ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a System to Compare Degree Production with Labor Market Demand. Working Paper WP/05-03
Author: California Postsecondary Education Commission
Date: 2005-09-00
Type: Numerical/Quantitative Data
Subjects: Employment Opportunities,College Graduates,Supply and Demand,Labor Needs,Employment Projections

One of the major benefits of higher education is that it prepares students for careers. Education that qualifies students for better jobs reduces inequality by offering all Californians the opportunity to qualify for rewarding careers and helps businesses in the state by providing them with a skilled, productive workforce. An assessment of whether production of degrees and other qualifications matches the needs of the labor market can be made using occupational projections developed by state and federal labor agencies. The California Employment Development Department (EDD) regularly releases projections giving a breakdown of jobs openings over the next 10 years by occupation. In a recent fact sheet, the Commission compared these projections with degree production by California colleges and universities. The EDD projections show that 25% of California's job openings will requires a bachelor's degree or higher and that the State may not be producing enough university graduates to meet this demand. (Contains 1 table.)
Quality in Distance Education: Exploring the Issues and Concerns
Author: Claus, Edna Q.
Date: 2006-00-00
Type: Reports - Research
Subjects: Distance Education,Educational Quality,Educational Trends,Electronic Learning,Higher Education,Labor Force Development

As the use of online training and education increases, the need for assuring quality in distance education continues to be a topic of much debate. Due to the nature of distance education, the difference in the delivery of instruction is at the center of this quality debate. This paper will explore the issues and concerns of quality instruction and training and the implications for further research.
Mentoring Relationships in Academe: Fostering Engagement through Connection
Author: Gibson, Sharon K.
Date: 2006-00-00
Type: Reports - Research
Subjects: Mentors,Women Faculty,Phenomenology,Motivation,College Faculty,Teacher Collaboration,Interviews,Interpersonal Relationship,Teacher Improvement,Trust (Psychology),Expertise

What elements are critical in fostering the engagement of two individuals in a mentoring relationship? Based on this phenomenological research on the mentoring experiences of women faculty, a feeling of connection emerged as an essential attribute of these relationships. The findings suggest that HRD professionals should be engaged in providing opportunities for proteges and mentors to develop their own connections to best facilitate the establishment of mentoring relationships in academic institutions. (Contains 1 table.)
Faculty Salaries at California's Public Universities, 2006-07. Commission Report 06-01
Author: California Postsecondary Education Commission
Date: 2006-03-00
Type: Numerical/Quantitative Data
Subjects: Teacher Salaries,Universities,Public Colleges,College Faculty,Comparative Analysis,Trend Analysis,Economic Factors,State Colleges,Academic Rank (Professional)

The Commission regularly conducts a study on faculty salaries in California's public universities as compared with faculty salaries at comparable institutions. This study presents estimates of the percentage changes in faculty salaries that would enable California faculty to attain parity with their comparison groups in the coming fiscal year. The analysis is based on data from six of the eight University of California comparison institutions, and all 20 California State University comparison institutions. This year's methodology is unchanged from the last several years; it consists of two primary elements: (1) collecting salary data from comparison institutions; and (2) a computational process that involves the weighting of several data elements by various factors, such as the number of faculty at each rank. (Contains 8 displays.)
Have They Finished? Time-to-Degree of Freshmen Entering UC and CSU in Fall 2000.  Working Paper WP/06-02
Author: California Postsecondary Education Commission
Date: 2006-06-00
Type: Information Analyses
Subjects: Time to Degree,High School Graduates,College Freshmen,College Programs,Student Costs,Enrollment,Longitudinal Studies,State Universities

The time taken for students to complete their degrees is a persistent concern. A bachelor's degree is often thought of as being a four-year program, but many students take well over four years to graduate. Slow progress toward graduation is costly to students, who often have to take out loans for tuition and living costs. In addition, prolonged enrollment by students who are already working on their degrees may limit the number of new students that can be admitted to the university systems. This paper examines the time-to-degree of freshmen entering the California State University and the University of California in fall 2000. This analysis focuses on full-time students who are entering university shortly after high school. The focus of this paper is full-time students, but it is also important to assess the progress of students who enroll part time or intermittently. In some cases, part-time or intermittent enrollment is a student choice--for example, when students have family commitments or careers outside of their university education. The Longitudinal Data System can be used for a broader examination of enrollment patterns that will help identify the obstacles to continued enrollment and progress toward a degree.
Academic and Vocational Programs and Plans Proposed by the Public Higher Education Systems, 2005-06. Commission Report 06-09
Author: California Postsecondary Education Commission
Date: 2006-06-00
Type: Reports - Descriptive
Subjects: Higher Education,Doctoral Programs,Labor Market,Sciences,Program Development,Health Education,Community Colleges,Vocational Education,State Universities

