ethanporcaro/eric-fulltext-meta huggingface dataset:
A Descriptive Study of Washington State Need Grant Eligible Students Enrolled in Community and Technical Colleges in 2011-12. Research Report 13-1
Author: Washington State Board for Community and Technical Colleges
Date: 2013-03-00
Type: Reports - Research
Subjects: Grants,Student Financial Aid,Eligibility,Two Year College Students,State Aid,Community Colleges,Technical Institutes,Low Income Students,Enrollment,School Holding Power,Student Characteristics,Student Loan Programs,Student Costs,Paying for College

The State Need Grant is Washington State's largest financial assistance program for low-income, needy, and disadvantaged residents attending institutions of higher education. It provides financial assistance to low-income residents attending an undergraduate institution in Washington. Currently, students with an income under 70 percent of the state's median family income (MFI) (currently $57,500 for a family of four) can receive a grant award that covers their tuition and fees. Community and Technical College (CTC) students make up the majority of students eligible for and served by the State Need Grant. This report describes two year CTC students eligible for and enrolled in CTCs in 2011-12. It compares eligible students who were served and not served for demographics, enrollment status, and college retention rates. Key findings include: (1) the percent of eligible students not receiving aid has risen substantially in the past five years as college enrollments swelled; (2) for students with similar characteristics and similar financial need, retention is significantly higher if eligible students receive a Need Grant; and (3) students who receive the Need Grant have significantly more of their financial needs met than eligible students who are not served. The difference in financial aid received and the corresponding difference in financial need that is met by aid is due almost entirely to receipt or non-receipt of the Need Grant.
Students Speak Their Truth about Transfer: What They Need to Get &quot;Through the Gate&quot;
Author: Cooper, Darla M.
Date: 2020-05-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Transfer Students,Student Attitudes,Barriers,Student Needs,College Role,Bachelors Degrees,Social Mobility,Paying for College,Financial Problems,Responsibility,Scheduling,Information Sources,School Counseling,Capacity Building

There is documented need for California to produce more bachelor's degree holders. Broad agreement exists that increasing community college transfer is an essential strategy for achieving this critical goal, while at the same time closing equity gaps and promoting mobility for residents of a state plagued with the nation's highest cost of living. What do students say they need to make it through the transfer gate? The RP Group's &quot;Through the Gate&quot; transfer study reveals a lost opportunity for California: Students who are close to transfer, yet struggling to make it to university. In the study's second phase, surveys and interviews with over 800 students across 31 California Community Colleges reveal that transfer students need colleges and universities to provide a more holistic and integrated approach to ensure they reach their goals: a bachelor's degree and economic mobility for themselves and their families. These students--high-leverage learners whose course-taking indicates they are close to transfer--offer rich and useful perspectives about factors impacting the entire transfer journey. Their input can inform both campus- and system-level efforts to achieve the California Community Colleges' Vision for Success goals, and ensure any student who sets a baccalaureate goal has the funds, knowledge, skills, and confidence to transfer. [For &quot;Through the Gate Transfer Study: Phase 2 Technical Report,&quot; see ED608940.]
CADRE Early Career Guide: Tips for Early Career STEM Education Researchers. Revised
Author: Stiles, Jennifer
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: STEM Education,Educational Research,Researchers,Research Skills,Doctoral Students,Research Assistants,Career Development,Writing for Publication,Networks,Research Proposals,Careers,Fellowships,Proposal Writing,Postdoctoral Education,Job Application,Job Applicants,Job Search Methods,Resumes (Personal),Employment Interviews

