ethanporcaro/eric-fulltext-meta huggingface dataset:
Quick Facts about Financial Aid and Community Colleges, 2007-08
Author: Institute for College Access & Success
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Community Colleges,Paying for College,Two Year College Students,Full Time Students,Grants,Low Income Groups,Work Study Programs,Student Loan Programs

Community colleges are usually considered a low-cost college option, but the sticker price is only part of the real story--students often struggle to cover a range of related costs and living expenses. Financial aid can be a big help, but many community college students have a harder time paying for college than their peers at four-year schools. This fact sheet focuses on community college students who apply for financial aid and attend full time. These students are in the best position to receive financial aid, yet they still face economic challenges that can put their educational goals out of reach. (Contains 3 footnotes.)
Time to Reexamine Institutional Cooperation on Financial Aid
Author: Reed, Matthew
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Talent,Student Financial Aid,Institutional Cooperation,Private Colleges,Legal Problems,Financial Needs,Investigations,Higher Education,Federal Legislation,Competition,Court Litigation

Many public and private colleges give out substantial amounts of financial aid in excess of students' demonstrated financial need to attract the most talented students in a competitive marketplace. These colleges see merit aid as an investment in institutional quality. Since top students are in high demand, colleges may have to bid against each other, raising the aid offered these students to levels well beyond their financial need. In the past, some colleges cooperated on financial aid policies to restrain these &quot;bidding wars&quot; and free up more funds for other priorities such as need-based aid. However, following the U.S. Department of Justice's antitrust investigation of private colleges between 1989 and 1991 and subsequent court rulings and settlements, the legal environment around this type of cooperation has been uncertain. As a result, many colleges are reluctant to even discuss the possibility of cooperating on financial aid matters for fear of further government investigations or lawsuits from students and their families. This paper reviews the history of this issue and analyzes the amount of grant aid that could potentially be redirected to needier students as a result of institutional cooperation. The authors also identify the legal issues related to facilitating such cooperation. An accompanying memo examines the legal issues in greater depth. Antitrust and Financial Aid in Higher Education is appended. (Contains 3 tables and 117 footnotes.) [This white paper was written with Robert Shireman. Contributions by Lauren Asher, Edie Irons, Deborah Frankle Cochrane, Srikanth Sivashankaran and Shannon Gallegos.]
Paving the Way: How Financial Aid Awareness Affects College Access and Success. Literature Review
Author: Institute for College Access & Success
Date: 2008-10-00
Type: Information Analyses
Subjects: Higher Education,Access to Education,Access to Information,Equal Education,Student Financial Aid,Academic Achievement,Paying for College,Knowledge Level,Parent Student Relationship,Costs,Parent Influence,Context Effect,Information Sources,Eligibility,Barriers

In a time of ever-rising college costs, financial aid is critical to increase college access and success. Federal, state, and institutional aid programs help to ensure that students can afford higher education regardless of economic background. Financial aid is most effective when students and families learn about it early enough to make the right choices and plans about high school coursework, family savings, work and earnings, and college options. This literature review explores the questions of how and when students and families learn about college costs and financial aid, and how the timing and substance of that information may impact college-going behavior. The research for this review was conducted in 2007 by graduate intern Deland Chan, who wrote it with Deborah Frankle Cochrane. Shannon Gallegos and Edie Irons helped create the finished product. An annotated bibliography is included.
Engaging Minds. Proceedings of the National Academy for Integration of Research, Teaching and Learning Annual Conference (5th, Galway, Ireland, June 9-10, 2011)
Author: National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland)
Date: 2011-09-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Conferences (Gatherings),Epistemology,Learner Engagement,Skill Development,Higher Education,Creativity,Citizenship Responsibility,Undergraduate Study,Homeless People,Mathematics Instruction,Citizen Participation,Student Research,Participatory Research,Science Instruction,Audience Response Systems,Technology Uses in Education,Humanities,Assistive Technology,Active Learning,Student Projects,Student Attitudes,Engineering Education