The California Postsecondary Education Commission is statutorily responsible for reviewing and commenting on the need for new degree and certificate programs proposed by the public higher education systems. The review process is intended to: (1) safeguard the state against inefficiencies in the allocation of program resources; (2) help ensure that new programs will meet student and societal needs; and (3) ensure that programs are well conceived and that they will have desired educational and social consequences. This report highlights three major planning initiatives of the California public higher education systems: (1) Program expansion in the health sciences under consideration by the University of California; (2) Expansion of independent doctoral programs under consideration by the California State University; and (3) Development of a labor market analysis tool to assist the program planning process of California Community Colleges. The report also summarizes the program reviews conducted by the Commission during the reporting period 2005-06. Appended are: (1) The report also summarizes the program reviews conducted by the Commission during the reporting period 2005-06. (2) CSU Internal Review Process; (3) CSU Internal Review Process; and (4) University of California. (Contains 4 displays.)
A Contextual Examination of Education and Workforce Development in California. Working Paper WP/05-04
Author: California Postsecondary Education Commission
Date: 2005-12-00
Type: Information Analyses
Subjects: Postsecondary Education,Labor Force Development,Education Work Relationship,Elementary Secondary Education,Vocational Education,Community Colleges,State Universities,Private Colleges

The role and responsibility of postsecondary education in preparing California's  workforce demand both a research-based examination and a comprehensive discussion  that can bring education and workforce interests together at the state level. This policy brief and others to follow examine where and how the state's postsecondary systems fit  into a plethora of programs that educate and train workers. The outcome will be policy recommendations that support postsecondary education in most effectively fulfilling its role in preparing a workforce to meet the challenges of a 21st century economy. (Contains 3 displays.)
Report on the Implementation of the Gun-Free Schools Act in the States and Outlying Areas: School Year 2001-2002. Final Report
Author: Gray-Adams, Karen
Date: 2004-09-00
Type: Information Analyses
Subjects: Weapons,Elementary Secondary Education,School Safety,Disabilities,School Districts,Data Interpretation,Gun Control,Federal State Relationship,Federal Legislation,Laws,Expulsion,Tables (Data),Discipline Policy,State Action

The Gun-Free Schools Act (GFSA) requires that each state or outlying area receiving  federal funds under the Elementary and Secondary Education Act (ESEA) have a law  that requires all local educational agencies (LEAs) in the state or outlying area to expel from school for at least one year any student found bringing a firearm to school. Their laws must also authorize the LEA chief administering officer to modify any such expulsion on a case-by-case basis. In addition, the GFSA states that it must be construed so as to be consistent with the Individuals with Disabilities Education Act (IDEA). Following information on data interpretation and quality, this report is divided into three sections and summarizes the 2001-2002 data submitted by the states and outlying areas. The first section is a brief summary of the overall findings. The second section presents a summary of the 2001-2002 data in bulleted, graphic, and tabular form as well as a comparison between the 2001-2002 data and data submitted in previous years. The third section presents a pair of pages for each state and outlying area. Each of these pages contains the data submitted by the state and outlying area, as well as any caveats or notes accompanying the data. Finally, there are two appendices to the report: Appendix A contains a copy of the Gun-Free Schools Act and Appendix B contains a copy of the 2001-2002 GFSA states and outlying areas data collection instrument. (Contains 9 figures.)
A Proposed Conceptual Model of Learning in Web Courses
Author: Calvin, Jennifer
Date: 2006-00-00
Type: Reports - Research
Subjects: Online Courses,Models,Learning,Independent Study,Satisfaction,Computer Literacy,Course Organization,Undergraduate Students,Distance Education

This study explored a conceptual model of learning in Web courses which proposed relationships between self-regulated learning skills, course structure, computer technology experience, and satisfaction with perceived learning in Web courses. Results indicated that self-regulated learning skills are directly related to satisfaction with learning at a significant level, that computer technology experience may function as a moderating variable, and that course structure may function as a mediating variable in satisfaction with perceived learning in Web courses. (Contains 1 figure and 1 table.)
Performance-Pay for Teachers: Designing a System That Students Deserve
Author: Center for Teaching Quality
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Merit Pay,Compensation (Remuneration),Teacher Effectiveness,Public School Teachers,Academic Achievement,Teacher Qualifications,Faculty Development,Teacher Leadership,Teacher Placement

