ethanporcaro/eric-fulltext-meta huggingface dataset:
Driving Success: VFA Summary Report: Leading Indicators of Success and Student Outcomes for Community Colleges
Author: American Association of Community Colleges
Date: 2019-03-29
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,College Outcomes Assessment,Educational Indicators,Outcomes of Education,Graduation Rate,Academic Persistence,College Credits,College English,College Mathematics,School Holding Power,Achievement Gap,White Students,African American Students,Hispanic American Students,Transfer Rates (College),Data Use,Success

The Voluntary Framework of Accountability (VFA) is the principal institutional accountability and improvement framework for community colleges with measures defined to encompass the full breadth of the community college mission and the diversity of students' goals and educational experiences. The American Association of Community Colleges (AACC) operates a web-based portal for community colleges to submit, analyze, and display their VFA data. In 2018, more than 200 colleges participated in the VFA. This document is intended to provide a sample of results from the 2018 collection cycle. The data provided in this report are intended to provide an overview of some of the data included in the VFA, and the opportunities it can provide community colleges in understanding student progress and outcomes. This report shows the importance of looking at a variety of measures to understand how well colleges are serving the educational goals of their students. In addition, it highlights the importance of disaggregating data to investigate and identify achievement gaps for different student populations. Finally, it provides additional support for the value of using the AACC Pathways Key Performance Indicators (KPIs) as leading indicators for student outcomes.
Approaches to &quot;Grow Your Own&quot; and Dual General and Special Education Certification
Author: Fallona, Catherine
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Regular and Special Education Relationship,Teacher Certification,Special Education Teachers,Teacher Shortage,Students with Disabilities,Educational Policy,Alternative Teacher Certification,Teacher Collaboration,Elementary School Teachers,Secondary School Teachers,Teacher Qualifications,Teacher Education Programs,Preservice Teacher Education

The shortage of special education teachers is a persistent problem in Maine. In addition to the shortage of individuals prepared to work as special education teachers, there is also a need to support special education students in the general education classroom. The majority of students who are identified with disabilities spend most of their time in classrooms with general education teachers. Yet, general education teachers' preparation to work with the special education students in their classrooms is limited. In order to address the need for teachers who are prepared and qualified to work with students with disabilities, the Joint Standing Committee on Education and Cultural Affairs commissioned this study by the Maine Education Policy Research Institute as part of its 2018-2019 work plan. The purpose of this study is to examine dual general and special education and &quot;Grow Your Own&quot; approaches to teacher certification. To that end, this report begins by providing a review of relevant published research, followed by an overview of the components of teacher credentialing, requirements for general and special education teacher certification in Maine, and information about the current teacher certification pathways and programs in Maine. This is followed by descriptions of new approaches to teacher preparation that Maine might consider in order to address the need for certified special educators and general educators who are better prepared to work with students with disabilities. This background information is followed by profiles of dual certification and Grow Your Own teacher preparation models and education policies and programs in other states that are designed to address the shortage of qualified teachers who are prepared to meet the needs of students with disabilities. In conclusion, possible education policy implications for Maine are identified.
Completing College: A National View of Student Attainment Rates. (Signature Report No. 4)
Author: Shapiro, Doug
Date: 2012-11-00
Type: Reports - Research
Subjects: Graduation Rate,Educational Attainment,College Students,Public Colleges,Community Colleges,Private Colleges,Proprietary Schools,Academic Persistence,Stopouts,Enrollment,Part Time Students,Adult Students,Outcomes of Education,Age,Full Time Students,Out of State Students,In State Students

College completion, earning a degree or certificate, is considered to be a key college success outcome, supported by every educational policymaker. Yet, institutions and policymakers in the U.S. know surprisingly little about the rates of completion for students who follow all but the most traditional of postsecondary pathways. This is because traditional graduation rate calculations are institution based and only count students who finish at the same institution where they started. Building on findings from previous reports in the National Student Clearinghouse Research Center's &quot;Signature Report&quot; series, this new report measures this key college success outcome - rates of first completion - encompassing postsecondary credentials of all levels and types at any institution in any state, whether it is the first, second, third, or more, attended. It draws on the Clearinghouse database's near-census national coverage of enrollments and awarded degrees to explore the six-year outcomes of a cohort of first-time-in-college degree-seeking students who started in fall 2006 (N=1,878,484). Specifically, the report examines: (1) Six-year college outcomes, including the first instance of degree or certificate completion (first completion), persistence, and stop-out; (2) Six-year college outcomes for students who started at four-year public institutions, at two-year public institutions, at four-year private nonprofit institutions, and at four-year private for-profit institutions; and (3) Patterns of completion across state lines, broken out by students' enrollment intensity, students' age at first entry, and enrollment intensity within each age group.
Baccalaureate and Beyond (B&amp;B:16/17): A First Look at the Employment and Educational Experiences of College Graduates, 1 Year Later. First Look. NCES 2019-241
Author: Velez, Erin Dunlop
Date: 2019-06-00
Type: Reports - Research
Subjects: Bachelors Degrees,College Graduates,Outcomes of Education,Graduate Study,Enrollment Trends,Employment Level,Paying for College,Debt (Financial),Student Loan Programs,Time to Degree,Teaching (Occupation)

