ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Scaling up Private School Choice Programs on Public School Students. Research Briefs in Economic Policy. Number 274
Author: Figlio, David N.
Date: 2021-10-20
Type: Reports - Descriptive
Subjects: Program Implementation,Private Schools,School Choice,Public Schools,Educational Vouchers

Programs using public funds for children to attend private schools of their choice are on the rise in the United States. As of 2019, 25 states, plus the District of Columbia and Puerto Rico, had voucher or scholarship programs, many of them targeted to specific populations, such as students with disabilities or low-income students. Numerous other states are considering similar programs. Among the most controversial issues associated with private school choice programs involves what happens to the students remaining in public schools. On the one hand, private school choice programs could encourage public schools that might otherwise have been complacent to vigorously improve the education they offer to avoid losing clients to a more affordable private schooling sector. On the other hand, public school students could be harmed by private school choice programs if the programs drain resources from the public schools or if choice-induced sorting of students disadvantages those remaining in public schools. [This research brief is based on David N. Figlio, Cassandra M. D. Hart, and Krzysztof Karbownik, &quot;Effects of Scaling Up Private School Choice Programs on Public School Students,&quot; Center for Economic Studies CESifo Working Paper no. 9056, May 2021.]
It&apos;s You, Not Them. Why Emerging Leaders Need Your Support to Succeed. Research Insights
Author: Center for Creative Leadership
Date: 2021-00-00
Type: Reports - Research
Subjects: Pandemics,COVID-19,Technological Literacy,Age Groups,Self Concept,Work Experience,Barriers,Cross Cultural Studies,Leadership Training,Leadership Role,Values,Equal Opportunities (Jobs),Adults,Young Adults,Creativity,Recruitment,Organizations (Groups)

With increasing globalization and digital fluency, next-generation workers are free to explore a broader range of opportunities. But they're also faced with upheaval on both the job and personal front, from the challenges of working from home during a global pandemic to the struggles involved in finding their voice in an increasingly diverse and divided society. To develop a deeper understanding of emerging leaders and their concerns, researchers developed an ongoing study that includes data from more than Gen Z and Millennials ages 18 to 30. Participants come from 28 countries around the globe and reflect varying social identities and work experiences. Some are first-time leaders, whereas others have already moved up through the ranks. Some aspire to become future leaders, whereas others are uninterested in formal leadership or see it as unattainable. Our study explores the &quot;whys.&quot; (1) Why do some young people aspire to leadership while others avoid it? and (2) Why are some able to take on increasingly greater leadership roles while others are not? The data collected through surveys and interviews points to 3 strategies that can help your organization attract, retain, and support emerging leaders -- building the skills critical to success: (1) Reduce and Reframe Barriers; (2) Align Values; and (3) Support Equitable Access.
The Continued Impact of COVID-19 on Community College Students
Author: Center for Community College Student Engagement (CCCSE)
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Community Colleges,Two Year College Students,Barriers,Stress Management,Stress Variables,Paying for College,Student Characteristics,Racial Differences,Ethnicity,Nontraditional Students,Gender Differences,Disease Control,Coping,Student Personnel Services,Safety,Mental Health,Interpersonal Communication

To understand the prolonged impact of the COVID-19 pandemic on community college students, the Center for Community College Student Engagement (CCCSE) added a special-focus module to the 2021 administration of the Community College Survey of Student Engagement. In March 2021, CCCSE released a report highlighting the impact of the pandemic on entering students at community colleges during fall 2020. The more recently collected data in this report reveal that many students are still struggling as a result of COVID-19, and as with the data collected last fall, some groups of students continue to be more impacted than others. The COVID-19 Impact five-item special-focus module was administered in spring 2021 to 120,833 students across 273 colleges. While students now seem to be more aware than they were last fall of support services their colleges offer to help with stress related to the pandemic, almost half still report not knowing such services exist. [For the previous report, &quot;The Impact of COVID-19 on Entering Students in Community Colleges,&quot; see ED613823.]
Student Centered Action &amp; Response: Course Section Offerings and Plans for Future Instruction. 2021 Report
Author: California Community Colleges, Chancellor's Office
Date: 2022-01-05
Type: Reports - Evaluative
Subjects: Community Colleges,Student Centered Learning,Course Selection (Students),Futures (of Society),Educational Planning,State Legislation,Blended Learning,Teaching Methods,Online Courses,Conventional Instruction,Classification,Enrollment Trends,Student Attitudes,Access to Education,Two Year College Students,School Surveys,COVID-19,Pandemics,Strategic Planning,Statewide Planning,Budgets,Lecture Method,Laboratory Experiments

