ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Loan Default and Repayment in Kentucky
Author: Kentucky Council on Postsecondary Education
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Student Loan Programs,Loan Default,Loan Repayment,Paying for College,Debt (Financial),Public Colleges,Community Colleges,Private Colleges,State Universities,College Students,Cohort Analysis

As college costs continue to rise, student loan default and repayment are issues of increasing concern to students and families, colleges and universities, and state and federal governments. Helping students borrow responsibly and manage their debt are vitally important to maintaining college access and affordability and increasing the education levels of our current and future workforce. Policy Implications suggest that: (1) Policymakers and institutions should work in concert to promote students' responsible and informed borrowing and help them manage their debt; (2) Kentucky can reduce the amount of loans students take out by improving information sharing, incentivizing program completion, and providing more intrusive counseling; and (3) When providing financial aid guidance to students, the students' major and future career prospects should be considered. This report highlights several best practices in loan management that may be useful to emulate in Kentucky. It also includes Key Findings in: (1) Defaults; and (2) Repayments. The following are appended: (1) U.S. Three-Year Official Cohort Default Rates by Sector; (2) FY 2013 U.S. Three-Year Official Cohort Default Rates by State; and (3) Average Federal Student Loan Debt Per Borrower by State, 2015.
Student Loan Debt in Kentucky: An Analysis of Debt Levels and Their Relationship to Earnings for Baccalaureate Degree Holders of Public Universities, 2010-2013
Author: Kentucky Council on Postsecondary Education
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Student Loan Programs,College Students,Loan Repayment,Bachelors Degrees,College Graduates,Income,Gender Differences,Age Differences,Socioeconomic Status,Racial Differences,Ethnic Groups,Majors (Students),Intellectual Disciplines,Correlation

Student loans can be a good investment in an individual's future, providing financial access to higher education and improved chances of economic success after college. However, avoiding undue financial obligations and maximizing the return on investment require careful planning and prudent borrowing. Estimating whether the student loan debt burden will be manageable and offset by sufficient wages in the future is essential for a sound decision on the potential benefits of higher education. With students taking on record levels of student loan debt, it is important to explore the scope and limits of affordable debt and the relationship between the optimal amount of borrowing and expected post-graduation earnings. This study focuses on the potential burden of student loan repayment incurred by bachelor's degree graduates from Kentucky institutions with various academic majors using a debt-to-income analysis (comparisons of annual student loan debt to annual income). The report is organized as follows: Section 1 displays the percentage of graduates with loan debt and the average student loan debt at graduation broken down by gender, age, socio-economic status, race and ethnicity, and fields of study. Section 2 presents data on average annual earnings by academic area and institutional sector. Section 3 explores the relationship between average earnings and loan debt levels through shares of earnings needed to repay loans under the traditional 10-year repayment plan. Findings and policy implications are discussed in the concluding section. The report closes with Notes and Technical Details.
2015 Legislative Report on Remedial Education
Author: Colorado Department of Higher Education
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Higher Education,College Preparation,Remedial Instruction,Developmental Studies Programs,Basic Skills,Trend Analysis,High School Graduates,Public Schools,Gender Differences,Ethnic Groups,Racial Differences,Two Year Colleges,Socioeconomic Status,English Language Learners,Special Education,Intellectual Disciplines,Costs,College Attendance

This report was prepared by the Colorado Department of Higher Education (DHE) pursuant to 23-1-113.3 C.R.S. The information in this report is presented to inform the ongoing dialogue regarding preparation for college and the effects of remedial education or developmental education in Colorado. This report documents data gathered by the Colorado Department of Higher Education (DHE) for academic year 2015 (Summer 2014-Spring 2015) as required by statute. The report concerns students taking basic skills courses at Colorado's public higher education institutions. The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee (JBC), the Colorado Department of Education (CDE), and each Colorado public school district superintendent. This report includes the following: (1) Highlights from academic year 2014-15; (2) Demographics; (3) Remedial rates by subject and course level; (4) Remedial course completion and costs; (5) First year retention; (6) Remediation by school district and high school; and (7) Reforming the system of remediation. The following are appended: (1) Additional Tables; and (2) Technical Information.
2016 Legislative Report: Educator Preparation Report AY 2015-2016
Author: Colorado Department of Higher Education
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Annual Reports,Enrollment Rate,Graduation Rate,Teacher Education Programs,State Departments of Education,State Legislation,Higher Education,Enrollment Trends,State Colleges,Demography,Change Strategies,Alternative Teacher Certification,Certification,Educational Assessment,Educational Indicators