This publication contains the papers presented at the 5th Annual Conference of National Academy for Integration of Research, Teaching and Learning (NAIRTL) and the 9th Galway Symposium. Presenters from across Ireland and overseas share their perspectives. The theme of engagement touches on the very heart of what a &quot;higher&quot; education should be about. It is about engaging the mind, struggling to understand new concepts and perspectives, experimenting with new ideas and developing skills, about critically engaging with the world and societal structures, about laying the foundations upon which to build a better future, about nurturing individual creativity and collective responsibility and hopefully also about having some fun along the way.
Q&A on the For-Profit College "90-10 Rule"
Author: Institute for College Access & Success, Project on Student Debt
Date: 2012-11-09
Type: Reports - Descriptive
Subjects: Federal Government,Federal Legislation,Colleges,Proprietary Schools,Student Financial Aid,Funding Formulas,Income,Educational Finance,Educational Quality,Veterans,Veterans Education,Financial Support,Competition,Accountability

The "90-10" Rule is a federal law barring for-profit colleges from receiving more than 90% of their revenues from Department of Education federal student aid. It is modeled on the Department of Veterans Affairs' long-standing "85-15" Rule, which prohibits more than 85% of a program's students from receiving VA funding. It prevents for-profit colleges from being funded solely by federal taxpayers. If a college offers a quality education at a competitive price, someone other than the federal government will be willing to pay for it. This paper offers information on the for-profit college "90-10 Rule". (Contains 7 endnotes.)
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2011
Author: Tennessee State Board of Education
Date: 2011-01-31
Type: Reports - Descriptive
Subjects: Graduation Requirements,Higher Education,Educational Attainment,Kindergarten,Graduation,Public Education,Elementary Secondary Education,Master Plans,Access to Education,Teacher Supply and Demand,State Boards of Education,College Admission,Education Work Relationship,State Standards,Required Courses,College Readiness,High Schools,Academic Standards,Accountability,Educational Change,Educational Improvement,Educational Indicators,Graduation Rate

This report complies with the requirements established in T.C.A. (Tennessee Code Annotated) Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but not to be limited to, a discussion of the following four areas: (1) The extent of duplication in elementary-secondary and postsecondary education; (2) The extent of compatibility in high school graduation requirements and admission requirements of postsecondary institutions; (3) The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the beginning of a new era for education in Tennessee. In response to the special session of the 106th General Assembly, landmark legislation was passed, including First to the Top and the Complete College Tennessee Act. Each is focused on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Taken together, this work provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appendices include: (1) Tennessee High School Graduation Requirements; and (2) Minimum High School Course Requirements for Regular Undergraduate Admission to Tennessee Public Higher Education Institutions. (Contains 8 footnotes.) [For &quot;Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2010&quot;, see ED512242.]
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012
Author: Tennessee State Board of Education
Date: 2012-01-31
Type: Reports - Descriptive
Subjects: Graduation Requirements,Higher Education,Educational Attainment,Kindergarten,Graduation,Public Education,Elementary Secondary Education,Master Plans,Preschool Education,Access to Education,Teacher Supply and Demand,State Boards of Education,College Admission,Teacher Education,High Schools,Accountability,Educational Change,Academic Achievement,State Standards,Educational Indicators,Educational Improvement,Curriculum Design,Career Readiness,College Readiness,Graduation Rate,Alignment (Education)

This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) The extent of duplication in elementary, secondary and postsecondary education; (2) The extent of compatibility in high school graduation requirements and admission requirements of postsecondary institutions; (3) The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, in response to the special session of the 106th General Assembly (2010), including First to the Top and the Complete College Tennessee Act. Each is focused on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Taken together, this work provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appendices include: (1) Tennessee High School Graduation Requirement; and (2) Minimum High School Course Requirements for Regular Undergraduate Admission to Tennessee Public Higher Education Institutions. (Contains 3 footnotes.) [For the &quot;Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2011&quot;, see ED540083.]
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2013
Author: Tennessee State Board of Education
Date: 2013-01-31
Type: Reports - Descriptive
Subjects: Graduation Requirements,Higher Education,Educational Finance,Educational Attainment,Kindergarten,Graduation,Public Education,Elementary Secondary Education,Master Plans,Preschool Education,Access to Education,Teacher Supply and Demand,State Boards of Education,College Admission,Education Work Relationship,Partnerships in Education,High Schools,Academic Standards,State Standards,Accountability,Academic Achievement,Educational Indicators,Educational Improvement,College Readiness,Graduation Rate,Career Readiness,Alignment (Education)

