ethanporcaro/eric-fulltext-meta huggingface dataset:
2017 Fall Enrollment Report. Daring to Be Great: The NDUS Edge
Author: Weber, Jennifer
Date: 2017-10-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Enrollment Rate,Enrollment Trends,State Universities,Access to Education,Institutional Mission,State Boards of Education,Educational Policy,State Policy,Full Time Equivalency,Part Time Students,College Bound Students,College Freshmen,College Transfer Students,College Credits,Electronic Learning,Delivery Systems,Undergraduate Students,Place of Residence,Graduate Students,Age Differences,Racial Composition,Two Year Colleges,Research Universities,Counties,High School Students,Academic Degrees,Tuition,College Programs,Full Time Students

To improve student access and success in North Dakota University System (NDUS) institutions, the State Board of Higher Education has implemented enrollment policies that better reflect the differentiated missions of research universities, regional universities, and community colleges. This report addresses the transition in policy by grouping data by institutional mission. As required by the North Dakota State Board of Higher Education, this enrollment report includes all degree credit enrollments for all NDUS institutions and is consistent with protocols implemented by the Integrated Postsecondary Education Data System.
North Dakota University System 2018 Spring Enrollment Report
Author: Weber, Jennifer
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Enrollment Trends,Enrollment Rate,Full Time Equivalency,Part Time Students,Full Time Students,Undergraduate Students,Graduate Students,College Credits,Annual Reports,Comparative Analysis,Two Year Colleges,Colleges

Enrollment trends highlighted in this 2018 Enrollment Report include a one-year comparison for two-year institutions, four-year institutions, and system wide. Trends over the last five years and the last ten years are also described. Over the past five years, Headcount and Full Time Equivalencies (FTE) in NDUS has decreased slightly, with change in headcount of -2.4%, and in FTE of -2.5%. Full Time student headcount has decreased by 4%, or by 1,214 students. The ten-year NDUS headcount has increased 7.6%, from 40,958 to 44,005. The system currently has 1,275 students less than the highest observed student headcount in Spring 2012 (N=45,280) and 4,037 students more than the lowest observed student headcount in Spring 2008 (N=39,968). Over the same ten year period, FTEs have increased by 993 or 2.8%. [For the &quot;North Dakota University System 2018 Fall Enrollment Report,&quot; see ED590844.]
Integrating and Advancing State Prenatal to Age 3 Policies: Report of an Expert Roundtable Conversation
Author: Stark, Deborah Roderick
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: State Policy,Child Development,Prenatal Care,Infants,Toddlers,Prevention,Innovation,Sustainability,Human Services,Meetings,State Officials

Across America, in living rooms and classrooms, in houses of worship and community centers, on street corners and in parks, families are doing their best to care for their children. Sometimes, parents and caregivers need extra support along the way, especially when they are living in adverse conditions marked by poverty, homelessness, violence and substance misuse. At the 2017 Winter Meeting of the National Governors Association (NGA), attendees were inspired by a plenary session that highlighted the importance of the early years of childhood development. In response to governors' interest in early learning, NGA focused on the role that governors can play in supporting children from birth to age 3 and their families. Following the winter meeting, staff from several governors' offices reached out to NGA for additional information. The NGA Center for Best Practices' (NGA Center) education, health and human services divisions collaborated to support the governors' requests. NGA Center convened an expert roundtable conversation in June 2018 to review the latest research and learn about current state efforts in this space. This report includes the vision statement that emerged from the roundtable, and the essential elements for integrated prenatal to age 3 policies were defined.
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2015-2016
Author: Wyoming Community College Commission
Date: 2017-02-01
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Performance,Educational Indicators,Educational Attainment,Goal Orientation,Academic Persistence,Two Year College Students,Academic Degrees,Certification,Employment Level,Critical Literacy,Success,Academic Achievement,College Transfer Students,Outcomes of Education