Pursuant to §23-1-121(6) Colorado Revised Statutes, the Colorado Commission on Higher Education (CCHE) reports annually to the Joint Education Committee of the General Assembly on enrollment in, graduation (completion) rates from, and effectiveness of the review of educator preparation programs at institutions of higher education and designated agencies. This report fulfills this statutory requirement. This report was completed by the Colorado Department of Higher Education (CDHE) and the Colorado Department of Education (CDE). The materials utilized in this report originate from data submitted annually to the department by the 19 institutions of higher education offering educator preparation. Additional material to supplement the report has been provided by the Colorado Workforce Development Council. The report is divided into eight sections: (1) executive summary; (2) introduction; (3) an analysis of educator preparation completers in traditional institutions of higher education; (4) a review of completers from alternative route educator preparation programs; (5) an examination of the enrollment and enrollment trends for educator preparation programs at Colorado colleges and universities; (6) a review of the demographics of those enrolled in educator preparation programs at institutions of higher education; (7) a summary of the reauthorization and program approvals completed in 2016; and (8) additional areas of focus and recommendations for the Colorado education community throughout 2017 and beyond. The following is appended: Institutions' Abbreviations. [This report was prepared by the Student Success and Academic Affairs Division at the Colorado Department of Higher Education (CDHE) with the assistance of the Office of Educator Preparation, Licensing and Educator Effectiveness at the Colorado Department of Education (CDE).]
Summary Report for Online Schools and Programs
Author: Colorado Department of Education
Date: 2014-06-00
Type: Reports - Research
Subjects: Online Courses,Accountability,Institutional Characteristics,Enrollment Rate,Academic Achievement,Achievement Gains,Educational Finance,Career Readiness,College Readiness,Blended Learning,Electronic Learning,Nontraditional Education,Expenditures,Graduation Rate,Dropout Rate,Elementary Secondary Education

Pursuant to State Law, the Colorado Department of Education, Office of Blended and Online Learning is required to prepare an annual summary report for submission. The passage of a later State House Bill repealed the annual requirement for the Summary Report and also the annual reporting mandates that were required of all online schools and programs in Colorado, changing the reporting requirements to once every five years thereafter. The information being presented in this report includes data that were collected since the release of the last Summary Report in 2011. The information presented in this &quot;Summary Report for Online Schools and Programs&quot; includes an examination of data focusing on online school performance in comparison to state averages, enrollment trends, accountability ratings of online schools and post-secondary work force readiness. The data examined in the &quot;Summary Report&quot; is comprised of information collected by various Colorado Department of Education data collections for online schools that have a school code. In addition, the report also includes an overview of current trends in blended learning implementation in multi-district online schools. Appended to the report is: CDE Blended Learning Survey.
SBDM Bylaws and Policy Guidebook
Author: Kentucky Department of Education
Date: 2016-09-00
Type: Guides - Non-Classroom
Subjects: Guides,Decision Making,School Policy,School Districts,School Councils,Educational Policy,Laws,Elementary Secondary Education,Kindergarten,School Based Management,Educational Legislation,State Regulation,State Policy

This guidebook provides school councils and district School-Based Decision Making (SBDM) Coordinators with a list of tools and checklists when reviewing and revising school council bylaws and policies. The samples noted in this guidebook are just that, samples; they are not to be considered exemplars or the only way to organize a policy. A school council will need to develop and adopt bylaws and policies that best meet the specific needs of the school. Samples included are equitably distributed among the grade spans. These materials are designed to be used in conjunction with other Kentucky Department of Education (KDE) SBDM Technical Assistance materials located on the KDE SBDM Website. The samples in this guidebook reference a fictitious district and schools: The Kentucky School District; Kentucky Elementary School (kindergarten to grade five); Kentucky Middle School (grades six to eight); and Kentucky High School (grades nine to twelve). This fictitious district and schools (as well as the composition and jurisdiction of various named committees) are not intended to reflect any district or school in the Commonwealth. Any similarities are fully coincidental.
Stronger by Degrees: A Plan to Create a More Educated &amp; Prosperous Kentucky. 2016-2021 Strategic Agenda for Postsecondary and Adult Education
Author: Kentucky Council on Postsecondary Education
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,State Legislation,Higher Education,Educational Improvement,Educational Attainment,Quality of Life,Standards,Job Skills,Employment Qualifications,Wages,Poverty,College Readiness,College Attendance,Certification,College Graduates,Labor Force Development,Change Strategies,Public Colleges,Economic Development,Taxes,Educational Opportunities,Partnerships in Education,Elementary Secondary Education,Access to Education,Student Financial Aid