This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For &quot;Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012&quot;, see ED540084.]
Planning for Your Transition from High School to Adult Life: A Workbook to Help You Decide What You Want Your Life to Look like after Graduation and to Help You Outline the Steps so You Can Make It Happen!
Author: Condon, Ellen
Date: 2008-00-00
Type: Guides - Non-Classroom
Subjects: Young Adults,Workbooks,Transitional Programs,Career Development,Comprehensive Guidance,Developmental Studies Programs,Career Planning,Agencies,Social Support Groups,Daily Living Skills,Decision Making Skills,Family Counseling,Change Strategies,Needs Assessment,Goal Orientation,Educational Resources

The purpose of this workbook is to help youth to take the lead in planning for their adult lives. The workbook shares important information, encourages youth to begin thinking about life after high school, and offers ideas they can use to plan routes to reach their goals. This is not a workbook parents, educators or others should hand to young adults and ask them to complete on their own. Rather, it should be used as a guide for conversations, either one-to-one or in groups, between adults and between young people. The workbook includes suggested activities, but do not be limited to these--be creative!
Work Experience Guide: How to Create a Work Experience Program at Your School
Author: Condon, Ellen
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Transitional Programs,Work Experience,Work Experience Programs,Youth Opportunities,Youth Programs,Guidance Programs,Community Based Instruction (Disabilities),Educational Resources,Best Practices,Improvement Programs,Effective Schools Research,Program Descriptions,Program Design,Program Development,Labor Standards,Informed Consent,Volunteers,Job Placement,Program Administration,Developmental Studies Programs

The intent of this manual is to provide some templates and direction to schools that are looking for ideas of how to incorporate work experience into their curriculum for youth with disabilities. Hamilton Middle School served as a pilot site for one of the Rural Institute Transition Projects from 2006-2008. The school administration eagerly embraced the idea of offering community-based work experiences to their students with disabilities once the initial structure of the program was developed for them. The authors hope that other schools will be able to benefit from the template and examples that they developed with that school and have included as resources in this publication. One of the main points to take away from this school's experience is that they used the resources that they had available to offer a new service to youth. They didn't have any increase in cost; they used their existing resources differently. [Funding was provided by the Montana Council on Developmental Disabilities Partnerships for Transition Project.]
Choosing Self-Employment. A Monograph by the Rural Institute Linkages to Employment Project
Author: Condon, Ellen
Date: 2007-00-00
Type: Collected Works - General
Subjects: Disabilities,Employment,Rural Areas,Career Planning,Transitional Programs,Individualized Transition Plans,Feasibility Studies,Small Businesses,Phenomenology,Educational Resources,Income,Normalization (Disabilities),Community Based Instruction (Disabilities),Developmental Studies Programs,Models,Self Determination,Self Help Programs,Career Choice,Career Development,Daily Living Skills,Accessibility (for Disabled)

The Rural Institute: Center for Excellence in Disability Education, Research, and Service, is one of sixty-four Centers for Excellence in Disability Education across the nation. It is an inter-disciplinary organization that promotes full participation in rural life for individuals with disabilities. The Rural Institute accomplishes this goal by developing and disseminating innovations in teaching, research, community supports, and policy advocacy. This publication is a monograph produced by the Transition Projects at The Rural Institute: Linkages to Employment. This monograph contains the following papers: (1) When Does Discovery and Individualized Career Planning for Students Lead to Self-Employment? (Ellen Condon); (2) A Business Within a Business (Cary Griffin); (3) Assistance Not Assessment: Getting At The Heart Of Small Business Feasibility (Cary Griffin & Dave Hammis); (4) Experiences in Self-Employment in RSA's National Choice Demonstration 1993-1999 (Michael Callahan); (5) Excerpts from Self-employment: Owning The American Dream (Cary Griffin, Nancy Brooks-Lane, Dave Hammis, & Doug Crandall); (6) Property Essential for Self-Support (PESS): A Self-Employment Resource that SSI Doesn't Count (Marsha Katz); and (7) How SSI Counts Income Earned Through Self-Employment (Marsha Katz). Individual papers contain references.
Vocational Rehabilitation (VR) Approaches to Job Development. Research Report
Author: Ipsen, Catherine
Date: 2012-12-00
Type: Reports - Research
Subjects: Disabilities,Vocational Rehabilitation,Rural Areas,Economic Opportunities,Employment Patterns,Urban Areas,Counties,Wages,Rural Population,Job Development,Skilled Workers,Blue Collar Occupations,Career Development,Interviews,On the Job Training,Rehabilitation Counseling,Self Employment,Community Attitudes,Community Relations,Employers