The Community for Advancing Discovery Research in Education (CADRE) offers advice on becoming a successful researcher in the field of STEM education and a portrait of an early career researcher support program. The advice offered throughout the guide comes from experienced researchers who are part of the National Science Foundation's Discovery Research PreK-12 (NSF DRK-12) community. Over the past eight years, they have graciously shared their experiences with small groups of doctoral students and other early career researchers through the CADRE Fellows program. Those experiences and insights have been compiled to provide guidance on navigating the STEM education field as an early career professional. The guide is divided into two parts. Part I offers tips and resources to address the needs of STEM education researchers who are early in their careers, primarily doctoral students and research associates. These materials are organized around four focal themes: (1) pursuing academic and non-academic career pathways; (2) writing for publication; (3) building professional networks; and (4) developing NSF proposals. Early career researchers may choose to independently access the resources on an as-needed basis or pick from the resources and other elements of the Fellows program (described in Part II) to share with, for example, a study group with other graduate students and professional peers. Building on Part I, Part II describes a model for supporting early career STEM education researchers based on the CADRE Fellows program, and provides strategies and resources to guide those who supervise, advise, or mentor groups of early career STEM education professionals. Part II offers a detailed description of the structure and objectives of the CADRE Fellows program and the design of the activities within the focal themes. It also provides insights into the impact of the program. The guide is organized in such a way that advisors, supervisors, mentors, and program leads who work with early career researchers can choose those elements from Parts I and II that are most appropriate and use them to develop customized supports on an ad hoc basis or to form a more formal early career researcher program. Early career researchers might also choose to use several of the guiding questions associated with each strand in Part II when talking with more experienced researchers, or work on one of the assignments independently or with another colleague. [For the previous guide, see ED590550.]
Total Learning Architecture: 2018 Reference Implementation Specifications and Standards
Author: Advanced Distributed Learning (ADL) Initiative
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Educational Policy,Ecology,Delivery Systems,Learning Analytics,Information Technology,Metadata,Client Server Architecture,Computer Interfaces,Standards,Visualization,Information Systems,Competence,Credentials,Recognition (Achievement),Artificial Intelligence,Integrated Learning Systems,Computer Software,Competency Based Education

The Total Learning Architecture (TLA) program sponsored by the Advanced Distributed Learning (ADL) Initiative seeks to develop a set of policy and standards defining the process for developing a &quot;learning ecology,&quot; where multiple services and learning opportunities (of various modalities and points of delivery) can be managed in an integrated environment. The TLA employs a Service Oriented Architecture (SOA) approach to developing a flexible, modular system to optimize the time, cost, and effectiveness of learning delivery and analysis. It is composed of interchangeable software services and databases integrated to create an efficient learning environment for the user. The 2018 TLA research investigated relevant standards, specifications, and policies that relate to metadata strategies, competency representation, activity tracking, Learner Profiles, and numerous communications protocols, and interface specifications. Numerous specifications and standards were reviewed to investigate how they would influence the interoperable nature of the TLA. Candidate specifications were then implemented and tested within the 2018 TLA Reference Implementation. Within the TLA Reference Implementation, candidate standards and specifications are analyzed to determine whether the spec/standard is partially or entirely appropriate. If changes are required to extend the spec/standard, this work is documented to inform future standards/specification development bodies. The goal of the 2018 TLA Reference Implementation is to evaluate candidate standards and specifications for potential inclusion within the TLA. In creating the 2018 TLA Reference Implementation, the ADL Initiative started with a foundational understanding of existing Information Technology (IT) components commonly utilized in Distributed Learning (DL) today. Section 1 of this document discusses the future learning ecosystem, specifications and standards, the 2018 TLA Reference Implementation, the 2018 TLA test and demonstration, and the 2018 data analytics and visualization. Section 2 describes technical standards and specifications evaluated for use in the 2018 TLA Reference Implementation. Lastly, Section 3 provides a detailed description of the specific components and architecture used in the 2018 TLA Reference Implementation.
More Funding Needed to Fix Tennessee School Staff Shortages. Fair School Funding: A Resource Equity Report
Author: McKillip, Mary
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Educational Finance,Funding Formulas,School Personnel,Supply and Demand,School Districts,Educational Equity (Finance),At Risk Students,Teacher Shortage,School Counselors,School Social Workers,School Psychologists,Teacher Student Ratio,English Language Learners,Poverty,School District Wealth

Tennessee's school funding formula does not adequately support the state's schools. This report analyzes the impact of underfunding on staffing levels and the resulting inequities created between high- and low-income school districts. The state's school formula funding, even when supplemented by local funding above the required local share, results in lower staffing levels in poorer districts in nearly every staffing category. Our findings show: (1) Nearly all districts raise more local funds than required. (2) Wealthier districts supplement with local funds to reduce the average state student-teacher ratio of 23:1 ratio to 19-20 students per teacher, while the poorest districts average a student-teacher ratio of 24:1. (3) The English language learner to English as a second language teacher ratio is twice as high in poor districts than in wealthier districts. (4) Many districts have extremely limited access to student support staff such as social workers, counselors, and psychologists.
TVET Country Profile: Qatar
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Governance,Educational Finance,Vocational Education Teachers,Teacher Qualifications,Quality Assurance,Educational Change,Demography,Elementary Secondary Education,Postsecondary Education,Teacher Education,Qualifications,Nonformal Education

