ethanporcaro/eric-fulltext-meta huggingface dataset:
Program Evaluation: Experienced Agencies Follow a Similar Model for Prioritizing Research. Report to the Subcommittee on Oversight of Government Management, the Federal Workforce, and the District of Columbia, Committee on Homeland Security and Governmental Affairs, U.S. Senate. GAO-11-176
Author: Kingsbury, Nancy
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Planning,Public Agencies,Federal Programs,Differences,Policy,Criteria,Financial Support,Responsibility

Amid efforts to improve performance and constrain spending, federal agencies are being asked to expand the use of rigorous program evaluation in decision-making. In addition to performance data, indepth program evaluation studies are often needed for assessing program impact or designing improvements. Agencies can also use their evaluation resources to provide information needed for effective management and legislative oversight. GAO (Government Accountability Office) was asked to study federal agencies with mature evaluation capacity to examine (1) the criteria, policies, and procedures they use to determine programs to review, and (2) the influences on their choices. GAO reviewed agency materials and interviewed officials on evaluation planning in four agencies in three departments with extensive evaluation experience: Education, Health and Human Services (HHS), and Housing and Urban Development (HUD). HHS and HUD agreed with the description of how they plan evaluations. HHS noted that the optimal location of evaluation units will vary with the circumstances and purpose of evaluations. HUD felt the draft report did not emphasize enough the influence of the appropriations process. GAO has added text to note its influence on evaluation planning. Education provided technical comments. GAO makes no recommendations. Appendices include: (1) Comments from the Department of Health and Human Services; (2) Comments from the Department of Housing and Urban Development; and (3) GAO Contact and Staff Acknowledgments. A bibliography is included. (Contains 1 figure and 12 footnotes.)
Black Males in Education: Learning and Achievement. A Summative Community Analysis Response from the Kwanzaa Adult Forum (December 27, 2010)
Author: Bell, Edward Earl
Date: 2011-01-20
Type: Reports - Descriptive
Subjects: African American Students,Males,African American Community,Academic Achievement,Academic Failure,Community Resources,Community Study,Interpersonal Competence,Church Role

Background: Educating black males is critical. No longer can the black community blame the school for the academic failure of this population. The black community must address this pervasive issue. Purpose: The purpose for this inquiry was to explore community support and recommendations for educating black males. Setting: The setting took place in a community setting in eastern North Carolina. Research Design: Qualitative. Findings: The Black Community must develop community resources to support the education of black males. It is not the sole responsibility of the school to education this population. Social skills and the church present as two primary themes in promoting academic growth in black males. Conclusion: The Black Community has an important role to play in promoting academic growth in the achievement of black males. Black males must develop the social skills to be academic ready for the schooling process. Citation: www.dredbell.com. (Contains 12 footnotes.)
Introduction to the CCRC Assessment of Evidence Series
Author: Bailey, Thomas
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Credentials,Community Colleges,Low Income,Online Courses,Education Work Relationship,Higher Education,Educational Assessment,Competition,Educational Objectives,Goal Orientation,Graduation Rate,Two Year College Students,Educational Attainment,Academic Achievement,Student Improvement,Achievement Gains,Mathematics Instruction,Developmental Studies Programs,Remedial Mathematics,Basic Skills,College Programs,Social Support Groups,Organizational Change

Community colleges play an important role in the U.S. economy, providing access to higher education for low-income young people, a path to higher-earning employment for low-income workers, and a supply of well-trained employees for local industry. In order to remain competitive with other major economies, however, the U.S. must sharply increase its supply of educated workers over the coming decade. Accordingly, policymakers and private foundations have set ambitious goals for improving the rate at which Americans earn college credentials. To meet these goals, community colleges will have to increase both the number of students they serve and the rate at which those students graduate. The goal of the "Community College Research Center (CCRC) Assessment of Evidence Series" is to help community colleges identify concrete strategies that have the potential to improve student success on a scale needed to meet national goals for increased postsecondary attainment. Working papers in the "CCRC Assessment of Evidence Series" use the research literature to draw conclusions and provide concrete evidence-based recommendations to practitioners, policymakers, and researchers in eight major topic areas: (1) Developmental Assessment and Placement; (2) Developmental Acceleration; (3) Developmental Mathematics Pedagogy; (4) Contextualization of Basic Skills Instruction; (5) Online Learning; (6) Non-Academic Support; (7) Institutional and Program Structure; and (8) Organizational Improvement. In this introduction to the series, the authors describe their approach in reviewing the literature and discuss the primary theme of "organizational redesign" that weaves through each of the eight working papers. (Contains 3 footnotes.)
The Shapeless River: Does a Lack of Structure Inhibit Students' Progress at Community Colleges? CCRC Working Paper No. 25. Assessment of Evidence Series
Author: Scott-Clayton, Judith
Date: 2011-01-00
Type: Information Analyses
Subjects: Community Colleges,Two Year College Students,Academic Achievement,Academic Persistence,School Holding Power,College Curriculum,Curriculum Design,Decision Making,Higher Education,Dropouts,Intervention,Administrative Organization,College Administration