This report describes outcomes of 2015-16 bachelor's degree recipients 1 year after graduation. Outcomes include time to degree, amount borrowed for undergraduate education, postbaccalaureate enrollment, employment status, earnings and job characteristics, and steps taken toward a career in teaching. These findings are based on data from the first follow-up of the Baccalaureate and Beyond Longitudinal Study (B&amp;B:16/17), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor's degree during the 2015-16 academic year.
Minnesota Principals Academy Final Report: 2015-17 Northwest and Twin Cities Cohorts
Author: Fields, Jane
Date: 2017-06-00
Type: Reports - Research
Subjects: Principals,Management Development,Leadership Training,Program Evaluation,Program Descriptions,Program Effectiveness,Outcomes of Education,Knowledge Level,Administrator Attitudes,Expertise,Educational Practices,School Districts,Instructional Leadership

The Minnesota Principals Academy (MPA) is an 18-month executive development program designed to enhance the performance of school leaders and improve educational outcomes for students. MPA uses the National Institute for School Leadership (NISL) executive development program, to provide principals with research-based information that they can use in their schools. The purpose of this evaluation was to describe and understand the Minnesota Principals Academy as a resource and training program for school and district leaders. Our evaluation was designed to answer the following questions: (1) To what extent have participants gained knowledge in the areas covered by the Minnesota Principals Academy (NISL) curriculum?; (2) To what extent do the supervisors of Minnesota Principals Academy participants see a change in participants' knowledge in the areas covered by the Minnesota Principals Academy (NISL) curriculum?; and (3) To what extent have student outcomes (e.g., scores on statewide reading and math tests) in participants' schools changed as a result of participation in the Minnesota Principals Academy? This report provides information on the first two evaluation questions for the two cohorts who just completed the program. The third evaluation question cannot be addressed until after the participants have had time to make changes in their practice (e.g., it may be useful to analyze test scores after spring 2018 statewide testing). The Northwest (NW) Cohort began their work in July 2015; the Twin Cities (TC) Cohort began in October 2015. Both groups completed the MPA in June 2017.
Using Technology to Support English Language Learners in Higher Education: A Study of Voxy&apos;s Effect on English Language Proficiency
Author: Faria, Ann-Marie
Date: 2019-01-00
Type: Reports - Research
Subjects: Educational Technology,English Language Learners,Higher Education,Language Proficiency,Computer Oriented Programs,Handheld Devices,Outcomes of Education,Community Colleges,Two Year College Students,Computer Assisted Instruction,Instructional Effectiveness,Language Laboratories,Achievement Gains

Although English language learners (ELLs) have an increasing presence in postsecondary education, their unique needs are often unmet by institutions of higher education, partly resulting from their diversity--they vary in their educational backgrounds, English proficiency levels, career goals, and reasons for learning English. Many ELLs spend valuable time and money on remedial courses that do not meet their educational needs, which makes them less likely to persist in their coursework or enter a degree track. Technology-mediated English language instruction may be a solution to the pressing challenges that postsecondary institutions face in providing personalized instruction to ELLs, because it allows instruction to be tailored to an individual's English proficiency, academic needs, and professional interests. This study specifically tested the efficacy of one such educational technology--Voxy, a web- and mobile-based application--for improving ELLs' English language proficiency. The purpose of this quasi-experimental study was to understand whether access to Voxy's online platform as part of the regular coursework in a community college language laboratory improved ELLs' English language acquisition after one semester. The two primary research questions were these: (1) Does access to Voxy's web and mobile platforms increase ELLs' English language proficiency after one semester?; and (2) How is student use of the Voxy platform related to English language proficiency? After one semester of use: (1) Students with access to Voxy had larger English language gains than their peers in the comparison group; and (2) Platform usage was lower than recommended, but students consistently used Voxy outside of regular lab times. Findings provide promising evidence that Voxy can support English language learning in community college language labs.
Completing College: A National View of Student Attainment Rates, Fall 2007 Cohort. (Signature Report No. 6)
Author: Shapiro, Doug
Date: 2013-12-16
Type: Reports - Research
Subjects: Graduation Rate,Educational Attainment,College Students,Dual Enrollment,Enrollment,Outcomes of Education,Public Colleges,Private Colleges,Community Colleges,Age,Gender Differences,Out of State Students,In State Students,Academic Persistence,Stopouts,Proprietary Schools,Adult Students,Educational Policy

