ethanporcaro/eric-fulltext-meta huggingface dataset:
IHL System Profile: A Report from the Board of Trustees of State Institutions of Higher Learning
Author: Mississippi State Board of Trustees of State Institutions of Higher
Learning, Jackson.
Date: 2014-04-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Educational Objectives,Enrollment,Graduation Rate,Academic Degrees,Racial Composition,Gender Differences,Trend Analysis,Enrollment Rate,Educational Finance,Financial Support,State Aid,Teacher Salaries,Tuition,Residence Requirements,College Transfer Students,Undergraduate Students,Student Financial Aid,Budgets

The Mississippi Institutions of Higher Learning (IHL System), under the governance of its Board of Trustees, operates as a strong public university system with eight distinct, mission-driven universities, and enhances the quality of life of Mississippians by effectively meeting their diverse educational needs. Five-year Goals for the system have been developed in order for the Planning Principles to come to fruition. Successful accomplishment of these Goals will strengthen not only the educational and economic foundation in the state, but also the comprehensive societal well-being of the state, the region, the nation, and beyond. Strategies used to meet these system goals are set by the individual universities in order to ensure respect for the distinctive mission and scope of each institution. This report provides numerous tables, graphs, and maps detailing the status of Mississippi state institutions of higher learning. The first section focuses on finances, with tables portraying the history of funding for higher education in Mississippi, appropriations per student, faculty salaries, and information on operating budgets and tuition and fees 2014-14. The next section covers enrollment, graduation rates, and degrees, providing data by race, gender, residence, and age. The section on Appropriations compares appropriations FY 2013 and FY 2014. It also presents information on the allocation of funds and the total operating budgets. The next section contains the budget request for fiscal year 2015. The final section contains tables related to trends in state student financial programs. An Explanation of terms, mission statements, and goals and priorities are also provided. [This report was prepared by Office of Strategic Data Management in cooperation with the Office of Finance and Administration and the Office of State Student Financial Aid.]
Children Can't Wait: Make Quality Early Learning a Top Priority in the 2015 Enacted Budget
Author: Holcomb, Betty
Date: 2015-00-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Education,Early Intervention,Grants,State Aid,Low Income Groups,At Risk Students,Child Care,Budgets,Educational Quality,Access to Education,School Readiness,Enrollment,Kindergarten,Economic Factors

New York State (NYS) has long been a pioneer on early childhood education, with a brain trust of early education experts and dedicated practitioners in the field. Starting in 1997, under the leadership of the Assembly, NYS began its state funded prekindergarten program, funding half-day programs across the state. In 2007, half-day pre-K expanded significantly again when the state more than doubled its investment with the statewide settlement of the Campaign for Fiscal Equity. In 2013, the governor and the legislature followed the initial recommendations of the Education Reform Commission and launched a new Priority Pre-K program, which included state funding for full school day services. This competitive grant was just $25 million for the entire state, adding just 6,000 seats, most of them full day. Today, a whopping 61% of the state's four-year-olds promised a seat in full-day pre-K are still waiting for one, including 51,000 children in low income communities. A disturbing 78% of low-income children eligible for a child care subsidy do not get one. As the 2015 enacted budget negotiations begin, full-day pre-K programs are provided to only 38% of the eligible four-year-olds. New York State is far from reaching universal access as Governor Cuomo promised just a year ago. As the numbers show, NYC provides the largest number of full day seats, with the rest of the state trailing behind, meeting just 16% of the need (see chart), with only 5% of those added with the 2014-15 funding. [The Ready for College, Ready for Kindergarten Campaign is led by the Alliance for Quality Education, Citizen Action of New York, the Public Policy and Education Fund, the Center for Children's Initiatives and the Schuyler Center for Analysis and Advocacy.]
Implementing Guided Pathways at Miami Dade College: A Case Study
Author: Bailey, Thomas
Date: 2015-03-00
Type: Reports - Research
Subjects: Case Studies,State Colleges,Student Attrition,College Students,Academic Advising,Academic Support Services,Student Needs,Graduation Rate,Teacher Participation,Cooperative Planning,Intervention,Partnerships in Education,College Admission,Summer Programs,High School Students,Outreach Programs,Faculty Development,Remedial Programs,College Readiness,Postsecondary Education,Institutional Cooperation,Community Colleges