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures, and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The &quot;Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges,&quot; developed in 2009, identified five primary state interests that will drive investment in community college programs and services. These state interests focus on what colleges can do to meet statewide goals, what structures and supports are needed to help Wyoming community colleges improve their services, and most importantly what services and resources are necessary to assist Wyoming residents in achieving their potential as productive, educated citizens. These state interests as defined by the 2010 &quot;Wyoming Community College Commission Statewide Strategic Plan&quot; are: (1) Educated Citizenry; (2) Diversified Economy; (3) Workforce Development; (4) Effective and Efficient Systems; and (5) Accountability and Improvement. On-going development and adaptation of the Strategic Plan in 2013-14 identified four derivatives of these five primary state interests: (1) Participation (Access); (2) Progress; (3) Performance; and (4) Placement. This report aligns the performance indicators required by statute with the objectives contained in the WCCC Statewide Strategic Plan 2.0. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's 4 P's of success. Progress and performance incorporate many of the components of the eight requirements. [For the 2014-2015 report, see ED573120.]
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2016-2017
Author: Wyoming Community College Commission
Date: 2017-02-01
Type: Reports - Evaluative
Subjects: Community Colleges,Performance,Educational Indicators,Educational Attainment,Goal Orientation,Academic Persistence,Two Year College Students,Academic Degrees,Certification,Employment Level,Critical Literacy,Success,Academic Achievement,College Transfer Students,Outcomes of Education

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures, and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The &quot;Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges,&quot; developed in 2009, identified five primary state interests that will drive investment in community college programs and services. These state interests focus on what colleges can do to meet statewide goals, what structures and supports are needed to help Wyoming community colleges improve their services, and most importantly what services and resources are necessary to assist Wyoming residents in achieving their potential as productive, educated citizens. These state interests as defined by the 2010 &quot;Wyoming Community College Commission Statewide Strategic Plan&quot; are: (1) Educated Citizenry; (2) Diversified Economy; (3) Workforce Development; (4) Effective and Efficient Systems; and (5) Accountability and Improvement. On-going development and adaptation of the Strategic Plan in 2013-14 identified four derivatives of these five primary state interests: (1) Participation (Access); (2) Progress; (3) Performance; and (4) Placement. This report aligns the performance indicators required by statute with the objectives contained in the WCCC Statewide Strategic Plan 2.0. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's 4 P's of success. Progress and performance incorporate many of the components of the eight requirements. [For the 2015-2016 report, see ED590842.]
North Dakota University System 2018 Fall Enrollment Report
Author: Weber, Jennifer
Date: 2018-10-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Enrollment Trends,Enrollment Rate,High School Students,College Freshmen,College Transfer Students,Full Time Equivalency,Part Time Students,Full Time Students,Credits,Academic Degrees,Electronic Learning,Tuition,Undergraduate Students,Graduate Students,State Policy,Delivery Systems,Place of Residence,Age Differences,Racial Composition,Annual Reports,College Programs,Counties

The &quot;2018 Fall Enrollment Report&quot; contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount Enrollment; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent Enrollments of Part Time and Full Time by Level of Student Based on Total Student Credit Hours; (5) Trending Headcount, Full Time Enrolled, and Full Time Equivalencies (FTE) of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount Enrollment by Instructional Mode; (8) Degree Credit Headcount Enrollment by E-Learning Delivery Method; (9) Undergraduate Headcount Enrollment by State; (10) Graduate and Professional Headcount Enrollment by State; (11) Headcount Enrollments for North Dakota Students by County of Residence; (12) Unduplicated Headcount Enrollments for North Dakota Students by County of Residence; (13) All Enrollments for North Dakota Students by County of Residence; (14) Headcount Enrollments and Headcount by Tuition Residency Status; (15) Headcount Enrollment by Age; and (16) Headcount Enrollment by Race. Data Sources Used for Reporting and Data Definitions are included. [For the &quot;North Dakota University System 2018 Spring Enrollment Report,&quot; see ED590840.]
K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. Report to Congressional Requesters. GAO-18-258
Author: Nowicki, Jacqueline M.
Date: 2018-03-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Discipline,African American Students,Accountability,Elementary Secondary Education,Discipline Policy,Disproportionate Representation,School Districts,Student Behavior,Behavior Problems,Racial Discrimination,Civil Rights,Federal Legislation,Public Schools,Disabilities,Gender Differences,Poverty,Disadvantaged Schools,Institutional Characteristics,Suspension,Attendance,Law Enforcement,Bullying,Punishment,Ethnicity,Educational Change

