ethanporcaro/eric-fulltext-meta huggingface dataset:
No U.S. History? How College History Departments Leave the United States out of the Major
Author: American Council of Trustees and Alumni
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: College Students,Majors (Students),History Instruction,United States History,Required Courses,Departments,Universities,Incidence,Academic Standards,Public Colleges

Just as July 4th celebrations are set to begin, ACTA's new report, &quot;No U.S. History? How College History Departments Leave the United States out of the Major,&quot; reveals that less than 1/3 of the nations leading colleges and universities require students pursuing a degree in history to take a single course in American history. Only 23 undergraduate history programs at the &quot;U.S. News &amp; World Report's&quot; top 25 national universities, top 25 public institutions, and top 25 liberal arts colleges require a single U.S. history class. And many of the same institutions that do not require history majors to take a course on United States history do specify that they must complete coursework on areas outside the United States. &quot;Historical illiteracy is the inevitable consequence of lax college requirements, and that ignorance leads to civic disempowerment,&quot; observed Michael Poliakoff, ACTA's president-elect. &quot;A democratic republic cannot thrive without well-informed citizens and leaders.&quot; [This report was prepared by the staff of the American Council of Trustees and Alumni (ACTA), primarily ACTA's president, Dr. Michael Poliakoff, and Drew Lakin, with the assistance of Marya Myers.]
Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks. Appendixes. REL 2020-027
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,Charter Schools,At Risk Students,Predictor Variables,Attendance,Academic Achievement,Academic Failure,Suspension,Standardized Tests,Scores,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,English Language Learners,Students with Disabilities,Academically Gifted,Behavior Problems,Grades (Scholastic),Enrollment,School Districts,Child Welfare,Welfare Services,Foster Care,Homeless People,Social Services,Human Services,Juvenile Justice,Public Housing,Nutrition,Family Programs,Federal Programs,Health Services

The document are the appendixes for the full report, &quot;Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks.&quot; The study team collected and linked five academic years of student-level administrative data from Pittsburgh Public Schools (PPS), Propel Schools, and the Allegheny County Department of Human Services (DHS). The sample included the full population of students enrolled in each local education agency in 2015/16 or 2016/17, and each entity provided any data available on those students for 2012/13-2016/17. The descriptive analyses used data from the two most recent years--considered the &quot;outcome years&quot; for which academic problems are predicted-- and the predictive analyses included data from the full five-year period. [For the full report, see ED606230; for the study snapshot, see ED6062323.]
Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks. Study Snapshot. REL 2020-027
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,At Risk Students,Welfare Services,Child Welfare,Social Services,Juvenile Justice,Human Services,Charter Schools,Public Schools,Attendance,Suspension,Academic Failure,Grade Point Average,Standardized Tests,Scores,Predictor Variables,Foster Care,Homeless People,Academic Achievement

Pittsburgh Public Schools (PPS), the Propel Schools charter network, and the Allegheny County Department of Human Services (DHS) want to better identify students at risk for academic problems in the near term. The stakeholders partnered with the Regional Education Laboratory Mid-Atlantic to develop an approach for identifying at-risk students using school data linked with data on child welfare events, justice system involvement, and other human services involvement and public benefits receipt. Identifying the students most likely to have certain types of academic problems in the near term can support an early warning system that allows educators and human services staff to better target resources and lessen risks before they become more serious. [For the full report, see ED606230; for the appendixes, see ED606232.]
Limiting Our Livelihoods: The Cumulative Impact of Sexual Harassment on Women&apos;s Careers
Author: Vagins, Deborah J.
Date: 2019-11-00
Type: Reports - Research
Subjects: Sexual Harassment,Females,Work Environment,Experience,Economic Impact,Poverty,Adults,Older Adults,Wages,Gender Bias,Career Development,Retirement,Mental Health,Physical Health,Disclosure,Promotion (Occupational),Legal Responsibility,Civil Rights Legislation,Federal Legislation,Age Discrimination,Equal Opportunities (Jobs),Disabilities,Court Litigation,Age Differences,Racial Differences,Ethnicity,Gender Differences,Well Being