This second annual report on national college completions rates continues to respond to the limitations of institution-based research by focusing on student-level data, tracking the completion of postsecondary certificates and degrees among first-time degree-seeking students who started their postsecondary education in fall 2007 and tracking their enrollments nationwide for six years, through the spring of 2013. The report also introduces an enhancement to the first Completions Report by including in the cohort students who entered college with prior experience in college-level courses through dual enrollment opportunities while still in high school. [For fall 2006 six-year completion data, see &quot;Completing College: A National View of Student Attainment Rates. (Signature Report No. 4)&quot; (ED596247).]
Too Many Children Still Waiting: Make Quality Early Learning Top Priority in 2017 Budget
Author: Holcomb, Betty
Date: 2017-00-00
Type: Reports - Research
Subjects: Family Income,Socioeconomic Influences,Early Childhood Education,Preschool Education,Employed Parents,Educational Finance,Child Care,Access to Education,Kindergarten,Financial Support,Budgets,Resource Allocation,Funding Formulas,Educational Quality,School Readiness

The evidence is clear and convincing: Investments in quality child care and full-day pre-K more than pay for themselves and are proven strategies for reversing the growing income inequality in New York State, the most extreme in the nation. New York State leaders must build opportunity and stem inequality by expanding investments in quality child care and full-day pre-K. This report tracks the progress of New York State leaders in making quality pre-K and child care a priority in 2017. [Support for this report also came from the National Alliance for Early Success.]
Completing College: A State-Level View of Student Attainment Rates (Signature Report No. 6a)
Author: Shapiro, Doug
Date: 2014-03-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Educational Attainment,College Students,Outcomes of Education,Public Colleges,Community Colleges,Two Year Colleges,Gender Differences,Full Time Students,Part Time Students,Enrollment,Private Colleges,Age

In the state supplement to the National Student Clearinghouse's sixth Signature Report, a national study on college completion, the authors take a state-by-state look at the various pathways that students take to complete a college degree or certificate. The results are displayed in three sets of tables organized by institution type, showing each state's outcomes for students who started postsecondary education at four-year public institutions, two-year public institutions, and four-year private nonprofit institutions. Each set of tables provides state-level overviews of college completion outcomes. Further results are included, showing state-level six-year outcomes for students. Among the study's findings are: (1) Nationally, 13% of students who started at four-year public institutions completed at an institution other than the starting institution. In 18 states, students who started at four-year public institutions had a higher completion rate elsewhere, with Minnesota having the highest rate at 26 percent followed by Missouri and Nebraska each with 19 percent; (2) 3.6 percent of all students who started at a four-year public institution received their first degree/certificate at a two-year institution. The rate was over five percent in Arkansas, Minnesota, North Dakota, South Dakota, and Wisconsin; (3) In seven states, more than 20 percent of the students who started in two-year public institutions completed at a four-year institution (with or without first receiving a credential at a two-year institution) within six years, with Kansas having the highest rate at 26 percent followed by Virginia at 23 percent; and (4) In 14 states, at least one in every five women who started at two-year public institutions completed at a four-year institution. Only in three states did at least 20 percent of men who started in a two-year public institution complete at a four-year institution. [This report is a supplement to &quot;Completing College: A National View of Student Attainment Rates, Fall 2007 Cohort. (Signature Report No. 6)&quot; (ED596257).]
Benchmarking 2012: Trends in Education Philanthropy
Author: Grantmakers for Education
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Benchmarking,Private Financial Support,Educational Finance,Philanthropic Foundations,Grants,Public Policy,Alignment (Education),Institutional Cooperation,Public Sector,Private Sector,Common Core State Standards,Educational Technology,Technology Uses in Education,Teacher Effectiveness,Evidence Based Practice,Achievement Gap,College Readiness,Career Readiness,Reading Skills,Literacy,Educational Opportunities,Futures (of Society),Educational Trends

