ethanporcaro/eric-fulltext-meta huggingface dataset:
Upward Bound at 50: Reporting on Implementation Practices Today. NCEE 2017-4005
Author: Epps, Sylvia R.
Date: 2016-11-00
Type: Reports - Research
Subjects: Federal Programs,Access to Education,Higher Education,Low Income Students,First Generation College Students,Program Implementation,High School Students,College Preparation,Tutoring,Educational Counseling,College Entrance Examinations,Test Preparation,College Applicants,Student Financial Aid

Launched in 1965, Upward Bound (UB) is one of the oldest and largest of the federal college access programs targeted to low-income students and those who would represent the first-generation of college completers in their families. Currently, UB serves more than 60,000 high school students at a cost of about $4,300 per youth and offers an array of academic and college transition support services. While much about the structure of Upward Bound and the services to be offered are prescribed in legislation, little is currently known about the focus or delivery of these services or the extent to which they vary. This report addresses this information gap by describing the approaches that Upward Bound projects use to provide core program services--advising, tutoring, academic coursework, college exposure, college entrance exam preparation, college application assistance, and financial aid application assistance. Data come from a survey of Upward Bound project directors at institutions (mostly colleges) that host the projects. The primary goal of the survey was to help identify common (or uncommon but promising) practices that could inform program improvement studies that Congress requires the U.S. Department of Education (ED) to conduct. The survey results may also be useful as policymakers consider the upcoming renewal of the Higher Education Act, which authorizes and funds the Upward Bound program. Key findings about the implementation of core services among Upward Bound projects are detailed. Appendices include the following: (1) Rubric; (2) Supplemental Tables for Chapter 2; (3) Supplemental Tables for Chapter 3; (4) Supplemental Tables for Chapter 4; and (5) Supplemental Analyses of Promising Practices and Challenges.
Houston Community College 2015-2016 Fact Book. Revised
Author: Houston Community College System, Office of Institutional Research
Date: 2016-09-30
Type: Reports - Descriptive
Subjects: Community Colleges,Tables (Data),Graphs,Student Characteristics,Intellectual Disciplines,Academic Achievement,Teacher Characteristics,School Personnel,Educational Finance,Strategic Planning,Trustees,Governing Boards,Geographic Location,Enrollment,Gender Differences,Racial Differences,Ethnic Groups,Age Differences

Since its opening in 1971, more than 2.1 million students have improved their lives through education and training obtained from Houston Community College. An open-admission public institution, HCC awards associate degrees and certificates in academic studies and career and technology programs. HCC is committed to meeting the needs of its diverse communities, providing academic courses for transfer to four-year institutions, terminal degrees and certificates in more than 70 fields of work; as well as, continuing education and corporate training, lifelong learning and enrichment programs, and adult education. The Houston Community College (HCC) 2015-2016 Fact Book provides statistical information about the college district. Data presented in this publication may differ slightly from statistics found in other reports. Such variances may result from differences methodology including the source of information used, the reporting period covered (semester, academic year), or the student base included (semester credit, continuing education, adult education and literacy). The source of the information in each table and graph is cited, along with the date generated, the reporting period, and the students included. A glossary of terms is provided.
Recruiting, Orienting, &amp; Supporting Online Adjunct Faculty: A Survey of Practices
Author: Magda, Andrew J.
Date: 2015-11-00
Type: Reports - Research
Subjects: Administrators,College Administration,Online Courses,Educational Technology,Technology Uses in Education,Administrator Surveys,College Faculty,Adjunct Faculty,Part Time Faculty,Interviews,School Policy,Teacher Responsibility,Curriculum Development,Professional Development,Teacher Recruitment,Institutional Characteristics,Teacher Selection,Labor Turnover,Computer Mediated Communication,Teacher Attitudes,Technical Support

In the summer of 2015, &quot;The Learning House, Inc.&quot; and &quot;WICHE Cooperative for Educational Technologies&quot; (WCET) conducted a survey of 202 deans, directors, and provosts at two- and four-year higher education institutions who were familiar with the online learning practices at their respective institutions. The goal of the survey was to gather information around the hiring, expectations, policies, and support of adjunct and part-time faculty members for online courses. Following the survey, in-depth follow-up interviews were conducted with eight participants from the survey. Where possible, the authors sought to identify successful practices from which others might learn. Key findings included: (1) One-size-fits-all policies; (2) Increasing responsibility and flexibility for adjuncts teaching online; (3) A fundamental divide among institutions about how adjunct faculty can develop online courses; (4) Professional training and development not guaranteed; and (5) Recruiting the same for online and on-campus adjuncts. This report sought to benchmark policies and procedures that colleges are using in supporting their online adjunct faculty, and the authors hope that the data, and recommendations that follow, will help inform and guide higher education institutions toward best practices in recruiting, orienting and supporting adjunct faculty for online courses, as well as benchmark their current operations against a larger sample. Key data points are represented graphically in the body of this report, and the full results of the survey are represented in the appendix.
Job Search or Basic Education Participation First: Which Improves Welfare Recipients' Earnings More in the Long Term?
Author: Hamilton, Gayle
Date: 2016-10-00
Type: Reports - Research
Subjects: Welfare Recipients,Welfare Services,Education Work Relationship,Vocational Education,Employment Potential,Job Search Methods,Wages,Intervention,Labor Force,Human Capital,Enrollment,Job Training,Income,Economically Disadvantaged,Randomized Controlled Trials