Sexual harassment has long been a significant problem for women workers. But with the emergence of the #MeToo movement, there has been a renewed public, cultural and academic focus on workplace harassment. &quot;Limiting our Livelihoods: The Cumulative Impact of Sexual Harassment on Women's Careers&quot; investigates the compounding impact of sexual harassment on women's economic security across their lifespan and career trajectories. This report examines the prevalence of harassment, women's experiences with sexual harassment and the cumulative impact on their economic security across the lifespan. It features original American Association of University Women (AAUW) analysis of Equal Employment Opportunity Commission (EEOC) charge data, along with survey responses from AAUW members and individuals in their networks about their experiences with harassment. The AAUW survey data are unique because the sample reflects a group of women with a median age of 64, documenting sexual harassment of older women and the long-term economic consequences across the lifetime. The focus of this report, then, is to better understand the negative consequences of sexual harassment and the subsequent impact on women's careers and economic security, particularly in the later stages of their careers. Finally, recommendations are offered to policymakers, employers and individuals on ways to combat workplace sexual harassment and prevent its harmful long-term consequences. [Former AAUW researchers Kevin Miller and Raina Nelson designed the survey, analyzed the data from the U.S. Equal Employment Opportunity Commission and helped to draft the report. Former and current AAUW Public Policy and Research staff also contributed to the report, including Susannah Cohen, Claire Saba, Anne Hedgepeth, Kate Nielson, Cary Marshall and Lauren Haumesser. Additional support was provided by an AAUW member in Nevada.]
Southern Exposure: A Look at Mississippi&apos;s Public Colleges and Universities
Author: American Council of Trustees and Alumni
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Public Colleges,Institutional Characteristics,College Curriculum,Employment Qualifications,Intellectual Disciplines,Required Courses,Learner Engagement,Study Habits,Teacher Student Ratio,Intellectual Freedom,Controversial Issues (Course Content),Freedom of Speech,Trustees,Costs,Tuition,Fees,In State Students,Undergraduate Students,Family Income,Student Loan Programs,Debt (Financial),Paying for College,Loan Default,Teacher Salaries,College Faculty,Administrators,Salaries,Expenditures,Expenditure per Student,College Athletics,School Buildings,Graduation Rate,Time to Degree,Governance,College Presidents,Administrative Organization,College Administration

ACTA's 12th state higher education report examines questions of great urgency for the state of Mississippi: How should individual public universities choose their leadership? Are the public universities careful stewards of taxpayer dollars? Is free speech protected on Mississippi's college campuses? The report assesses institutions on measures of academic strength, intellectual diversity, cost effectiveness, and governance to make compelling recommendations for the future of the state's higher education system. [This report was prepared by the staff of the American Council of Trustees and Alumni, primarily Michael Poliakoff, Armand Alacbay, Jonathan Pidluzny, and Ian Cook, with the assistance of the Mississippi Center for Public Policy.]
Evidence against the Free-College Agenda: An Analysis of Prices, Financial Aid, and Affordability at Public Universities
Author: Delisle, Jason D.
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Paying for College,Student Financial Aid,Public Colleges,Tuition,Student Costs,Access to Education,In State Students,Federal Aid,Grants,Family Income,Eligibility,Educational Policy,Bachelors Degrees,Low Income Students,Economic Climate

The 2020 Democratic presidential primary elevated free-college plans to the top of the national agenda, with many candidates proposing expansive programs to help states make public colleges and universities free for in-state students. Proponents of these plans argue that tuition at public colleges and universities has become increasingly unaffordable largely because states have failed to fund them adequately. They argue that unaffordable tuition at public colleges and universities jeopardizes the key role these institutions play in ensuring affordable access to higher education for state residents from all income backgrounds. The concern over rising tuition at public universities, and the free-college agenda that has emerged in response, is based largely on an incomplete picture of what students actually pay to attend public universities. This report questions the need for free-college policies by assessing affordability and prices at public universities for in-state students after all financial aid is applied and how these &quot;net prices&quot; have changed since the mid-1990s. It also distinguishes between tuition prices, which generally cover educational costs, and living expenses students incur while enrolled. The findings in this report show that popular claims about sharply rising tuition prices at public universities are greatly exaggerated. The findings in this report also show that financial aid has increased to cover more of students' living expenses at public universities during the period analyzed, but not by enough to fully offset cost increases that have greatly exceeded inflation.
Stepping-Stones or Roadblocks? The Impact of Two-Year College Entry on Baccalaureate Attainment and Labor Market Outcomes
Author: Xu, Di
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Two Year Colleges,Outcomes of Education,Bachelors Degrees,Educational Attainment,Employment Level,College Transfer Students,Labor Market,Two Year College Students,College Credits,Barriers,Wages,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,High Schools,College Students,Remedial Instruction,Grade Point Average