Research shows that students who experience discipline that removes them from the classroom are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system. This can result in decreased earning potential and added costs to society (lost tax revenue and incarceration). The Government Accountability Office (GAO) was asked to review the use of discipline in schools. This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline. GAO analyzed discipline data from nearly all public schools for school year 2013-14 from the Department of Education's Civil Rights Data Collection and interviewed federal and state officials, as well as officials from 5 districts and 19 schools in California, Georgia, Massachusetts, North Dakota, and Texas. GAO also reviewed federal laws and a non-generalizable sample of seven recently resolved federal school discipline investigations. Overall, black students, boys, and students with disabilities were disproportionately disciplined in public schools. These disparities were widespread and persisted regardless of type of disciplinary action, level of school poverty, or type of public school attended. The school districts reported changing their approach to discipline in order to address behavior challenges.
Private School Choice: Federal Actions Needed to Ensure Parents Are Notified about Changes in Rights for Students with Disabilities. Report to Congressional Requesters. GAO-18-94
Author: Nowicki, Jacqueline M.
Date: 2017-11-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,School Choice,Accountability,Disabilities,Educational Vouchers,Parent Materials,Special Education,Civil Rights,Enrollment,Information Sources,Web Sites,Parent Attitudes,State Policy,Federal Legislation,Educational Legislation,Public Schools,Equal Education,School Administration,Financial Audits,Family Income,Educational Change

Growth of voucher and education savings account (ESA) programs has drawn attention to how states ensure accountability and transparency to parents and the public. With over half of voucher and ESA programs designed for students with disabilities, there is interest in the information parents receive about special education services and rights when enrolling in choice programs. The Government Accountability Office (GAO) was asked to examine these topics in depth. This report examines: (1) academic, administrative, and financial accountability mechanisms in private choice programs; (2) information available to the public and families on private choice programs and participating schools; and (3) how parents of students with disabilities are informed about changes in rights when enrolling in private choice programs. GAO analyzed information from all voucher and ESA programs operating in January 2017 and interviewed stakeholders. GAO also reviewed websites of a nationally representative sample of private voucher schools and worked with private choice groups and national organizations to contact and interview families that recently interacted with a choice program. GAO recommends that Congress consider requiring states to notify parents/guardians about changes in federal special education rights when a parent moves a child from public to private school. In addition, GAO recommends that the Department of Education review and correct inaccurate Individuals with Disabilities Education Act-related information provided by states.
Landscapes in Teacher Prep: Undergraduate Secondary
Author: Lubell, Sam
Date: 2017-05-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Preservice Teachers,Secondary School Teachers,Knowledge Base for Teaching,Intellectual Disciplines,Sciences,Social Studies,Teaching Methods,Student Teaching,Classroom Techniques,Selection Criteria,Best Practices,Program Evaluation,State Government,Government Role,School Districts,STEM Education

For most Americans, the high school years played a pivotal role in shaping what they know about subjects such as U.S. history, world history, literature, geometry and biology. For many, the high school years provide one of the last opportunities to gain valuable life-enhancing insights, for example, reading a classic novel such as &quot;To Kill a Mockingbird&quot;; discovering what happened during historical events such as the French Revolution and the transformation of African nations through colonization and decolonization; learning about scientific theories that go beyond the students' own experience, ranging from nanotechnology to relativity; and understanding how numbers interact to form the backbone of the universe. Even Americans who continue on to college will focus their coursework on one or two majors, and therefore, as adults, they will rely on their high school education for knowledge about most other academic subjects. This report examines teacher preparation programs at higher education institutions when preparing secondary teachers.
Policy Snapshot: Assessing and Increasing College Readiness in New England
Author: Chan, Monnica
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: College Readiness,Common Core State Standards,Educational Policy,Educational Practices,State Policy,Program Implementation,Identification,Remedial Instruction,Outcomes of Education,Educational Assessment,College School Cooperation,Dual Enrollment,Student Placement,Geographic Regions

