ethanporcaro/eric-fulltext-meta huggingface dataset:
The Road Ahead: A Look at Trends in the Educational Attainment of Community College Students. AACC Policy Brief 2011-04PBL
Author: Mullin, Christopher M.
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Educational Trends,Enrollment,College Students,Community Colleges,Human Capital,Economic Climate,Educational Attainment,Education Work Relationship,Credentials,Transfer Rates (College)

Over the past few years, as the nation has attempted to emerge from a recession, people are increasingly turning to education as a means to return to work in an economy that demands new skills and a larger number of knowledge-based workers. The demand for more education has resulted in increased enrollments in postsecondary institutions, especially in community colleges, which have experienced substantial increases in enrollment since fall 2007. The demand felt on college campuses aligns with projections indicating a strong need for a more educated workforce. In response to the demands of students, as well as of business and industry, community colleges are rebalancing institutional missions and practices to focus more directly on ensuring student success. This brief presents data on educational attainment at community colleges, with an eye to what the data portend. One extremely positive conclusion can be reached: Educational attainment for all key populations is increasing at community colleges. The investments made in a community college education, by individuals and by society as a whole, are paying off. Over the past 20 years, the percent increase in credentials awarded has been double the percent increase in enrollment. These findings are even more pronounced for students of color. Consistent with other research, actual rates of transfer for students are much higher than commonly reported as well. These gains are the result of students, schools, families, and communities working in concert. They are also the result of innumerable partnerships and initiatives in which community colleges have been or continue to be engaged. Much more work has yet to be done by these stakeholders and their supporting partners, but the path to increasing student success is not untraveled. Short-Term Certificates are appended. (Contains 1 table, 11 figures and 2 notes.)
Character Education: A Growing Need in American Schools
Author: Costley, Kevin C.
Date: 2012-06-04
Type: Opinion Papers
Subjects: Integrity,Values Education,Ethical Instruction,Educational Needs,Personality Development,Democratic Values,Moral Values,Social Values,Educational Principles,Instructional Design,Educational Practices,Child Development,Behavioral Objectives,Educational Objectives

Due to the eroding family composition of American families today and other important variables contributing to children's lack of social skills and inappropriate behaviors, the implementation of a Character Education curriculum is a greater need in schools today.  This need is much more pressing than during the middle of the last century.  Some schools allude to character education; some do not have a specifically designed, adopted curriculum that teaches character traits to young children.  Children have to be taught how to act and authoritative teachers have much more to teach other than meeting only academic needs.  Due to some students' lack of prior discipline and lack of instruction on how to cooperative in social settings, the teacher has much to do with the success of developing the whole child.  The whole child is one that develops wholesome character, integrity, and the trait of honesty in addition to what is right.  Teachers wear many hats today and are often replacements for some children who would never learn healthy character traits if they did not attend public schools.  Academic learning is vital to success; however, learning how to be a caring, and empathetic person is perhaps even more vital in the success of the whole child.  This paper discusses the importance of character education in public schools.  School academic curriculum should always center on healthy character traits. A list of references for further reading is provided.
Fall 2011: Estimated Headcount Enrollment and Pell Grant Trends
Author: Mullin, Christopher M.
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Enrollment Trends,Grants,Context Effect,State Aid,Economic Climate,Educational Finance

After a number of years of enrollment growth at the nation's community colleges, total headcount enrollments leveled off in fall 2011 from the previous year. A collaborative analysis of the American Association of Community Colleges and the National Student Clearinghouse shows an enrollment decrease of almost 1% from fall 2010 to 2011. Despite this slight decline, enrollments remain up 21.8% since fall 2007 (see Figure 1). This explosive growth was undoubtedly fueled by the economic downturn--historically, community college enrollments spike during bad economies--and occurred at a time of widespread state and local funding cuts, placing huge strains on campuses across the country. This paper presents data on estimated headcount enrollment and Pell Grant trends in Fall 2011. (Contains 1 table, 1 figure and 3 notes.)
Types of Changes That Occur as Declarative Knowledge Increases
Author: Oosterhof, Albert
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Science Education,Grade 7,Cognitive Ability,Schemata (Cognition),Semantics,Perspective Taking,Change,Knowledge Level,Knowledge Representation,Measurement