Two-year colleges have served as vital stepping-stones for students seeking to earn a bachelor's degree. To achieve that goal, these students must complete their current program's requirements and then matriculate at a four-year college--a process known as &quot;vertical transfer.&quot; This is commonly extolled as a cost-saving strategy, but it can also create unexpected challenges for students. Yet relatively little is known about how vertical transfer may affect students' future labor market outcomes. To shine light on the vertical transfer process, this report compares the outcomes of otherwise similar groups of students who aspire to obtain a bachelor's degree, with the only difference being that one group begins college at a two-year college, while the other begins at a four-year university. We also stratify our sample to study if the effects of initiating college at a two-year institution differ across various student populations. The report concludes by examining several potential explanations for the disparities between students who initiate at two-year and four-year colleges. These include a slower accumulation of credits and early academic progress, challenges during the transfer process, a loss of credits at the point of transfer, and post-transfer academic shock. In this regard, two-year institutions may not be the stepping-stone that many policymakers and families have hoped for, unless additional efforts are made to improve the transfer pathway.
A Comparative Profile of 15-Year-Old Students Who Expect to Work in Finance: An Analysis Using PISA 2015 Financial Literacy Data. Research Note
Author: Liao, Yuqi
Date: 2020-02-00
Type: Reports - Research
Subjects: High School Students,Occupational Aspiration,Finance Occupations,Expectation,Career Choice,Money Management,Knowledge Level,Student Characteristics,Parent Background,Gender Differences,Socioeconomic Status,Predictor Variables,Foreign Countries,International Assessment,Achievement Tests

This analysis compares 15-year-old students who reported career expectations in finance in 13 education systems that participated in the financial literacy assessment of the 2015 Program for International Student Assessment (PISA). In particular, it explores (a) selected demographic characteristics of students who expected to have a career in finance and (b) the association between students' finance career expectations and their financial literacy performance. The results show that, across the participating education systems, 3 percent of 15-year-old students expected to work in finance as adults and 13 percent had at least one parent who worked in finance. The results also identify differences in some education systems in the percentage of students who expected to work in finance by gender or socioeconomic status. In addition, the findings suggest that students' career expectations are not a strong predictor of their financial literacy when accounting for these background characteristics, including students' socioeconomic status.
The Costs and Benefits of Early College High Schools
Author: Atchison, Drew
Date: 2019-12-00
Type: Reports - Research
Subjects: College Preparation,High School Students,High School Graduates,Outcomes of Education,Dual Enrollment,College Readiness,Postsecondary Education,Longitudinal Studies,Educational Attainment,Cost Effectiveness

Early Colleges (ECs) represent an expanding college readiness reform that provides students an opportunity to earn up to 60 college credits in high school through dual-enrollment coursework. ECs are intended to target students who are historically underrepresented in postsecondary education and provide additional resources in the form of college advising, summer bridge programs, and other academic supports. Although ECs may increase college enrollment and completion, policymakers currently do not have sufficient evidence to determine whether the benefits are large enough to warrant the costs. This study examines postsecondary outcomes of students who participated in admission lotteries to 10 ECs 6 years after their expected high school graduation. By following students for 6 years after expected high school completion, this is the first study that follows students for a sufficient length of time (i.e., 150% of normal time to completion) to examine impacts on bachelor's degree completion. In addition to examining the impacts of EC on students' educational attainment, the authors conduct a social benefit-cost analysis, examining the comprehensive set of costs and benefits of EC inclusive of both public and private costs and benefits.
Midline Report for the Mixed-Methods Cluster-Randomized Controlled Trial of Impact Network&apos;s eSchool 360 Model in Rural Zambia. Making Research Relevant
Author: de Hoop, Thomas
Date: 2020-03-00
Type: Reports - Research
Subjects: Foreign Countries,Rural Schools,Educational Technology,Electronic Learning,Program Effectiveness,Reading Achievement,Mathematics Achievement,Vocabulary Development,Oral Language,Attendance,Enrollment,Educational Quality,Aspiration,Child Development,Hunger,Costs,Access to Education,Faculty Development,Teacher Education,Community Involvement,Teacher Attitudes,Student Attitudes,Parent Attitudes,Cost Effectiveness,Numeracy,Literacy,Low Income Groups,Grade 1