There is a longstanding debate about whether helping welfare recipients quickly find work or helping them to first obtain some basic education and training better improves their economic well-being. This brief contributes to the debate by presenting long-term findings from three sites in the seven-site National Evaluation of Welfare-to-Work Strategies (NEWWS), a multiyear random assignment study designed to directly and very reliably test the effects of alternative approaches to helping welfare recipients find jobs. As part of NEWWS, the research team followed study sample members for five years. This brief extends the follow-up period, presenting the effects of the interventions during a period that falls roughly 10 to 15 years after individuals entered the study. In the first two years of follow-up, a much higher proportion of enrollees in &quot;labor force attachment&quot; (LFA) programs than those in &quot;human capital development&quot; (HCD) programs conducted a job search, and a much higher proportion of enrollees in HCD programs than those in LFA programs participated in education or training, reflecting the two program models' different emphases. People who were randomly assigned to the LFA or HCD groups had more earnings over the entire 15-year follow-up period, on average, than did their control group counterparts, with the largest additional earnings occurring during the first five years after study entry. The LFA approach resulted in substantially higher earnings than did the HCD approach during the first two years of follow-up. In contrast, during follow-up years 10 through 15, enrollees assigned to the HCD group actually earned more than those assigned to the LFA group, although these differences are not statistically significant.
WCET Distance Education Enrollment Report 2016: Utilizing U.S. Department of Education Data
Author: Poulin, Russ
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Distance Education,Higher Education,Educational Trends,Trend Analysis,Public Sector,Private Sector,Graduate Study,Undergraduate Study,Geographic Location,Enrollment Trends,Data Analysis,Institutional Characteristics,National Surveys,Online Courses

Over the past few years, Distance Education enrollments grew each year, even as overall higher education enrollments have declined. Even so, the overall Distance Education enrollment numbers do not tell the whole story. Based on data accumulated by the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS) surveys from the Fall of 2014, this report highlights differences by sector, graduate vs. undergraduate study, student location, and by the number of institutions educating students at a distance. The aim is to enlighten readers about the current state of the industry through graphs, data tables, observations, and commentary based on the authors' insights.
On Common Constitutional Ground: How Georgia's Scholarship Tax Credits Mirror Other State Programs and Expand Educational Opportunity
Author: Carpenter, Dick M., II.
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Scholarships,Tax Credits,State Programs,Private Schools,Elementary Secondary Education,Educational Vouchers,Court Litigation,Constitutional Law

In 2008, Georgia launched a tax-credit scholarship program to expand educational opportunities for the state's pre-K through 12th-grade students by providing them scholarships to attend private schools. Georgia's scholarship tax credit program will help over 13,000 children get the best education for their needs at secular and religious private schools this year. In 2014 school choice opponents sued to end the program, calling it unconstitutional. This report finds that the scholarship tax credit is just one of at least six Georgia credits that allow funds to be used at private, religious institutions and one of dozens of other Georgia credits that encourage private donations for the public good. Just like these other credits, the scholarship tax credit is constitutional because it involves private funds spent to improve the lives of Georgia citizens--and a ruling to the contrary could jeopardize all similar programs.
Stocks in the Future: An Examination of Participant Outcomes in 2014-15
Author: Durham, Rachel E.
Date: 2016-08-00
Type: Reports - Research-practitioner Partnerships
Subjects: Money Management,Public Schools,Urban Schools,Middle School Students,Consumer Education,Grade 6,Grade 7,Grade 8,Investment,Outcomes of Education,Attendance,Incentives,Program Effectiveness,Low Income Students,Minority Group Students,Institutional Characteristics,Middle Schools,Self Efficacy,Student Surveys,Achievement Tests,Observation