Eighteen highly accomplished and diverse teachers from across America have spent the last year studying various efforts in creating alternatives in the way that  teachers have been traditionally compensated. In this report, these educators offer unique solutions based on their understanding of the professional work of teachers, the best current thinking about teacher compensation, and the needs of the students, families, and communities they serve. The report notes that the single-salary schedule is fast becoming a relic of the industrial age and that new teacher-compensation systems are needed that will attract dedicated individuals, recognize high standards, reward initiative, encourage enterprise and collaboration, and keep successful teachers in our classrooms and schools throughout their careers, thus making teaching a true profession. This report is the first to emerge from a new initiative--TeacherSolutions--created and supported by the Center for Teaching Quality and the Teacher Leaders Network, a virtual professional community that includes teachers of proven excellence from around the nation. (Contains 5 endnotes.)
The Cyclical Nature of Expertise Development
Author: Grenier, Robin S.
Date: 2006-00-00
Type: Reports - Research
Subjects: Expertise,Adult Learning,Individual Development,Museums,Volunteers,Models

The paper examines the development of expertise and the multidimensional forces at work in the process. A qualitative study involving 12 participants at four museums found that expertise development is a cyclical and fluid process and impacted by content, context, and audience. Two areas comprised the focus of this research: (1) the process of expertise development, and (2) the factors influencing the development of expertise. (Contains 1 figure.)
Factors That Influence Student Motivation in the Middle and High School French Language Classroom
Author: Laing, Kathleen A.
Date: 2011-04-19
Type: Reports - Research
Subjects: Student Surveys,Student Motivation,French,Academic Ability,Middle School Students,High School Students,Second Language Instruction,Questionnaires,Second Language Learning,Self Efficacy,Self Esteem,Student Attitudes,Attitude Change,Grade Point Average

Lack of student motivation is a shared concern by teachers across all content areas, at all educational levels. Unmotivated students exhibit behaviors of being unengaged, distracted, and unwilling to put forth effort. Motivation has been shown to foster a strong sense of self-efficacy, which may lead to personal expectations of successful learning. The purpose of this research was to investigate the issue of student motivation, specifically in the high school subject area of French language. Through the use of a student questionnaire, the study investigated the factors that influence student motivation for learning French and how these influences relate to student ability and success in French. It is clear that the information gathered through this study will be of great value, not only for educators of French language, but also for educators of all content areas, as student motivation is a shared concern no matter the discipline. Four appendixes present: (1) Letter of Introduction and Informed Consent; (2) Letter of Parental Consent; (3) Letter of Permission; and (4) Student Survey. (Contains 7 figures and 1 table.)
Helping English Language Learners (ELLS) Achieve Success (Passing Grades) in the Mainstream Classroom
Author: Ingerson, Tara
Date: 2011-04-20
Type: Reports - Research
Subjects: Second Language Learning,Limited English Speaking,English (Second Language),Academic Achievement,Mainstreaming,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Grades (Scholastic),Questionnaires,Interviews,Bilingual Education,High School Students

Our world is globalizing at a rapid rate right before our eyes. The world as we know it is becoming much more diverse and colorful. The population of school-aged English language learner (ELL) students in the USA has steadily and markedly increased over the past decade with projections indicating that this trend will continue. If the trend continues, by the year 2050, forty-nine percent of the population will be other than "white". The implications of this trend are that our schools will have higher populations of ELL students and the needs of these learners will be programs that teach English and then content material. It will be the responsibility of educators to teach these students English before expecting them to master content area knowledge and become productive citizens in our communities. The research done in this study investigated current attitudes  toward ELL students by faculty, staff and administrators as well as suggestions ELL students had to offer about what would help them achieve success (passing grades) in the mainstream classroom. Two appendixes present a  questionnaire and interview questions for students.
The Milwaukee Parental Choice Program: Descriptive Report on Participating Schools, 2009-2010. SCDP Miwaukee Evaluation. Report #27
Author: Kisida, Brian
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Private Schools,School Choice,Demonstration Programs,Elementary Secondary Education,Kindergarten,Educational Vouchers,Enrollment Trends,Expenditure per Student,Scholarships,Race,Ethnicity,Accountability,Reading Achievement,Mathematics Achievement,Institutional Characteristics