Declarative knowledge involves being able to state and explain characteristics, terminologies, properties, phenomena, concepts, principles, and techniques. Chi and Ohlsson (2005) characterize it as the dominant form of knowledge, maintaining that it does not involve isolated units but rather is organized as semantic networks, theories, schemas, or some combination of these. They propose seven types of changes--larger size, denser connectedness, increased consistency, finer grain of representation, greater complexity, higher level of abstraction, and shifted vantage point--that occur as declarative knowledge increases. The present paper provides a summary description of each type of change and offers illustrations relevant to science education. This content area is the focus of our present research, in which we examine an alternative approach to large-scale testing, much of which involves complex declarative tasks. When selecting or developing tasks, considering the types of changes described in Chi and Ohlsson's framework helps the validity of assessments. (Contains 1 table.) [This report was produced by the Center for Advancement of Learning and Assessment, Florida State University.]
Deschooling Society: Re-Examining Ivan Illich's Contributions to Critical Pedagogy for 21st Century Curriculum Theory
Author: Varbelow, Sonja
Date: 2012-06-06
Type: Reports - Evaluative
Subjects: Curriculum Development,Curriculum Research,Educational Theories,Models,Educational Practices,Critical Theory,Role of Education,Educational History,Educational Philosophy

This paper re-examines Ivan Illich's ideas as expressed in his seminal work "Deschooling Society" from a 21st century point of view. It explores the validity of his ideas for our current education system. Illich's work was published at the time of a paradigm shift in curriculum theory which resulted in the development of Reconceptualization and Reproduction Theory.  Therefore, the paper examines Illich's influence on Critical Pedagogy as the major theory of this paradigm shift. The purpose of this paper is to determine which aspects of "Deschooling Society" and Critical Pedagogy are useful for curriculum theory today and how they can be applied. The methodology used is theoretical analysis. The findings will show that all of Illich's concerns are still valid today, some so with increased urgency. However, they cannot be remedied today in the ways suggested by Illich when the work was originally published. The paper concludes by applying Illich's underlying notions of humanism and responsibility for oneself and others to curriculum theory today.
The Alternate Route to Certification: Program Information 2009
Author: Connecticut Department of Higher Education
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Certification,Alternative Teacher Certification,Program Costs,Public Education,State Legislation,Career Change,Adults,Costs,Student Financial Aid,Testing,Employment,Admission Criteria,Veterans,Beginning Teachers

Connecticut's Alternate Route to Certification Program--ARC, as it is commonly known--prepares talented, well-educated adults to become certified as teachers in Connecticut's public schools. ARC was created in 1986 by the Connecticut state legislature to encourage mid-career adults with strong subject area backgrounds to become teachers. Today ARC also focuses on helping Connecticut address teacher shortages in specific subject areas. ARC is authorized by the Connecticut State Department of Education to prepare individuals to become certified as teachers in Connecticut. The program is not credit-bearing and is offered under the auspices of the Connecticut Department of Higher Education. This paper presents the following information on ARC: (1) Admission Process; (2) Praxis I--Pre-Professional Skills Test; (3) Subject-Specific Course Requirements for ARC Applicants; (4) Waivers; (5) Foreign Credential Review; (6) Program Costs &amp; Financial Assistance; (7) Testing Requirements for Connecticut Certification; (8) Employment upon Completion of ARC; (9) The Application; (10) Helpful Resources &amp; Contact Information; and (11) Key Dates.
Higher Education Counts: Achieving Results. 2007 Report
Author: Connecticut Department of Higher Education
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Accountability,Economic Development,State Colleges,Educational Attainment,Graduates,Skill Development,Educational Improvement,Student Improvement,Access to Education,Graduation Rate,Minority Group Students,Teacher Shortage,Academic Achievement,Student Costs,Labor Force Development,Student Financial Aid,Enrollment,Academic Persistence,School Holding Power,Remedial Programs,Elementary Secondary Education,Accreditation (Institutions),Expenditures,Research and Development,In State Students,Licensing Examinations (Professions),Teacher Certification,Academic Degrees,Teacher Salaries,Online Courses,Distance Education,Operating Expenses,College Students,Outreach Programs,College Faculty,Satisfaction,Education Work Relationship,High School Students,College Bound Students,Community Colleges,Technical Institutes