As in previous years, the report draws from a survey of Grantmakers for Education's (GFE's) membership that provides a snapshot of giving patterns as well as grantmakers' qualitative impressions of lessons and insights from their work. This year, to mark the report's fifth anniversary, GFE also looks back to provide a historical perspective on themes and patterns they have observed over the five years of this series. A section is dedicated to reviewing how the craft of education grantmaking has evolved since GFE first introduced the &quot;Benchmarking&quot; survey in 2008, examining three themes that have consistently risen to the top among funders: engagement with public policy, collaboration, and education systems alignment. Additionally, the report takes a look at 28 funding priorities--from addressing vulnerable populations to improving education delivery systems--and synthesizes funders' responses to illuminate the field's top funding priorities. Lastly, emerging trends are examined--such as Common Core implementation and the impact of changing demographics, continued fiscal distress and technological advances--to understand their implications for education philanthropy and the education ecosystem as a whole. [For &quot;Benchmarking 2011: Trends in Education Philanthropy,&quot; see ED537487.]
Addressing the Employment Challenge: The Use of Postsecondary Noncredit Training in Skills Development
Author: Bishop, Mason M.
Date: 2019-03-00
Type: Reports - Research
Subjects: Postsecondary Education,Noncredit Courses,Community Colleges,Job Training,Job Skills,Skill Development,Credentials,Certification,Time to Degree,Program Effectiveness,Outcomes of Education,Education Work Relationship,Acceleration (Education),Educational Quality,Paying for College

Several economic factors influence the availability of job openings and labor supply, including technological change and access to quality educational resources. One of the most important factors explaining the current disparity between available jobs and labor supply, however, has been the &quot;skills gap,&quot; or the difference between the skills needed for occupations and the skills workers hold. To address the skills gap, economists and policymakers have proposed improving access to--and delivery of--job training and education. While workforce skills training is structured and delivered in different formats, it typically results in some type of credential to demonstrate completion and competency. Labor market data demonstrate that nondegree credentials--that is, certificates, licenses, or industry certifications other than an associate or bachelor's degree--add value to workers who hold them, providing them with greater earnings than those who do not possess such credentials. In some industries, the earnings premium for holding a credential is as high as the earnings premium for holding a college degree. These training programs are particularly useful because participating students are not tied to enrolling in credit-bearing programs, which usually have longer time requirements and course sequences and delay transition to the workforce. The longer time needed to complete a credit-bearing training program is particularly difficult for unemployed or low-wage workers who need enhanced earnings as quickly as possible. Nondegree credentials may be obtained through both postsecondary credit-bearing and noncredit education and training programs at a number of institutions. Given the increasing need to more effectively and quickly upskill workers for unfilled occupations, an emerging option is expanding noncredit skills training at community colleges. Community colleges are already at the forefront of noncredit skills training. The expansion of noncredit skills training at community colleges, and the factors influencing its efficacy and use, provides an important framework for policymakers to consider, especially in light of ongoing questions regarding college affordability and the return on investment of various postsecondary education alternatives.
Strategies for Struggling Readers: A Teacher Resource Guide. We the People: The Citizen &amp; the Constitution, Level 2
Author: Herczog, Michelle M.
Date: 2010-00-00
Type: Books
Subjects: Reading Difficulties,Reading Processes,Vocabulary Development,Reading Strategies,Teaching Methods,Instructional Materials,Social Studies,Reading Comprehension,Citizenship Education,Decoding (Reading),Constitutional Law,Citizenship Responsibility,Civics,Politics,Teaching Guides,Resource Materials,Prior Learning,Middle School Teachers,Middle School Students,Literacy Education,Democracy,Standards,United States History,Simulation

The democratic aim of American education is to provide &quot;all&quot; students with the knowledge, skills, and dispositions to become informed, effective, and responsible citizens. Like civic education itself, literacy education can be embraced by all teachers across all disciplines. There are strategies that all teachers can use to help address the challenges faced by struggling readers. The purpose of this guide is to provide Level 2 (middle school) teachers using the We the People program with strategies to help their struggling readers. An examination of the challenges of struggling readers, an explanation of the reading process, and a number of teacher-tested, practical strategies that teachers can use to help their students understand the ideas in the We the People program are included. A variety of ready-to-use handouts also are provided to accompany the strategies. [For &quot;Strategies for Struggling Readers: A Teacher Resource Guide. We the People: The Citizen &amp; the Constitution, Level 3,&quot; see ED596263.]