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Qatar's: (1) TVET system; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion. [This report was compiled in collaboration with the College of the North Atlantic Qatar (CNAQ), a UNEVOC center.]
UNESCO-UNEVOC Study on the Trends Shaping the Future of TVET Teaching
Author: Subrahmanyam, Gita
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocational Education,Technical Education,Educational Trends,Trend Analysis,Futures (of Society),21st Century Skills,Educational Change,Job Skills,Competency Based Education,Technological Advancement,Transfer of Training,Preservice Teacher Education,School Business Relationship,Industry,Inservice Teacher Education,Inclusion,Private Sector,Alignment (Education),Education Work Relationship

The report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching, conducted by UNESCO-UNEVOC. The study aimed to engage the international TVET community to: (i) improve the understanding of the implications of global disruptions; (ii) gather knowledge, insights, experiences; and (iii) highlight promising practices in preparing TVET teaching staff to deliver the skills needed in the 21st century and beyond. Coordinated by UNESCO-UNEVOC, trends mapping studies aim to further the international community's understandings on contemporary key issues concerning TVET. The studies review existing literature and policies, and engage TVET stakeholders from around the world through surveys and virtual conferences. [Bindu Law assisted in the writing of this report.]
TVET Country Profile: Timor Leste
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Policy,Governance,Educational Finance,Vocational Education Teachers,Teacher Qualifications,Quality Assurance,Educational Change,Demography,Elementary Secondary Education,Postsecondary Education,Teacher Education,Qualifications,Nonformal Education

Country profiles are compiled from a variety of national and international sources and have been informed and validated by UNEVOC Centres in the country or other Technical Vocational Education and Training (TVET) national authorities. This profile discusses Timor Leste's: (1) TVET systems; (2) TVET strategy and key policy documents; (3) governance and financing; (4) TVET teachers and trainers; (5) qualification system and quality assurance; and (6) current reforms and policy discussion.
The Dollars and Sense of Free College
Author: Carnevale, Anthony P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Paying for College,Cost Effectiveness,Education,Costs,Program Design,Federal Aid,State Aid,Educational Finance,Equal Education,Federal State Relationship,Public Colleges,Educational Benefits

Free college has been gaining traction as a public policy option in recent years and has been adopted in some form by at least 15 states. Enthusiasm for the idea has gained momentum with the growing realization that a healthy economy requires a well-educated workforce and that workers benefit immensely from education beyond high school. Indeed, job market data show that 80 percent of jobs leading to middle-class wages call for at least some postsecondary education. Of course, free college is not really free for the taxpayers who will wind up paying for it. Supporters of free college argue that investment in the education system is a public good that yields both economic and noneconomic benefits far beyond its costs. In a diverse democratic society, higher education not only provides a path for economic self-sufficiency, it also contributes to positive outcomes such as improved health, reduced crime, and a greater sense of well-being. All these factors might reduce costs to society in the long run. Finally, higher education provides civic value by preparing an educated citizenry to participate in the electoral process. Any assessment of free-college plans needs to consider both costs and benefits. The analysis of a free-college plan endorsed by Joe Biden finds that it would have high costs but would also generate substantial benefits. Biden's plan would allow all students at community colleges and students with family incomes under $125,000 at public four-year universities to attend college without paying tuition. Like other first-dollar plans, Biden's program would allow students to use their existing financial aid toward other attendance costs, such as room and board. Biden's proposal for tuition-free college would cost $49.6 billion in its first year, with $33.1 billion in federal spending and $16.5 billion in state spending. These costs are $8.6 billion less than the costs associated with a first-dollar plan that would cover all students regardless of their family income. This report also examines the class and racial equity implications of first-dollar programs with universal eligibility, the Biden plan, and last-dollar programs with universal eligibility and discusses a variety of free-college models and assesses their relative costs and benefits. [For the executive summary, see ED608988.]
Exploratory Study of the UTeach STEM Preparation Program and the Effectiveness of UTeach Teachers. Policy Brief
Author: Cade, Whitney
Date: 2019-05-00
Type: Reports - Research
Subjects: STEM Education,Teacher Education,Teacher Effectiveness,Mathematics Achievement,Science Achievement,Program Effectiveness

