public schools. In particular, school performance measures for both virtual and blended schools indicate that they are not as successful as traditional public schools. Nevertheless, enrollment growth has continued. Compared to prior years, there has been a shift in source of growth, with more school districts opening their own virtual schools. However, these district-run schools have typically been small, with limited enrollment. Thus, while large virtual schools operated by for-profit education management organizations (EMOs) have lost considerable market share, they still dominate this sector. This report provides a census of full-time virtual and blended schools. It also includes student demographics, state-specific school performance ratings, and--where possible--an analysis of school performance measures. [Foreword by Alex Molnar. For &quot;Virtual Schools in the U.S. 2017,&quot; see ED574702.]