Zambia has a large, autonomous community schooling system that formed during the nation's transition from a socialist economy. The community schooling system has expanded during the past 20 years to increase education access in remote areas. Estimates suggest that the number of Zambian community schools has increased from 100 schools in 1996 to about 2,325 schools with 473,458 children in 2017 (Chimese, 2014; DeStefano, 2006; Ministry of General Education, Republic of Zambia [MoGE], 2016). However, many community schools in Zambia are staffed by untrained, underpaid teachers who teach a substandard curriculum and who lack management skills and school supplies. These schools need a cost-effective solution for delivering quality education in order to improve learning outcomes. The eSchool 360 model implemented by Impact Network (IN) represents a promising approach to improving educational outcomes by incorporating three potentially high-impact components that could create important synergies: a standardized e-learning curriculum and pedagogy, ongoing teacher training and professional development, and community ownership. The American Institutes for Research (AIR) has designed and is implementing a mixed-methods cluster-randomized controlled trial (cluster-RCT) to determine the effects of IN's eSchool 360 model. This report presents the midline results of the cluster-RCT used to determine the impact of IN's eSchool 360 model. It examines the impact of the program on the early grade reading assessment (EGRA), early grade mathematics assessment (EGMA), the Zambian Achievement Test (ZAT), and Oral Vocabulary assessments 14 months after the start of the program. In addition, it analyzes the impact of the program on intermediate outcomes, including school attendance and enrollment, perceptions of school and education quality, aspirations about child's education and marriage, child development, food security, and education expenditures. We present two main types of effects. The first, called the Intention-to-Treat (ITT) effect, considers the impact on all children in close proximity of the schools, regardless of whether they attended the school. The ITT identifies the impact of the opportunity to attend an IN school. The second, called the Treatment Effect on the Treated (TOT), estimates the effect for those children who attend an IN school when given that opportunity.
Effects of Visual Representations and Associated Interactive Features on Student Performance on National Assessment of Educational Progress (NAEP) Pilot Science Scenario-Based Tasks
Author: Durán, Richard P.
Date: 2020-03-00
Type: Reports - Research
Subjects: National Competency Tests,Computer Assisted Testing,Science Tests,Test Items,Middle School Students,Grade 8,Visual Aids,Student Attitudes,Comprehension,Navigation (Information Systems),Interaction,Multimedia Materials,Test Construction,Construct Validity

The National Assessment of Educational Progress's (NAEP's) transition to an entirely digitally based assessment (DBA) began in 2017. As part of this transition, new types of NAEP items have begun to be developed that leverage the DBA environment to measure a wider range of knowledge and skills. These new item types include the science scenario-based tasks (SBTs) that are the focus of this report. The present project was one study in a program of research designed to gather evidence relevant to claims that students' performances on NAEP's DBA tasks are valid measures of constructs defined in the NAEP content frameworks. More specifically, the goal was to provide information that could help inform design considerations for construct-relevant use of visual and interactive features in future science items and tasks. The study involved a cognitive lab investigation of 31 eighth-grade students performing five science SBTs that had been used in the 2015 NAEP pilot assessment. The results of the study suggest that students in the small sample generally understood the visual and interactive features of SBTs as intended, suggesting that NAEP science SBT development procedures are working well. That said, the study also suggests that better formulated principles, or guidelines, for visual and interactive features should be developed and that quality control focused on those principles should be integrated into the critical path. [This study was commissioned by the NAEP Validity Studies (NVS) Panel, which was formed by the American Institutes for Research under contract with the National Center for Education Statistics.]
COVID-19 and the Squeeze on State Education Budgets: Equity Implications for New York State. Making Research Relevant
Author: Atchison, Drew
Date: 2020-05-00
Type: Reports - Research
Subjects: Educational Finance,State Aid,Equal Education,Educational Equity (Finance),Budgets,Expenditure per Student,Economically Disadvantaged,Racial Composition,School Districts,Poverty,Retrenchment,Economic Climate,Federal Aid,Educational Trends,Federal Legislation,Federal Programs,COVID-19,Pandemics

With the economic halt precipitated by the COVID-19 virus, states are starting to prepare for and beginning to address the budgetary squeeze that is sure to come absent of massive federal stimulus dollars. At the end of March, New York State was the first state to come out with a post-COVID-19 state budget (the Legislative Budget). In early April, Governor Cuomo signed the Legislative Budget into law to make it the Enacted Budget. Because of the early release of the budget, the author used New York's Enacted Budget as one example of how states are cutting education budgets as a result of COVID-19. In January, New York State released its Executive Budget prior to any understanding of how devastating COVID-19 would be. In this report, the author compares district-by-district estimates of state aid per pupil under the Executive and Enacted Budgets to understand the impacts of COVID-19 across districts in relation to the level of economic disadvantage of students served and the racial composition of students in districts. Next, longitudinal analysis is conducted looking at education revenue per pupil over time in New York State by district poverty rates to understand what might occur during the current budgetary crisis if the state enacts cuts similarly to those that occurred during the Great Recession.