The California Community Colleges Chancellor's Office is pleased to present the 2021 Report on Course Section Offerings and Plans for Future Instruction for California Community Colleges. Pursuant to Senate Bill 129 (Skinner, 2021), California community college districts are required to report on the total number of course sections offered, broken out by lecture and laboratory courses; and the percentage of course sections offered in-person, online or in a hybrid format. This report provides information on college enrollment trends, nationally and statewide, as well as community college student demand for various course modalities and actions taken to meet student demand.
How COVID-19 Changed Everything and Nothing at All
Author: Association of Public and Land-grant Universities (APLU)
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Educational Change,Barriers,Mental Health,Financial Support,Diversity,Inclusion,Costs,Risk,Reputation,Higher Education,College Presidents,Administrator Attitudes,Strategic Planning,Institutional Characteristics,Leadership Role,Federal Aid,Well Being,College Students,Student Characteristics,Tuition,State Universities,Land Grant Universities,Risk Management,Crisis Management

Decline in financial support, mental health, diversity and inclusion, and affordability--the top four challenges--have been issues that institutions have addressed with mixed success for years. COVID-19 has, unfortunately, turned issues into crises--significant risks that will potentially impact the reputation and viability not just of individual institutions but of higher education for years to come. In the Fall of 2019, 558 Association of Public and Land-grant Universities (APLU) members were surveyed, representing a mix of geographic regions, roles, and classifications of public institutions. Following the analysis and interpretation of the quantitative data, 28 in-depth telephone interviews were conducted in late 2019 and early 2020 with university presidents to explore the findings in more depth. Topics included biggest challenges, measurement of institutional success, ability to achieve strategic goals, and assessment. of reputational risk. Regardless of leadership role (president, provost, student affairs, research etc.) there was remarkable consistency in the prioritization of identified challenges, which were: (1) Government funding (77%); (2) Student mental health and well-being (68%); (3) Diversity &amp; inclusion efforts (63%); and (4) Affordability (62%). [The research was conducted in partnership with Blue Moon Consulting Group and SimpsonScarborough.]
College Major Restrictions and Student Stratification. Research &amp; Occasional Paper Series: CSHE.14.2021
Author: Bleemer, Zachary
Date: 2021-12-06
Type: Reports - Research
Subjects: Disproportionate Representation,Minority Group Students,College Students,Grade Point Average,Ethnicity,College Preparation,Social Stratification,Majors (Students),Educational Policy,Student Records,Access to Education,Barriers,Policy Analysis,Enrollment Trends,Salary Wage Differentials,Equal Education,Eligibility,State Universities

Underrepresented minority (URM) college students have been steadily earning degrees in relatively less-lucrative fields of study since the mid-1990s. A decomposition reveals that this widening gap is principally explained by rising stratification at public research universities, many of which increasingly enforce GPA restriction policies that prohibit students with poor introductory grades from declaring popular majors. We investigate these GPA restrictions by constructing a novel 50-year dataset covering four public research universities' student transcripts and employing a dynamic difference-in-difference design around the implementation of 29 restrictions. Restricted majors' average URM enrollment share falls by 20 percent, which matches observational patterns and can be explained by URM students' poorer average pre-college academic preparation. Using first-term course enrollments to identify students who intend to earn restricted majors, we find that major restrictions disproportionately lead URM students from their intended major toward less-lucrative fields, driving within-institution ethnic stratification and likely exacerbating labor market disparities. [Funding for this report was provided by University of California Humanities Research Institute and Opportunity Insights.]
Mathematics Learning of High School Students and the Determinants of Their Performance in the Midst of Pandemic
Author: Capinding, Andie Tangonan
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Instruction,Correlation,Mathematics Achievement,Student Characteristics,Teacher Characteristics,Mathematics Teachers,Teacher Attitudes,Student Attitudes,Parent Attitudes,Teaching Styles,Cognitive Style,Teacher Qualifications,Parent Background,Educational Attainment,Parent Child Relationship,Teacher Student Relationship,Learning Motivation,Grades (Scholastic),Faculty Development,Teaching Experience,Socioeconomic Status,Foreign Countries,COVID-19,Pandemics,Educational Change,Distance Education