This report is the fourth in a series of annual reports produced by the School Choice Demonstration Project (SCDP) that provides descriptive information about the schools participating in the Milwaukee Parental Choice Program (MPCP). A total of 115 schools participated in the MPCP for the entire 2009-10 academic year, with 20,899 students enrolled in the schools using MPCP vouchers. Generally speaking, MPCP students made up a large part of participating schools' total enrollment--the average school-level percentage of MPCP students in these schools was 81 percent. Sixty-seven percent of participating schools had student enrollments that were greater than 80 percent MPCP students, while 55 percent had MPCP enrollment percentages above 90 percent. Collectively, private schools participating in the MPCP in 2009-10 offered the full range of grade options, from Kindergarten to 12th grade. Eighty-nine percent of schools served elementary students, while 81 percent served middle school students. Twenty-eight percent offered high school. The average per pupil cost at participating schools in 2008-09, the most recent year for which data were available, was $7,692, while the maximum scholarship amount that year was $6,607. Eighty-two percent of the schools reported per-pupil operating costs higher than the maximum scholarship amount. For the 2009-10 school year, the maximum scholarship amount was lowered to $6,442. When adjusted for inflation, this amounts to the lowest maximum scholarship amount since the 1997-98 school year. Three appendixes present: (1) Details of Non-Respondents; (2) List of Schools that Participated in the MPCP for the Entire 2009-110 School Year; and (3) MPCP Participating Schools No Longer Receiving Public Funds, 2006-07 through 2010-11. (Contains 17 tables, 8 figures, and 7 footnotes.) [Additional support for this project was provided by the Robertson Foundation.]
The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Fourth Year Reports. SCDP Milwaukee Evaluation. Report #28
Author: Wolf, Patrick J.
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Evidence,Neighborhoods,Charter Schools,Racial Segregation,School Choice,Demonstration Programs,Educational Change,Educational Vouchers,Institutional Characteristics,Academic Achievement,Achievement Gains,Graduation Rate,Enrollment,College Attendance,Educational Finance,Comparative Analysis,Longitudinal Studies

In 2006 Wisconsin policymakers identified the School Choice Demonstration Project (SCDP) as the organization to help answer lingering questions about the effects of the MPCP [Milwaukee Parental Choice Program]. The SCDP is a national research organization, based in the University of Arkansas' Department of Education Reform, dedicated to the comprehensive, objective and nonpartisan evaluation of school choice programs. Thus far our research has generated a pattern of school choice results that range from neutral (no significant difference) to strongly positive. Although we have examined virtually every possible way that school choice could systematically affect people, schools, and neighborhoods in Milwaukee, we have found no evidence of any harmful effects of choice. Our major findings to date are: (1) The MPCP remains popular among Milwaukee families, as evidenced by consistent and at times dramatic growth in MPCP enrollments over the past 12 years. (2) The Choice program saves the government money--nearly $52 million in fiscal year 2011--although not all types of Wisconsin taxpayers benefit from the savings. (3) Both the MPCP and the MPS [Milwaukee Public School] have succeeded in denying public funds to, or closing, a substantial number of low-performing schools over the past four years. (4)  Attending a private high school through the MPCP increases the likelihood of a student graduating from high school and enrolling in college. (5) Students in the MPCP appear to be performing at lower levels than MPS students in the younger grades but somewhat higher levels than MPS students in the older grades. When similar MPCP students are tracked carefully over time, however, their rates of achievement growth are statistically similar after three years. (6) MPS students themselves are performing at somewhat higher levels as a result of competitive pressure from the school voucher program. (7) The MPCP has had no discernible effect on the racial segregation of schools or housing costs across neighborhoods. (8) Independent public charter schools are generating significantly higher rates of achievement growth for their students compared to similar students in MPS. (Contains 1 table, 2 figures, and 18 footnotes.)
Understanding the No Child Left Behind Act of 2001: Scientifically Based Research. NCREL Quick Key 7
Author: Learning Point Associates
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Evidence,Educational Research,Federal Legislation,Educational Improvement,Elementary Secondary Education,Educational Legislation,Federal Programs

As a result of the No Child Left Behind (NCLB) Act of 2001, schools and districts are seeking information to identify, plan, and implement federally funded programs and practices that have been proven to be effective through scientifically based research (SBR). The purpose of this brochure is to help administrators, educators, parents, and community members understand the applicability of SBR and its components as they relate to school improvement efforts under NCLB legislation. It is designed to help you understand how to identify SBR, evaluate evidence of effectiveness, ask key questions about the research you find, and apply SBR to your school improvement efforts. A list of key resources and a glossary of common research terms are included.