In 1997, the General Assembly adopted the &quot;Postsecondary Education Improvement Act of 1997&quot; (HB 1), a bold and visionary act to reform Kentucky's public system of higher education. This piece of legislation established broad goals for increasing educational attainment at all levels, and charged the Kentucky Council on Postsecondary Education with coordinating the change and improvement necessary for Kentucky to raise our standard of living and quality of life to meet or exceed the national average. At the heart of this Strategic Agenda is a goal to raise Kentucky's educational attainment level to 58 percent by the year 2025, up from its current level of 45 percent. In simple terms, this means that over half of Kentuckians between the ages of 25-64 need to have completed vocational or technical training at the certificate or associate level, or liberal arts or professional education leading to a baccalaureate or graduate degree. Strengthening the employability and educational skills of Kentuckians is critical to moving people out of poverty and into jobs that pay a decent wage. This Agenda identifies high-level objectives, strategies, and metrics that will help improve college readiness and enrollment, produce more certificates and degrees aligned with workforce needs, and work closely with local communities to enhance their standard of living and quality of life. This plan is the product of hundreds of hours of work and thought from hundreds of contributors, including members of the Council on Postsecondary Education, campus leaders, faculty members, students, state agencies, policy leaders, representatives from the business community, the Kentucky Higher Education Assistance Authority, the Education Professional Standards Board, P-12 educators and administrators, and the public at large through a series of policy forums and town hall meetings. This agenda focuses not only on the short-term actions necessary to address the most pressing challenges, but on long-term solutions as well. There is no question that investing in public colleges and universities, and pairing their efforts with targeted economic development strategies, can expand the number of people in high-paying jobs, increase tax revenue without having to raise tax rates, improve the health of the citizens, and lower public and private expenditures on healthcare costs.
Preparing Students for Careers and College through Noncredit Enhanced Funding: Fiscal Year 2015-16
Author: California Community Colleges, Chancellor's Office
Date: 2016-00-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Role,Job Skills,Career Development,College Preparation,Noncredit Courses,Financial Support,Educational Finance,State Legislation,State Regulation,Tables (Data),Full Time Equivalency,Full Time Students,School Districts

The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 113 colleges offer certificates and degrees to job seekers in the 21st century, provide basic skills courses in English and math and prepare students for transfer to four-year universities. This 2015-16 report highlights the role of the California Community Colleges in advancing students' basic education and employment skills through the use of noncredit enhanced funding. Colleges develop certificates of completion and certificates of competency following the Career Development and College Preparation program and Noncredit Enhanced Funding criteria. Students who attain this education and training are better equipped to succeed in the world. Details on these approved noncredit programs and courses for 2015-16 will show the expansion of program opportunities and funding investment (the full-time equivalent students). Following the summary of the current year's activities is a comprehensive exhibit section. The legislative and regulatory requirements for the Career Development and College Preparation and Noncredit Enhanced Funding are included. In addition, Career Development and College Preparation certificates for each district are listed. Finally, noncredit enhanced funding courses that had full-time equivalent students enrolled in 2015-16 are listed by college.
2016 System Summary of University Work Plans. Revised
Author: State University System of Florida, Board of Governors
Date: 2016-09-09
Type: Reports - Evaluative
Subjects: Strategic Planning,College Planning,Systems Approach,Statewide Planning,Funding Formulas,Performance Contracts,Trustees,State Boards of Education,Educational Indicators,Scholarship,Instruction,Academic Achievement,Research and Development,Innovation,Enrollment Management,College Programs,Family Income,Tuition Grants,Student Loan Programs,Debt (Financial),Measurement Techniques,Benchmarking