For many students at community colleges, finding a path to degree completion is the equivalent of navigating a shapeless river on a dark night. While academic preparation and financial supports are critical components of student success, subtle institutional features may also play an important role. This paper thus reviews the evidence for what is called the "structure hypothesis: that community college students will be more likely to persist and succeed in programs that are tightly and consciously structured, with relatively little room for individuals to unintentionally deviate from paths toward completion, and with limited bureaucratic obstacles for students to circumnavigate". This review of the literature inside and outside of higher education suggests that the lack of structure in many community colleges is likely to result in less-than-optimal decisions by students about whether and how to persist toward a credential. Though there is no silver-bullet intervention to address this problem, this paper highlights several promising programs and suggests directions for future experimentation and research. (Contains 8 footnotes.)
The Structure of Student Decision-Making at Community Colleges. CCRC Brief. Number 49
Author: Scott-Clayton, Judith
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Persistence,School Holding Power,Two Year College Students,Decision Making,Theory Practice Relationship,Academic Achievement,School Policy,Higher Education,Dropouts,Intervention,Organizational Change,College Curriculum,Curriculum Design,Administrative Organization,College Administration

Based on a longer review, this Brief summarizes research evidence and theoretical discussion regarding whether community college students are more likely to persist and succeed in programs that are tightly and consciously structured, with relatively little room for individuals to deviate from paths toward completion, and with limited bureaucratic obstacles. The lineage of this hypothesis can be traced back in part to Tinto's seminal work on student persistence (1993), which recognized that the dropout phenomenon is not solely an individual failure but also an institutional one. In the community college context, this hypothesis has been prominently raised in recent years by Rosenbaum, Deil-Amen, and Person (2006), who examined differences in organizational procedures between public and private two-year colleges. The definition of "structure" used in this Brief refers not only to explicit institutional policies and procedures, but also to "norms and nudges" that may more subtly influence individuals' decisions at a point of action. This broad definition is influenced by recent literature on choice architecture, which calls attention to the way that choices are structured and presented. After outlining the kinds of decisions community college students face and the context within which they do so, this Brief introduces several concepts to examine how the structure of student decision-making may influence students' choices. It then discusses evidence regarding potential structure-based interventions and concludes with suggestions for future research and practice. [This Brief is based on "The Shapeless River: Does a Lack of Structure Inhibit Students' Progress at Community Colleges? CCRC Working Paper No. 25. Assessment of Evidence Series" (ED515131).]
Redesigning Community Colleges for Completion: Lessons from Research on High-Performance Organizations. CCRC Working Paper No. 24. Assessment of Evidence Series
Author: Jenkins, Davis
Date: 2011-01-00
Type: Reports - Research
Subjects: Community Colleges,Effective Schools Research,Organizational Effectiveness,Educational Objectives,Educational Improvement,Educational Attainment,Graduation Rate,Total Quality Management,Undergraduate Study,Instructional Leadership,Leadership Responsibility

This paper examines the research from within and outside of higher education on the practices of high-performance organizations. It assesses the extent to which community colleges generally are following these practices and evaluates current reform efforts in light of models of organizational effectiveness that emerge from the research literature. It then reviews research on strategies for engaging faculty and staff in organizational innovation and describes particular challenges community colleges face on this front. The concluding section recommends concrete steps community college leaders can take to redesign how they manage programs and services to increase rates of student completion on a scale needed to help meet national goals for college attainment. (Contains 2 tables, 1 figure, and 13 footnotes.) [For the "Introduction to the CCRC Assessment of Evidence Series," see ED515130.]
Redesigning Community Colleges for Completion: Lessons from Research on High-Performance Organizations. CCRC Brief. Number 48
Author: Jenkins, Davis
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Organizational Effectiveness,Educational Objectives,Educational Improvement,Educational Attainment,Systems Approach,Organizational Theories,Effective Schools Research,Student Evaluation,Social Science Research,Alignment (Education)