According to the Department of Education, there are more than 2,000 teacher preparation programs (TPPs) in the United States, but despite these numbers, concerns remain about the quality and quantity of STEM teachers in the workforce. The UTeach teacher preparation program (TPP), founded at the University of Texas at Austin in 1997, is specifically designed to address these concerns by recruiting students directly from STEM majors and offering students the opportunity to receive a secondary STEM teaching certification alongside their STEM degree with no additional time in college. While UTeach has undoubtedly increased the number of teachers produced at universities that have adopted the program, questions remain as to the quality of those teachers when compared to other teachers in the workforce. UTeach has never had a formal, third-party evaluation of its teachers in the field; this study intended to fill this gap by investigating the test scores of the students of UTeach-produced teachers. This study pursued the following research questions: (1) How do students taught by UTeach teachers compare to students taught by non-UTeach teachers in terms of their math and science state test scores?; (2) Are there differences in student test scores between UTeach and non-UTeach teachers for different subgroups of students (i.e., does the UTeach effect hold true for all students)?; and (3) Are there certain malleable factors that may explain differences between TPPs?
Statewide Evaluation of Career and Technical Education Programs. Policy Brief
Author: Cassidy, Lauren
Date: 2020-05-00
Type: Reports - Research
Subjects: Vocational Education,Student Characteristics,Institutional Characteristics,Racial Differences,Ethnicity,Special Education,High School Graduates,Rural Urban Differences,Course Selection (Students),Standardized Tests,Academic Achievement,Reading Achievement,Writing Achievement,Mathematics Achievement,Postsecondary Education,Academic Persistence,Employment Level,Wages,Occupational Clusters

In 2017, the Texas Education Agency (TEA) awarded SRI International and its subcontractor, Gibson Consulting Group, (the SRI/Gibson team) a contract to conduct a study to inform the state's efforts to improve career and technical education (CTE) programs. The SRI/Gibson team designed the study to help TEA learn more about the CTE programs offered across the state, the demographics of students enrolled in those programs, and the academic attainment and postsecondary outcomes of CTE participants. Given TEA's goals to improve the quality of CTE programs, the study also included development of a set of program quality metrics (PQM) that identify both the inputs and outputs of CTE programs and that are based on available evidence-based practices. The study addressed four research questions: (1) What CTE career clusters are offered in Texas?; (2) What are the demographic characteristics of students participating in CTE?; (3) What are the characteristics of students enrolled in Texas CTE career clusters?; and (4) To what extent are Texas CTE graduates meeting Texas college and career readiness standards and successfully transitioning into the workforce or postsecondary institutions?
The Dollars and Sense of Free College. Executive Summary
Author: Carnevale, Anthony P.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Paying for College,Cost Effectiveness,Education,Costs,Program Design,Federal Aid,State Aid,Educational Finance,Equal Education,Federal State Relationship,Public Colleges,Educational Benefits

This is the executive summary for the report, &quot;The Dollars and Sense of Free College.&quot; Policymakers have debated the specifics of free-college programs--including whether free-college eligibility should extend to students at four-year public colleges as well as community colleges, and whether it should be universal or targeted to low-income and middle-income students. Free-college proposals generally reflect support for some form of publicly funded program that makes college attendance affordable for a majority of students. Joe Biden endorsed a free-college plan that was originally part of the party's platform in the previous election. This plan would make public community colleges tuition-free for all students. It also would make four-year public colleges and universities tuition-free for students with family incomes under $125,000, which would mean that approximately 80 percent of in-state undergraduate students at public four-year colleges and universities would not have to pay tuition. The federal government and state governments would share the costs of this program, with the federal government contributing $2 for every $1 contributed by a state. While the Biden plan has immediate relevance to the 2020 election, there are other ways to design free-college plans. This report discusses a variety of free-college models and assesses their relative costs and benefits. [For the full report, see ED608985.]
FADIO: Promoting Distance Education. UNESCO-UNEVOC Promising Practice in Focus 2020
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Distance Education,Foreign Countries,Inclusion,Technology Uses in Education,Teaching Methods,Instructional Effectiveness,Educational Quality,Higher Education

FADIO (Formation à distance interordres) is a cluster of educational institutions located in the Eastern Quebec region of Canada that have joined forces to share their expertise in pedagogy and technology in order to become frontline players in distance education. FADIO represents a unique collaborative initiative that takes full advantage of education in a digital environment. Not all educational institutions have the resources to develop the pedagogical and technical aspects related to distance education on their own. Working collaboratively allows the 18 FADIO partners to benefit from each other's expertise, to work effectively and efficiently, and to make judicious choices, for example, in developing practices or purchasing equipment and services. This document describes the context, objectives, outcomes, challenges and insights, and future of the FADIO initiative.