In 2011, working groups from across the eight campuses of Miami Dade College (MDC) conducted a wide-ranging examination of why many students were not completing their programs. These groups identified a number of reasons for student attrition. Students were unclear about how to progress through programs--they had too many course and program choices, did not understand program requirements, and needed help in developing academic and career goals. Also, advising information given to students was unclear and inconsistent, and academic support was disconnected from academic programs. These realizations provided the impetus for a comprehensive college-wide effort to redesign programs and supports so that students could more easily navigate college and achieve their goals. While implementation is not yet complete, and student completion data are not yet available to gauge the impact of the changes undertaken, more than half of the college's faculty and staff are now involved in various aspects of the endeavor. This case study describes the strategy MDC used to engage faculty and staff in this wide-ranging reform effort. [This case study is part two of CCRC's guided pathways practitioner packet. For an overview of research supporting the guided pathways model, &quot;What We Know about Guided Pathways: Helping Students to Complete Programs Faster&quot; (part one), see ED562052. For &quot;Implementing Guided Pathways: Tips and Tools&quot; (part three), see ED562051.]
Implementing Guided Pathways: Tips and Tools
Author: Bailey, Thomas
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Case Studies,State Colleges,Student Attrition,College Students,Academic Advising,Academic Support Services,Student Needs,Graduation Rate,Teacher Participation,Cooperative Planning,Intervention,Partnerships in Education,College Admission,Summer Programs,High School Students,Outreach Programs,Faculty Development,Remedial Programs,College Readiness,Community Colleges,Postsecondary Education,Institutional Cooperation,Educational Research,Program Effectiveness,Program Implementation

A growing number of community colleges and four-year universities are seeking to improve student outcomes by redesigning academic programs and student support services following the guided pathways approach. These institutions are mapping out highly structured, educationally coherent program pathways for students to follow by starting with the end in mind--consulting with education providers at the next level and with employers to ensure that the learning outcomes of their programs are clearly aligned with the requirements for success in further education and careers. They are using program maps to assess and improve learning across programs, not just courses. They are also rethinking their new student intake systems to create program on-ramps that help students choose and enter a program of study as quickly as possible. And they are closely monitoring students' progress toward program completion and giving frequent feedback and support to help keep them on track. While circumstances at any particular college will influence how best to go about the redesign process, it is clear that for guided pathways reforms to succeed, broad-based communication, engagement, and collaboration--both within the institution and with outside partners--are critical. This guide provides some tips and tools that can aid colleges in gaining buy-in from faculty and staff and in planning and embarking on the process of redesigning programs and support services following the guided pathways model. [This case study is part three of CCRC's guided pathways practitioner packet. For an overview of research supporting the guided pathways model, &quot;What We Know about Guided Pathways: Helping Students to Complete Programs Faster&quot; (part one), see ED562052. For &quot;Implementing Guided Pathways at Miami Dade College: A Case Study&quot; (part two), see ED562050.]
What We Know about Guided Pathways: Helping Students to Complete Programs Faster. Research Overview
Author: Bailey, Thomas
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Case Studies,State Colleges,Student Attrition,College Students,Academic Advising,Academic Support Services,Student Needs,Graduation Rate,Teacher Participation,Cooperative Planning,Intervention,Partnerships in Education,College Admission,Summer Programs,High School Students,Outreach Programs,Faculty Development,Remedial Programs,College Readiness,Community Colleges,Postsecondary Education,Institutional Cooperation,Educational Research,Program Effectiveness

The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan. However, most community colleges, rather than offering structured pathways to a degree, operate on a self-service or &quot;cafeteria&quot; model, allowing students to choose from an abundance of disconnected courses, programs, and support services. Students often have difficulty navigating these choices and end up making poor decisions about what program to enter, what courses to take, and when to seek help. Many drop out of college altogether. Many community college reform efforts have sought to improve rates of student completion by scaling up discrete interventions focused on only one element of the college experience. The guided pathways model, in contrast, entails a systemic redesign of the student experience from initial connection to college through to completion, with changes to program structure, new student intake, instruction, and support services. This research overview--part one in Community College Research Center's (CCRC's) guided pathways practitioner packet--describes the reform model and summarizes evidence supporting its design principles. [For &quot;Implementing Guided Pathways at Miami Dade College: A Case Study&quot; (part two), see ED562050. For &quot;Implementing Guided Pathways: Tips and Tools&quot; (part three), see ED562051.]
Lower Costs, Higher Returns: UNCF HBCUs in a High-Priced College Environment. Financing African American College Aspirations Series
Author: Richards, David A. R.
Date: 2014-00-00
Type: Reports - Research
Subjects: Black Colleges,Tuition,Student Costs,Paying for College,Student Financial Aid,Comparative Analysis