&quot;Higher Education Counts&quot; is the annual accountability report on Connecticut's state system of higher education, as required under Connecticut General Statutes Section 10a-6a. The report contains accountability measures developed through the Performance Measures Task Force and approved by the Board of Governors for Higher Education. The measures reported are intended to provide external parties with answers to basic questions about institutional performance and return on investments in Connecticut's higher education system. Each of the constituent units of higher education must submit its accountability report to the Commissioner of Higher Education annually by January 1st. The Commissioner, in turn, is charged with compiling and transmitting a consolidated report to the Joint Standing Committees on Education and Higher Education and Employment Advancement by February 1st. The report contains measures designed to assess progress on six statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. There are no major changes in reporting format this year. The report is organized around a structure which includes three levels of indicators: (1) State-Level Indicators; (2) Common Core of Institutional Measures; and (3) Constituent Unit Specific Indicators. An index is included. [For &quot;Higher Education Counts: Achieving Results. 2007 Executive Summary,&quot; see ED532621.]
Higher Education Counts: Achieving Results. 2007 Executive Summary
Author: Connecticut Department of Higher Education
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Colleges,Educational Attainment,Graduates,Skill Development,Educational Improvement,Student Improvement,Access to Education,Graduation Rate,Minority Group Students,Teacher Shortage,Economic Development,Academic Achievement,Student Costs,Labor Force Development,Student Financial Aid,College Preparation,Academic Persistence,Enrollment,Remedial Programs,Operating Expenses,School Holding Power,Elementary Secondary Education,Community Colleges,Licensing Examinations (Professions),Academic Degrees,College Students,Satisfaction

&quot;Higher Education Counts&quot; is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with elementary and secondary schools to improve teaching and learning at all levels; (3) To ensure access to and affordability of higher education; (4) To promote the economic development of the state to help business and industry sustain strong economic growth; (5) To respond to the needs and problems of society; and (6) To ensure the efficient use of resources. The report is intended to provide state policy-makers with specific information on a number of important indicators of progress measured against specific goals and/or peer institutional benchmarks, and to serve as a backdrop for key state policy discussions on the importance of educational attainment for the future welfare and economic development of the state. Overall, students continue to indicate high levels of satisfaction with their educational experiences and skill development, particularly at Charter Oak State College. Connecticut State University graduates, however, are somewhat less content with gains in quantitative and scientific skills. Also, overall satisfaction with on-line courses offered through the Connecticut Distance Learning Consortium member institutions has been stagnant at 78 percent. [For the full report, &quot;Higher Education Counts: Achieving Results. 2007 Report,&quot; see ED532620.]
A Thematic Unit: Let's Go to School in Japan!
Author: Haxhi, Jessica
Date: 2009-00-00
Type: Guides - Classroom - Teacher
Subjects: Video Technology,Creative Teaching,Foreign Countries,School Uniforms,Japanese,Cultural Awareness,Thematic Approach,Teaching Methods,Holistic Approach,Second Language Instruction,Academic Standards,Performance Based Assessment,Educational Technology,Speeches

During this five-day unit, students will enter the world of a Japanese classroom. They will talk about school uniforms, &quot;fill&quot; their backpacks with school items, and learn how to do a simple self-introduction in front of their peers. Students will participate in the cultural customs of a Japanese classroom and view pictures, videos, and commercials that illustrate Japanese school life. For an interpretive assessment, students will listen to a description of the items in a particular backpack and choose the matching backpack from a variety of choices. For an interpersonal assessment, students will participate in an oral question and answer game in which they have to make sure they have everything in their respective backpacks or go get it from the &quot;teacher&quot; (another student). Finally, students will introduce themselves using a standard Japanese presentation format, saying a greeting, their names, grade level, and &quot;nice to meet you.&quot; This will function as a presentational assessment in this short unit. Through the context of meaningful and engaging activities, carefully scaffolded lessons, and lots of comprehensible input, students will have many opportunities for success with the language in this short period of time. [Funding for this paper was provided by the National Security Agency.]
Transfer of Credit Annual Report to Governor &amp; Legislature
Author: New Jersey Commission on Higher Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Annual Reports,Enrollment,State Government,Associate Degrees,Community Colleges,Two Year College Students,College Transfer Students,Bachelors Degrees,Data Collection,Educational Legislation,School Law,Program Evaluation,Articulation (Education)