The study focused on the determinants of Mathematics performance of high school students amidst pandemic. This was conducted at NEUST-Gabaldon Campus during the School Year 2020-2021. A descriptive-correlational design was used to explore the relationship of the students' Mathematics performance with the factors that might affect the latter such as student's factor, teachers' factor, and parents/guardians' factor. The 211 junior and senior high school students, four mathematics teacher, and 211 parents/guardians were used as respondents of the study. The student-respondents as well as the parent-respondents were selected using stratified sampling while the teacher-respondents were selected purposively. Findings revealed that most of the student-respondents are females and most of them are fifteen years old. Most of the students earned satisfactory to very satisfactory grades, demonstrated a variety of learning styles, and were inspired and enthusiastic about learning Mathematics. Teachers are also highly capable of delivering a lesson, as shown by their professional qualifications, number of trainings/seminars attended, number of years of experience, and use of variety of teaching strategies. Parents are also capable of educating their children but majority of them lack financial resources which limits their ability to improve their children's learning opportunities. The student's attitude, motivation, visual and auditory learning, the teacher's educational qualification and teaching style, and the parent's educational attainment and economic status were all observed as determinants of Mathematics success. Its theoretical and practical consequences were also discussed in the study.
Perception of Pupils towards Bullying Prevention and Its Implementation at School District of Castillejos, Zambales, Philippines
Author: Inocencio, Bernard T.
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Bullying,Prevention,Positive Attitudes,Public Schools,Federal Legislation,Program Implementation,Planning,School Safety,Gender Differences,Student Characteristics,Parent Background,Educational Attainment,Religion,Grade 6,Birth Order

The main goal of this study is to assess the perception of pupils towards bullying prevention and its implementation at the School District of Castillejos Zambales Philippines. The attitude towards bullying prevention of respondents. A qualitative descriptive checklist method was employed. All responses indicated the subjects' agreement was strongly agreed. There is a positive attitude toward bullying prevention at the Public School District of Castillejos. While the perception of the respondents in the implementation of the anti-bullying act are very satisfied in the measures of the Public School District of Castillejos with a verbal description of excellent. It was concluded that there is a positive attitude of students towards anti-bullying act implementation and the perception of pupils toward the implementation of anti-bullying are excellent in terms of planning, campaign, and implementation. It was recommended that the schools will continue the eagerness in implementing the anti-bullying act, continue the campaign in anti-bullying to educate and saturate the school with the knowledge of the effect in physical and emotional being of pupils and continue to let the pupils participate in all forms of the anti-bullying campaign for them to inform others about bullying. Teachers shall continue in familiarizing the school's definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school.
The Sampling Ratio in Multilevel Structural Equation Models: Considerations to Inform Study Design
Author: Kush, Joseph M.
Date: 2021-00-00
Type: Reports - Research
Subjects: Sampling,Structural Equation Models,Factor Structure,Monte Carlo Methods,Error of Measurement,Research Methodology,Simulation,Correlation,Statistical Bias

Multilevel structural equation (MSEM) models allow researchers to model latent factor structures at multiple levels simultaneously by decomposing within- and between-group variation. Yet the extent to which the sampling ratio (i.e., proportion of cases sampled from each group) influences the results of MSEM models remains unknown. This paper explores how variation in the sampling ratio in MSEM impacts the measurement of Level-2 (L2) latent constructs. Specifically, we investigated whether the sampling ratio is related to bias and variability in aggregated L2 construct measurement and estimation in the context of doubly latent MSEM models utilizing a two-step Monte Carlo simulation study. Findings suggest that while lower sampling ratios were related to increased bias, standard errors, and RMSE, the overall size of these errors was negligible, making the doubly latent model an appealing choice for researchers. An applied example using empirical survey data is further provided to illustrate the application and interpretation of the model. We conclude by considering the implications of various sampling ratios on the design of MSEM studies, with a particular focus on educational research. [The paper will be published in &quot;Educational and Psychological Measurement.&quot;]
Science and Security: Strengthening US-China Research Networks through University Leadership. Research &amp; Occasional Paper Series: CSHE.11.2021
Author: Farnsworth, Brad
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: International Cooperation,Foreign Countries,International Educational Exchange,National Security,Intellectual Property,Conflict of Interest,Contracts,Disclosure,Higher Education,Politics of Education,Competition,Compliance (Legal),Integrity,Scientific Research,Universities,Intercollegiate Cooperation