While research consistently shows the earning power of college degrees, those returns are best weighed against the cost of attending post-secondary institutions, historically black colleges and universities (HBCUs) included. This study is an update of &quot;Affordability of UNCF-Member Institutions&quot; (2009), and compares the average costs at the 37 historically black colleges and universities HBCUs that comprise the UNCF network to comparable private, not-for-profit institutions. &quot;Affordability&quot; is a relative term, but this analysis demonstrates that UNCF-member institutions are considerably more affordable than comparable institutions despite tuition increases across the country since the great recession began in late 2007. Specifically, this analysis found that: (1) The average total price for attending UNCF-member institutions in the 2012-13 academic year was about 26 percent lower than the average total price for each institution's comparison group that same year; (2) For all four academic years examined (2009-10 through 2012-13), the average price for attending UNCF-member institutions was more than 25 percent lower than the price of their comparison groups; (3) The average annual increase between 2009 and 2012 in the total cost of attending UNCF's member institutions was 3.88 percent, while the average annual increase in the costs of comparison groups was 4.10 percent; and (4) In a comparison of net prices, where the out-of-pocket costs paid by students after financial aid is factored in, we see an average net price for UNCF's member institutions of $16,483, 19.8% lower than the average net price for their comparison groups ($20,561). Appended are: (1) UNCF-Member Institutions' and Comparison Groups Prices and Average Annual Change, by Institution, Academic Years 2009-2010 to 2012-2013; and (2) UNCF-Member Institutions' and Comparison Groups Net Prices, by Institution, Academic Years 2011-2012.
Uncharted Territory: Can Social Innovation Revitalize Literacy and Essential Skills Programs? Research Brief
Author: MacLaughlin, John
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Innovation,Social Change,Adult Basic Education,Adult Literacy,Entrepreneurship,Public Sector,Private Sector

&quot;Social innovation&quot; has become a buzzword in social policy circles over the past decade and the concept of social innovation has emerged as an influential approach to address intractable social problems. Yet despite widespread discussion and promotion, there is still limited understanding of precisely what the concept means in terms of practice, and no commonly accepted definition exists. The term has nevertheless increasingly become common shorthand for applying market tools and engaging private sector players in areas normally reserved for the non-profit sector. It also assumes a desire to do things differently with better results. There are many strands of social innovation in Canada, some emerging, others predating the notion itself. To start understanding how social innovation might happen in the landscape of literacy and essential skills, the authors describe and analyze how different forms of social innovation are crystallizing in Canada and elsewhere and then consider what aspects might be applied to literacy, education and skills training.
Calculating the Costs of Remedial Placement Testing. CCRC Analytics
Author: Rodríguez, Olga
Date: 2015-05-00
Type: Reports - Research
Subjects: Two Year College Students,Community Colleges,Student Placement,Remedial Instruction,Achievement Tests,Testing,Costs

Of the more than one million new students who enter community colleges each fall, nearly 70 percent are assigned to remedial coursework. The cost of providing this coursework is high, yet evidence about the effectiveness of remediation is not compelling. In addition, many students are misclassified in the remedial assessment process. In order for colleges and college systems to engage in informed deliberation about their assessment practices, it is important to know how much the colleges currently spend on their placement test procedures relative to other costs, and it is important to understand that students also incur opportunity costs in taking placement tests. Based on a longer report, this publication presents findings on the costs to colleges and students of remedial placement testing, discusses the implications of these findings, and provides guidance on similar analyses that could be undertaken by individual colleges.
The Center of Excellence Model for Information Services. CLIR Publication No. 163
Author: Kirchner, Joy
Date: 2015-02-00
Type: Reports - Research
Subjects: Information Services,Library Services,Models,Research Libraries,Expertise,Networks,Library Administration,Interviews,Innovation,Entrepreneurship,Program Evaluation,Cooperation