The New Jersey Commission on Higher Education (the Commission) is required by statute (N.J.S.A. 18A: 62-46) to prepare an annual report to the Governor and Legislature containing a compilation of the data it collected about community college students who transferred to senior public institutions of higher education in New Jersey. At its July 25, 2008 meeting, the Commission adopted a resolution approving the form and content of the Transfer Report. The statute also describes the establishment of the Comprehensive State-wide Transfer Agreement. No changes to the content of the data submission have been implemented for the 2009 report. This report reflects final enrollment data up to 2008. The enrollment data for 2009 is still preliminary and will not be final until May 2010. The source of the information is the SURE (Student Unit Record Enrollment) files for each of the institutions, the new transfer file, degree program inventory, and IPEDS (Integrated Postsecondary Education Data System) files.
2007 New Jersey ESL Program Survey Report
Author: New Jersey Commission on Higher Education
Date: 2008-08-00
Type: Reports - Research
Subjects: Counties,Minority Groups,Immigrants,Limited English Speaking,English (Second Language),Second Language Instruction,Public Colleges,Enrollment Trends,Private Colleges,Research Universities,Student Needs,Student Personnel Services,Community Colleges

The State of New Jersey continues to grow as a home for thousands of immigrants from around the world. The number of foreign-born persons increased 25 percent in New Jersey from 967,000 in 1990 to 1,208,000 in 2000. According to data from the 2006 American Community Survey (ACS) of the U.S. Census Bureau, only two states, New York and California, have a greater percentage of foreign-born persons than New Jersey. The 2006 ACS data also indicated that New Jersey ranks sixth in the percentage of population age five and older who speak a language at home other than English. Based on the information available, the five counties with the highest percentage of non-native speakers between the ages of 18 and 64 who speak English not well or not at all are Hudson (18.1%), Passaic (16%), Union (9.2%), Essex (8.2%), and Bergen (5.4%). According to the New Jersey Department of Education for the 2007-2008, there were 279,366 language minority students enrolled in public K-12 schools. Of these students, approximately 22 percent (61,904) are classified as limited English proficient (LEP). Since fall 1994, the Commission has collected data on the enrollment of and services provided to English as a Second Language (ESL) students by New Jersey postsecondary institutions. In this way, the Commission ensures that trends in postsecondary ESL education are shared across the state. To that end in fall 2007, the Commission sent a survey to all senior public institutions, community colleges, and independent institutions in the state. Of the 47 campuses surveyed 41 responded for an overall response rate of 87 percent. This report of the ESL survey results provides information as self-reported by participating New Jersey institutions. The respondents who provided this information ranged from ESL program directors and coordinators to institutional research staff. For the purpose of this survey, an ESL student is defined as a language minority student who is a citizen or permanent U.S. resident and is enrolled or plans to enroll in academic credit-bearing course work leading to a degree or certificate. Appended are: (1) Ability to Speak English (2006); (2) 2007 New Jersey ESL Program Survey; (3) 2007 ESL Students and Instructors; and (4) Assessment Tools Used by Institutions. (Contains 1 footnote.)
Report of CCI Early Childhood Think Tank on Governance
Author: Child Care, Inc.
Date: 2008-02-07
Type: Reports - Descriptive
Subjects: Children,Foster Care,Governance,Early Childhood Education,Childhood Needs,Needs Assessment,Student Needs,Child Care,Focus Groups,Brainstorming,Change Strategies,Educational Change,Action Research,Sustainability,Educational Policy,Policy Formation,Research Reports

Child Care, Inc. (CCI) invited a group of early childhood experts to help reflect on what CCI had learned from other states about governance and to apply that knowledge to New York City. The goal was to foster more systemic thinking about how to move toward a more coherent early care and education system in New York City that would better meet the needs of children and families. This report highlights some of what the attendees learned, questions needing further exploration and possible next steps. The Think Tank participants provided an unusual opportunity to share local, regional and national expertise and to look at issues in specific relationship to what exists and what might be possible in New York City.