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' 2025 System Strategic Plan is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's Annual Accountability Report provides yearly tracking for how the System is progressing toward its goals; (3) Institutional Work Plans connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. These three documents assist the Board with strategic planning and with setting short-, mid- and long-term goals. The Board will use these documents to help advocate for all System institutions and foster even greater coordination with the institutions and their Boards of Trustees. Once a Work Plan is approved by each institution's respective Board of Trustees, the Board of Governors will review and consider the plan for potential acceptance. Longer-term components will inform future agendas of the Board's Strategic Planning Committee. The Board's acceptance of a Work Plan does not constitute approval of any particular component, nor does it supersede any necessary approval processes that may be required for each component. The following work plan information is provided in this summary: (1) Performance Based Funding Metrics; (2) Preeminent Research Metrics; (3) System Strategic Plan Key Performance Indicators; (4) Enrollment Planning; (5) Planned Academic Programs; (6) Gift Aid and Net Tuition by Family Income; and (7) Student Debt. [For the 2014-15 Summary, see ED565441]
A Proposal to Select, Place, and Keep, the Best Teachers in the Neediest Schools. A Kansas State Dept. of Education White Paper
Author: Moss, Tony
Date: 2011-05-16
Type: Reports - Descriptive
Subjects: Labor Market,Teacher Selection,Teacher Persistence,Cross Cultural Studies,Teacher Evaluation,Consortia,Teacher Surveys,Foreign Countries,Teacher Characteristics,Teacher Competencies,Cultural Differences,Labor Turnover,Teaching Conditions

Teacher selection, retention, and evaluation form a contentious policy knot. This paper: (1) reviews the recent history of teacher labor markets; (2) describes the teacher selection, preparation and retention policies of three countries that successfully reformed their systems; (3) proposes a different theoretical guide; and (4) reviews key teacher survey data and a large, current experiment in teacher evaluation. Based on this evidence, it then proposes a more promising experiment in teacher selection, preparation, and assignment. This proposed experiment offers an opportunity to overcome some cultural and institutional character flaws. It would systematically select, train, and place our most capable teachers with our highest-need children and families. It deliberately limits turnover and limits costs in several ways.
Australian Vocational Education and Training Statistics: Government-Funded Students and Courses-- January to September 2016
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,School Statistics,Statistical Data,Comparative Analysis,Student Characteristics,Majors (Students),Institutional Characteristics,Profiles,Federal Programs,Federal Aid,Geographic Distribution,Enrollment Trends

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system (defined as Commonwealth and state/territory government-funded training). The data in this publication cover the period of 1 January to 30 September 2016. For comparative purposes, it also examines this data against previously submitted data for the 1 January to 30 September 2015 and 1 January to 30 June 2016 periods. Data are presented by the state or territory that administered the funding of the training activity.
A Guide to the Kentucky System of Interventions
Author: Kentucky Department of Education
Date: 2012-06-00
Type: Guides - Non-Classroom
Subjects: Intervention,Response to Intervention,Conventional Instruction,Individual Instruction,Educational Resources,Family Involvement,Community Involvement,Program Administration,Program Implementation,Educational Legislation,Acceleration (Education),Guides,Systems Analysis

The Kentucky System of Interventions (KSI) framework emphasizes optimizing instruction through targeted accelerated learning, development of teacher expertise and responsiveness to the needs of all learners. This approach to Response to Intervention (RtI) provides the structures needed for closing achievement gaps, ensuring readiness to learn and guiding students smoothly from preschool through post-secondary transitions that lead to learning success. The KSI model helps address readiness to learn as it serves children in a P-12 model. Students identified early, in preschool, can receive intervention services that will enable them to be more prepared for entry into kindergarten. The KSI model also helps address student transitions with a focus on individual academic performance and behavioral needs. Students who have identified needs (the universal and/or diagnostic screening measures, in addition to other data related to the students' progress) are provided interventions that are relevant and targeted to fulfill those needs. Collaboration and communication from one school to the next (especially in terms of transitioning from elementary to middle and middle to high school) will be especially important in supporting students during these pivotal transitional points. The Kentucky Department of Education (KDE) has expanded the framework for RtI assisting schools and districts in incorporating state and federal programs and providing a seamless system of intervention for improving achievement for all students. This guidance document provides resources to help schools and districts analyze their current systems (human, physical and financial resources and materials) and refine their decision-making processes to move forward to full implementation of a comprehensive instructional system (P-Grade 12). The following are appended: (1) Student Intervention System Readiness Tool; (2) School Implementation and Intervention Teams; (3) Intervention Legislation; (4) EPAS Interventions and Documentation; (5) Types of Acceleration; and (6) Elements in Each Tier.