In 2013, The Andrew W. Mellon Foundation awarded a group of seven librarians from the Research Library Leadership Fellows program of the Association of Research Libraries (ARL) a planning grant to examine the center of excellence (CoE) model for information services. Used in a variety of industries, CoEs are designed to attract the most talented researchers in a particular field, enhance collaboration, and improve access to the resources needed for their research. The planning grant was awarded to determine whether the CoE model could serve as a means to provide the new services required for the effective use of digital information. This report describes the team's approach to examining the feasibility of CoEs in the library setting. The team conducted preliminary investigations of more than 100 centers, which they narrowed to 35 for in-depth research. Interviews were conducted with staff at 19 centers and 7 funding organizations. In their conclusion, the team advises developing &quot;networks of expertise&quot; or &quot;expert networks,&quot; instead of CoEs, and provides a series of recommendations for building such networks. The following are appended (1) Centers and Funders Interviewed; and (2) Questions for Interviews.
Understanding HBCU Retention and Completion
Author: Richards, David A. R.
Date: 2012-00-00
Type: Reports - Research
Subjects: Black Colleges,Academic Persistence,Graduation,Higher Education,Job Skills,Career Readiness,Low Income Groups,First Generation College Students,Accountability,Student Characteristics,Outcomes of Education,College Outcomes Assessment,Socioeconomic Background,Educational Background,Achievement Gap,Regression (Statistics)

An appendix provides regression analyses.As the cost of higher education continues to climb, colleges and universities are finding themselves under increased pressure to demonstrate their value by enrolling, graduating and launching graduates into careers with the skills needed to compete as part of the American workforce. Few institutions are positioned with all of the resources required to support student success absent the public funding (be it student- or institution-based) that has long subsidized the cost of earning a college degree. These difficulties could not be truer of the fiscal environment in which historically black colleges and universities (HBCUs) operate. For more than 150 years, HBCUs have played a significant role in providing access to postsecondary education for millions of blacks, many of whom currently come from low-income families and are first-generation college students. As pressures mount for all institutions of higher education to be more accountable for demonstrating favorable student outcomes (e.g., retention and graduation rates), HBCUs and other minority-serving institutions face unique challenges that have often been overlooked in evaluations of institutional performance in retaining and graduating students. In this report, the authors provide an empirically based case for why evaluations of institutional performance should account for factors--namely, student characteristics, given their strong association with student outcomes related to persistence and completion--that are traditionally excluded in most measures of institutional performance. An appendix provides details on regression analyses. [For &quot;Understanding HBCU Retention and Completion: UNCF-Member Institution Supplement,&quot; see ED562058.]
Understanding HBCU Retention and Completion: UNCF-Member Institution Supplement
Author: Richards, D. A. R.
Date: 2014-00-00
Type: Reports - Research
Subjects: Black Colleges,Academic Persistence,Graduation,Graduation Rate,Higher Education,Educational Background,Regression (Statistics),Low Income Groups

This supplement to our 2012 report (see ED562057) on historically black colleges and universities (HBCUs) retention and graduation rates narrows that report's focus to UNCF's member institutions, and shows that these private HBCUs retain and graduate students at rates competitive with other postsecondary institutions. These schools perform especially well at the graduation of Black and African American students, a population central to their historical mission and essential to the nation's global competitiveness. An appendix contains the methodology.
Meeting Expectations: Measuring the Impacts of Workplace Essential Skills Training. Final Report, Measures of Success Project
Author: Palameta, Boris
Date: 2013-03-00
Type: Reports - Research
Subjects: Foreign Countries,Workplace Learning,Job Skills,Skill Development,Program Evaluation,Models,Evaluation Methods,Training,Outcomes of Education,Program Implementation,Human Capital,Social Capital,Demography,Research Methodology,Reliability,Validity,Benchmarking,Business,Recruitment,Personnel Selection,Delivery Systems,Labor Force Development,Educational Attainment,Credentials,Multiple Regression Analysis,Psychological Characteristics,Educational Attitudes,Well Being,Job Performance,Student Characteristics,Measures (Individuals)

&quot;The Measures of Success&quot; (MoS) project set out to develop, implement, and present the results of an evaluation model that could assess longer-term outcomes of workplace education programs for increasing literacy and Essential Skills. The model was tested at 18 work sites in Manitoba and Nova Scotia and included training programs that have been offered to employers over a number of years as well as several first time initiatives. An earlier implementation report submitted to the project's Steering Committee (SRDC, 2012) described the process of recruitment and training delivery and provided a baseline profile of the participant sample and pre-training conditions within each of the 18 participating business. The research framework and baseline data were used to illustrate alternative hypotheses about how various conditions may influence the likelihood of observing post-training outcomes in different contexts. That report also offered early observations about data quality. This report builds on these early findings through an analysis of post-training outcomes. The focus is on the longer-term results from the final follow-up at 6-months after training onset. Some contrasts are made with the early 3-month data. The following are appended: (1) Guidelines for Using the Learner Question Inventory; (2) Question Inventory for Learners; (3) Guidelines for Using the Question Inventory: Interviews with Employers and Workplace Educators; and (4) Question Inventory for Interviews with Employers and Workplace Educators.