Vocational Rehabilitation (VR) agencies provide a range of services to help people with disabilities become employed. How services are delivered, however, depends on several factors including client interests and abilities as well as economic opportunities within the local community. For better or worse, rural and urban clients face vastly different employment landscapes. For instance, USDA Economic Resource Service data indicate that rural people earn lower wages and experience lower employment rates (ERS, 2012). Rural counties also have fewer full-time jobs per capita, particularly in skilled labor sectors. Urban areas have higher employment rates in professional and managerial positions, while rural communities have higher rates in blue collar and resource based occupations characterized by limited benefits and less opportunity for advancement. Additionally, rural counties have a higher percentage of very small firms compared to urban counties. This economic variation requires different employment strategies for rural and urban clients. Recently, the authors conducted a national qualitative study to better understand how VR agencies approach rural employment with their clients. This factsheet focuses on informant comments related to the rural employment landscape and VR approaches to overcoming barriers and developing jobs for rural clients.
The Rural Institute Transition Projects E-News. Volume 4, Issue 2
Author: University of Montana, Rural Institute
Date: 2007-05-00
Type: Collected Works - Serial
Subjects: Transitional Programs,Guides,Accessibility (for Disabled),Agencies,Technical Assistance,Information Services,Educational Opportunities,Newsletters,Institutes (Training Programs),Rural Education,Information Sources,Eligibility

&quot;The Rural Institute Transition Projects E-News&quot; is a quarterly newsletter produced by the Rural Institute Transition Projects. This issue contains the following: (1) Transition Assessment and Planning Guide: A tool to assist students, families, and schools to coordinate meaningful transition activities for youth with disabilities (Ellen Condon and Kim Brown); (2) Highlights of IDEA 2004 Transition Requirements; (3) Agencies to Consider Contacting for Information, Services, and Assistance with Transition Planning; and (4) Upcoming Training. (Contains 6 resources.) [Funding for this paper was provided by the Montana Council on Developmental Disabilities.]
The Rural Institute Transition Projects E-News. Volume 5, Issue 5
Author: University of Montana, Rural Institute
Date: 2008-09-00
Type: Collected Works - Serial
Subjects: Vocational Rehabilitation,Transitional Programs,Newsletters,Case Studies,Educational Resources,Eligibility,Partnerships in Education,Education Work Relationship,Articulation (Education),Role Perception

"The Rural Institute Transition Projects E-News" is a quarterly newsletter produced by the Rural Institute Transition Projects. This issue contains: (1) Vocational Rehabilitation as a Partner in Transition: Bridging the Gap between School and Work (Barb Schiedermayer); (2) Questions and Answers About Vocational Rehabilitation; (3) Case Studies; (4) How Might Vocational Rehabilitation Be Able To Help You?; and (5) Transition TIP. Resources and Training Calendar are also included. (Contains 8 resources.)
The Rural Institute Transition Projects E-News. Volume 6, Issue 2
Author: University of Montana, Rural Institute
Date: 2009-06-00
Type: Collected Works - Serial
Subjects: Work Experience,Supported Employment,Disabilities,Transitional Programs,Newsletters,Developmental Studies Programs,Coaching (Performance),Educational Resources,Educational Opportunities,Normalization (Disabilities),Accessibility (for Disabled)

"The Rural Institute Transition Projects E-News" is a quarterly newsletter produced by the Rural Institute Transition Projects. This issue contains the following: (1) Work Experiences and Paid Employment (Norciva Shumpert, Michael Callahan & Ellen Condon); (2) Making the Most of Each Work Experience (Ellen Condon); (3) Emerging Leader Perspective: How I Prepared for Life After School (Maclaen Burningham); and (4) Tips for Job Coaches. Training Calender and Resources are also included. (Contains 4 resources.)