This report features research on Stocks in the Future (SIF), a financial literacy program for middle-grades students. The goals of SIF are to serve underrepresented, socioeconomically disadvantaged students in schools where more than 50% are eligible for free/reduced-price meals, achieve stronger student attendance and greater attachment to school, and to effectively provide instruction in financial life skills and investing. First the authors discuss the SIF model and other research on similar programming, followed by a description of the data sources used. Next, they provide a statistical analyses to address research questions framed by SIF goals. They conclude with a discussion of the findings and their implications. Analysis found that in City Schools, SIF serves a student population that is representative of the district as a whole. When SIF students' financial and investment knowledge was measured directly using the Hopkins Short Achievement Test (HSAT), the authors found that relative to students who were not in the SIF program, SIF participants were significantly more likely to gain important investment-related reading comprehension skills. Students in SIF were less likely to be chronically absent by the end of the school year. Based on multiple visits to each SIF classroom over the year and protocol scores assigned by a SIF instructional facilitator, the authors found differences across schools in fidelity to and implementation of the SIF model. Findings from this study point to opportunities for more consistent use of SIF incentives, as well as the need for specific training and ongoing support for SIF teachers. The following are appended: (1) Stocks in the Future Logic Model; (2) Detailed Analytical Results; (3) Student Survey Questions and Alpha Reliability; and (4) Classroom Visit Protocol .
The Promise of a Community-Based Approach to Economic Opportunity: New York City's Change Capital Fund. No. 1
Author: Aceves, Aurelia De La Rosa
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Community Programs,Economic Opportunities,Low Income Groups,Donors,Community Organizations,Integrated Activities,Housing Needs,Educational Needs,Employment Services,Data,Decision Making,Finance Reform,Innovation,Neighborhoods,Change Strategies,Intervention,Barriers,Educational Opportunities

Low-income neighborhoods no longer experience the levels of community wide disinvestment that they did through the 1990s, but their residents still face significant poverty, risk of displacement, and limited economic mobility. For this reason, Change Capital Fund (CCF), a New York City donor collaborative, formed to invest in sophisticated community organizations that implement data-driven strategies integrating housing, education, and employment services to fight poverty. While government agencies are often constrained in providing one type of assistance--such as income support--to those who seek services from them, CCF embraces a more comprehensive approach that has the potential to reach underserved community residents. This brief, the first of five by MDRC on CCF, gives an overview of the initiative and its goals, describes the grantees' neighborhoods and their strategies to fight poverty, and highlights some of the early lessons from the initiative. Drawing on interviews, observations, programmatic data from each grantee, and outcomes data capturing the collective efforts of all grantees during the first of four years of CCF funding, the brief illustrates how community organizations may be uniquely positioned to undertake economic opportunity initiatives, if they can both reach underserved populations and mobilize and coordinate high-quality services for them. [For the second brief in this series, see ED570521.]
Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the &quot;ETS&quot;® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09
Author: Witherspoon, Margaret
Date: 2016-08-00
Type: Reports - Research
Subjects: Performance Based Assessment,Discussion (Teaching Technique),Simulated Environment,Computer Simulation,Educational Technology,Technology Uses in Education,Specialists,Elementary Education,Language Arts,Mathematics,Teaching Methods,Thinking Skills,Academic Achievement,Reading Comprehension,Knowledge Level,Learner Engagement,Student Participation,Teacher Certification,Classroom Communication,Interaction,Teacher Competencies,Pedagogical Content Knowledge,Delivery Systems,Teacher Education

This paper provides a description and rationale for a performance assessment of a teaching practice--leading a classroom discussion (LCD)--included in the ETS® National Observational Teaching Examination (NOTE) assessment series. In this assessment, candidates interact with a small class of virtual students represented by avatars in a computer-based, simulated classroom. The five avatars are enacted by a single simulation specialist who has been trained and certified on the particular task presented, either in elementary English language arts or mathematics. The paper defines and describes the construct of LCD, then provides a review of the research and scholarly literature that supports the importance of this practice for effective teaching, and finally describes how the construct is measured in the NOTE assessment. The following is appended: Leading Classroom Discussion (LCD) Sample Task. [Some of the content in this report is used in the following companion reports: &quot;Eliciting Student Thinking: Definition, Research Support, and Measurement of the 'ETS'® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-06&quot; (ED570608); and &quot;Modeling and Explaining Content: Definition, Research Support, and Measurement of the 'ETS'® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-07&quot; (ED570617).]
Eliciting Student Thinking: Definition, Research Support, and Measurement of the &quot;ETS&quot;® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-06
Author: Qi, Yi
Date: 2016-08-00
Type: Reports - Research
Subjects: Performance Based Assessment,Discussion (Teaching Technique),Simulated Environment,Computer Simulation,Educational Technology,Technology Uses in Education,Specialists,Elementary Education,Language Arts,Mathematics,Teaching Methods,Thinking Skills,Academic Achievement,Reading Comprehension,Knowledge Level,Learner Engagement,Student Participation,Teacher Certification,Classroom Communication,Interaction,Teacher Competencies,Pedagogical Content Knowledge,Delivery Systems,Teacher Education