This paper describes the current criticisms of academic research collaboration between the US and China and proposes a university-led initiative to address those concerns. The article begins with the assertion that bilateral research collaboration has historically benefitted both countries, citing cooperation in virology as an example. The paper continues with a discussion of the criticisms leveled by several US government agencies against the Chinese government, especially with regard to the Thousand Talents Program (TTP). A close examination of publicly available appointment letters under the TTP suggests that Chinese universities are given wide discretion when it comes to defining the specific terms of scholarly collaboration. Along with additional supporting arguments, the paper concludes that the most significant violations of commonly accepted research norms are owing to the behavior of individual Chinese institutions and are not directed by the TTP or the Chinese national government. The paper then suggests several steps for addressing these issues at the university level, beginning with a convening of campus leaders from both countries.
Recycling Attitudes of Prospective Special Education Teachers
Author: Ugulu, Ilker
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education Teachers,Recycling,Student Attitudes,Conservation (Environment),Instructional Program Divisions,Age Differences,Foreign Countries,Gender Differences

Recycling applications and research on this subject are increasing and gaining importance due to their enormous potential in solving many environmental problems. This study, which was conducted to determine the attitudes of special education teacher candidates towards the environment and to determine whether these attitudes are different according to gender, age and class variables, is a Descriptive Single Survey Model. The study group of the research consists of a total of 120 special education teacher candidates (90 girls, 30 boys) studying at a state university in Turkey. According to the results of the research, when the mean attitudes of the pre-service teachers towards the recycling are evaluated according to their grade levels, it is seen that the attitude scores of the pre-service teachers studying in the 3rd and 4th grades are slightly higher than the averages of the candidates studying in the 1st and 2nd grades. However, when the scores of attitudes towards the recycling are evaluated according to the age variable, it is seen that the scores of attitudes towards the recycling increase as the age of the teacher candidates increases.
Developing Visible Thinking and Motivation through the Curricular Design of an Escape Room in Higher Education
Author: Bilbao-Quintana, Naiara
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Skill Development,Learning Motivation,Curriculum Design,Game Based Learning,College Students,Learning Processes,Student Satisfaction,Teamwork,Self Control,Instructional Design,Foreign Countries

Introduction: The term escape room has undergone a notable evolution in recent years, extending its presence to areas not only recreational but also business or educational. The defining traits (overcoming obstacles, problem-solving, teamwork, time management...) have proven to be valid in business and education. This study presents the pedagogical design of an escape room based on visible thinking and analyses its effect on the motivation and cognitive processes of higher education students. Method: For this purpose, a quasi-experimental research with pretest/posttest was conducted, and it was evaluated whether the instructional design of the escape room was adequate to enhance the learning of the 238 students, whether it was motivating, and whether it contributed to the development of cognitive processes. We used two structured questionnaires with multiple-choice questions and one questionnaire with open-ended questions. We also applied a mixed method for quantitative and qualitative data collection and analysis. Results: The results show that the students consider the characteristics of the escape room and the organization of its elements to be of high quality; they also show that the curricular design of the escape room enhances students' learning. In particular, the students consider that they have developed group thinking, critical thinking, and the activation of prior knowledge through the escape room and have found it a motivating experience. Conclusions: The use of the escape room in educational environments has a high educational potential. This is not only because it encourages the development of higher-order cognitive processes but also because it contributes to teamwork, self-regulation, and student motivation. However, it must be designed as a significant part of the didactic program, taking special care in the development of competences and thinking.
Raising Graduation Rates While Maintaining Racial-Ethnic Equity in Graduation: The UC Riverside Recipe. SERU Consortium Brief. Research &amp; Occasional Paper Series: CSHE.9.2021
Author: Brint, Steven
Date: 2021-09-22
Type: Reports - Evaluative
Subjects: Graduation Rate,Equal Education,Racial Differences,Educational Policy,School Policy,Undergraduate Students

The University of California, Riverside has raised its four- and six-year graduation rates significantly over the last decade while maintaining near-equity in graduation rates among the four major racial-ethnic groups and across socio-economic strata. The paper discusses campus policies and practices that have helped to produce these results. The campus has contributed to nearly equal graduation outcomes by maintaining strong network ties with parents in minority communities, by offering high levels of academic support and research opportunities to students from under-represented groups, by recruiting faculty and staff who are dedicated to the social mobility mission of the campus, by simplifying bureaucratic procedures, and by a consistent message emphasizing the values of diversity and inclusion. The campus has been able to raise graduation rates among all groups by guaranteeing 15 units of credit each quarter, by leveraging summer to provide courses students need, by improving pre-calculus math instruction, by hiring transition advisors to help students who were struggling in the science colleges, and by aggressively promoting a &quot;finish-in-four&quot; campaign. A coordinated and committed campus effort is necessary to achieve these results.