As New England and the nation at large become obsessed with &quot;college completion,&quot; there is a leak in the pipeline. Many students leave high school who are not &quot;college ready.&quot; These students, upon entering college, are often steered toward &quot;remedial&quot; courses that cost money and time. Remedial courses are also generally non-credit-bearing, pushing off the day when students can become educated contributors to society. Plus, research shows that students placed into remedial programs are less likely to graduate. Now, deep-in-debt students and graduation-focused states are taking notice. State adoption of the Common Core State Standards (CCSS) in English language arts and mathematics has been one area of focus to improve student readiness and success in K-12 and beyond. All six New England states have adopted the CCSS and joined one of two assessment consortia, the Partnership for Assessment of Readiness for College and Careers (PARCC) or Smarter Balanced. The CCSS assessments are slated for 2014-2015 implementation, and with this comes the possibility of new tools for measuring college and career readiness. Given these regional and national foci, the New England Board of Higher Education (NEBHE) sought to better understand the current policies and practices in place for assessing and increasing college readiness in the region. The results of that work is summarized below in order to: (1) Provide information and data on policies and practices across the region; (2) Create a starting point for regional dialogue; and (3) Assist states in examining statewide policies within the context of CCSS implementation and upcoming college readiness assessments. To understand the way states and higher education systems identify students for remediation in New England, NEBHE reached out to practitioners and system- and state-level higher education leaders across the region during the 2011-2012 academic year, and conducted online reviews of remediation policies and practices currently in use. NEBHE also examined a number of pre- and post-matriculation efforts designed to increase college readiness and improve success in remedial courses. This Policy Snapshot is the result from the reviews.
Juvenile Reentry. Literature Review: A Product of the Model Programs Guide
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Date: 2017-08-00
Type: Information Analyses
Subjects: Juvenile Justice,Reentry Students,Planning,Mental Health,Substance Abuse,Drug Rehabilitation,Family Programs,Employment Programs,Housing,Therapeutic Environment,Mentors,Caseworker Approach,Behavior Modification,Cognitive Restructuring,Needs Assessment,Transitional Programs

Comprehensive reentry efforts for juveniles begin once they enter a residential facility and continue upon their return to the community. The research examined in this literature review highlights that youths returning from out-of-home placements have specific needs that should be considered in reentry planning, chief among them are mental health and substance use treatment, family engagement, education and employment programs, and housing. Therapeutic communities, mentoring, case management, cognitive-behavioral therapies, and reentry courts are examples of types of programs that can help address some of the major barriers youths face as they reenter society.
Bullying. Literature Review: A Product of the Model Programs Guide
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Date: 2013-11-00
Type: Information Analyses
Subjects: Bullying,Intervention,Public Policy,Victims,Incidence,Gender Differences,Age Differences,Legislation,Prevention,Etiology,Program Effectiveness

The problem of bullying has become a topic of national conversation over the past decades. To address this problem, numerous anti-bullying interventions have been developed and implemented, and advocates have worked to pass state and local laws and policies on bullying. A critical accompaniment to these efforts has been the growing field of research on bullying, which strives to understand the causes of bullying, its predictors, its effects, and ways of effectively intervening and preventing it.
Reentry Starts Here: A Guide for Youth in Long-Term Juvenile Corrections and Treatment Programs. NCJ 251193
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Date: 2018-04-00
Type: Guides - Non-Classroom
Subjects: Juvenile Justice,Correctional Rehabilitation,Reentry Students,Youth Programs,Planning,Transitional Programs,Barriers,Community Programs,Social Support Groups,Mentors,Mental Health Programs,Counseling Services,Academic Aspiration,Goal Orientation,College Preparation,Job Skills,Supervision

This toolkit was developed as a resource to help young people in juvenile corrections and treatment programs prepare for reentry and success in the community. The purpose of this guide is to encourage re-entry youth to begin thinking and planning for success at the earliest point possible while in placement. As such, the guide is organized into two sections: (1) planning for reentry while in placement; and (2) successful reentry into your community. The resources provided in this guide speak to common barriers that youth may experience upon reentry; they include action steps youth can take to address those barriers with the help of a caring adult.