This report describes and provides research and scholarly support for a core practice of teaching--eliciting student thinking (EST)--that is the target for a performance assessment contributing one component of the &quot;ETS&quot;® National Observational Teaching Examination (NOTE) assessment series. The purpose of this report is to review the evidence supporting the importance of this practice for teaching, including how it has been conceptualized, studied, and represented in consensus literature on teaching. Then, the report describes the EST performance assessment together with the rationale for its design. The following are appended: (1) Sample EST Task; and (2) Sample Released Task for EST. [Some of the content in this report is used in the following companion reports: &quot;Modeling and Explaining Content: Definition, Research Support, and Measurement of the 'ETS'® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-07&quot; (ED570617); and &quot;Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the 'ETS'® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09&quot; (ED570574).]
Modeling and Explaining Content: Definition, Research Support, and Measurement of the &quot;ETS&quot;® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-07
Author: Stickler, Leslie
Date: 2016-08-00
Type: Reports - Research
Subjects: Performance Based Assessment,Discussion (Teaching Technique),Simulated Environment,Computer Simulation,Educational Technology,Technology Uses in Education,Specialists,Elementary Education,Language Arts,Mathematics,Teaching Methods,Thinking Skills,Academic Achievement,Reading Comprehension,Knowledge Level,Learner Engagement,Student Participation,Teacher Certification,Classroom Communication,Interaction,Teacher Competencies,Pedagogical Content Knowledge,Delivery Systems,Teacher Education

This report reviews the scholarly and research evidence supporting the construct labeled modeling and explaining content (MEC), which is measured via a performance assessment in the &quot;ETS&quot;® National Observational Teaching Examination (NOTE) assessment series. This construct involves practices at the heart of teaching that deal with how teachers model and provide explanations for knowledge and skill in the course of instruction. The construct, supporting evidence, and measurement are organized around 4 dimensions: framing the work; demonstrating targeted processes, strategies, or techniques; supplying explanations and other narration during demonstrations; and using language, terminology, and representations. The paper concludes with a description of the MEC performance assessment. The following is appended: Sample Released Task for Modeling and Explaining Content (MEC). [Some of the content in this report is used in the following companion reports: &quot;Eliciting Student Thinking: Definition, Research Support, and Measurement of the 'ETS'® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-06&quot; (ED570608); and &quot;Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the 'ETS'® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09&quot; (ED570574).]
How Teachers Teach: Mapping the Terrain of Practice
Author: Sykes, Gary
Date: 2015-00-00
Type: Information Analyses
Subjects: Educational Practices,Teacher Competencies,Teaching Skills,Affordances,Role of Education,Instruction,Educational Planning,Teacher Responsibility,Teacher Role,Teacher Collaboration,Family School Relationship,Ethics,Legal Responsibility,Educational Principles

This paper--conceived as a framework for competencies in teaching--represents an interpretive synthesis by the authors of main and contemporary currents in the research on teaching and learning. The framework resulting from this review parses teaching into two main domains--instruction and role responsibilities--within each of which a set of broad competencies are identified then described by constituent practices. While further decompositions of these competencies will be warranted, the framework proposes the broad competencies orienting professional teaching practice. The following is appended: Contributors to the Report.
Understanding Consequential Assessment Systems of Teaching: Year 2 Final Report to Los Angeles Unified School District. Research Memorandum No. RM-15-12
Author: Bell, Courtney
Date: 2015-10-00
Type: Reports - Research
Subjects: Concept Formation,Administrator Attitudes,Interviews,Administrator Surveys,Observation,Teacher Evaluation,Evaluation Methods,Mixed Methods Research,School Districts,Faculty Development,Teacher Selection,Guidelines,Teacher Administrator Relationship,Time Management,Case Studies,Principals

This report on the second year of data collection in the Understanding Consequential Assessment Systems of Teaching (UCAST) study describes administrators' learning during the first year that Los Angeles Unified School District's (LAUSD) observations were part of a consequential teacher evaluation system for teachers. Drawing on mixed methods, the report provides an overview of the Teacher Growth and Development Cycle (TGDC) implementation during the 2013-2014 school year. It summarizes how much time administrators spent on TGDC-related activities and presents their reflections on the strengths and weaknesses of the TGDC implementation. The report also documents how administrators used the TGDC process with their teachers, how their use of the protocol changed over two school years, and when the observation process did and did not work well. We also review data from two in-depth cases that reflect wider themes in the sample. Three appendices are included: (1) How Was This Report Prepared?; (2) Focus Administrator Surveys; and (3) Focus Administrator Interviews.