Community college efforts to increase completion rates typically involve small programs or pilots that serve relatively few students and often rely on temporary outside funding. However, small-scale innovations, such as learning communities, supplemental instruction, and mentoring programs--particularly if implemented in isolation from larger organizational reforms--will not be sufficient to improve rates of student completion on a large scale. To achieve substantial gains in productivity, community colleges will have to make more fundamental, systemic changes in the way they operate. This Brief summarizes a longer review of the research on organizational improvement and offers guidance on steps community college leaders can take to engage faculty and staff in redesigning their institutions to increase student completion while preserving their "open door" mission. (Contains 1 figure.) [This Brief is based on "Redesigning Community Colleges for Completion: Lessons from Research on High-Performance Organizations. CCRC Working Paper No. 24. Assessment of Evidence Series" (ED515133).]
Online Learning: Does It Help Low-Income and Underprepared Students? CCRC Working Paper No. 26. Assessment of Evidence Series
Author: Jaggars, Shanna Smith
Date: 2011-01-00
Type: Information Analyses
Subjects: Electronic Learning,Low Income Groups,Distance Education,Online Courses,Public Policy,Educational Technology,At Risk Students,Costs,Access to Education,Enrollment Trends,Barriers,Student Needs,College Preparation,Outcomes of Education,Social Influences,Graduation Rate,Access to Computers,Minority Groups,Student Personnel Services,Student Financial Aid,Community Colleges

Advocates of online learning are optimistic about its potential to promote greater access to college by reducing the cost and time of commuting and, in the case of asynchronous approaches, by allowing students to study on a schedule that is optimal for them. This goal of improved access has been one of the top motivators for postsecondary institutions to expand their distance education offerings, which has in turn helped drive a strong increase in online course enrollments over the last decade. A series of technology-based classroom initiatives has also attracted strong attention from postsecondary educators. The enthusiasm surrounding these and other innovative, technology-based programs has led educators to ask whether the continuing expansion of online learning could be leveraged to increase the academic access, progression, and success of low-income and underprepared college students. This paper examines the literature for evidence regarding the impact of online learning on these populations. First, a research review strongly suggests that online coursework--at least as it is currently and typically implemented--may hinder progression for low-income and underprepared students. Second, the paper explores why students might struggle in these courses, discusses current access barriers to online education, and offers suggestions on how public policy and institutional practice could be changed to allow online learning to better meet its potential for these students. A tabular summary of studies is appended. (Contains 2 figures and 10 footnotes.)
Illinois Community College System Performance Report for Fiscal Year 2007
Author: Illinois Community College Board
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,State Standards,Outcomes of Education,Educational Quality,Benchmarking,Educational Finance,Tuition,Goal Orientation,Institutional Mission,Financial Support,Fees,Grants,Economically Disadvantaged,Educational Technology,Postsecondary Education,Technical Education,Adult Education,Family Literacy,Income,Expenditures,Partnerships in Education,College School Cooperation,Expectation,Quality Control,Economic Development,Educational Indicators,Access to Education,Student Diversity,Accountability

The &quot;Fiscal Year 2007 Illinois Community College System's Performance Report&quot; contains summary information about state and common institutional outcome indicators. External comparative benchmarks are cited whenever possible using the latest available data (national reporting typically trails what is available at the state level). Additionally, the state report contains reviews of selected mission-specific indicators. For the two narrative focus areas--Economic Growth/Attainment and Improving Teaching and Learning/P-20 Partnerships/Attainment--the state report includes Highlights of Accomplishments, Selected Challenges, and Highlights of Plans. Appended are: (1) Mission-Specific Goals Selected by College; and (2) Common Measure Goal Statements. A bibliography is included.
Illinois Community College System Workforce Development Grant Report Business and Industry Services, Fiscal Year 2008
Author: Illinois Community College Board
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Economic Development,Nontraditional Education,Community Colleges,Industry,Distance Education,Professional Continuing Education,Job Training,Grants,Labor Force Development,Business,Workplace Learning,Entrepreneurship,Counseling,Technical Assistance,Small Businesses,Program Development,Program Effectiveness,Unemployment,Underemployment,School Business Relationship,State Programs,English (Second Language),Second Language Instruction,Educational Policy,Case Studies,Workshops,Seminars,Partnerships in Education

The Illinois Community College Board provided more than $3.3 million to community colleges during fiscal year 2008 to provide workforce and economic development services through their Business and Industry Centers. The workforce development activities conducted under this grant include customized job training on campus or on-site at a business; assisting entrepreneurs in business start-up; providing counseling and management assistance to small and medium sized business owners; helping businesses with government procurement opportunities; offering professional continuing education; developing training programs for unemployed and underemployed workers; and serving businesses with alternative education modalities, such as distance learning. The grant funds allow colleges to help companies grow by providing economic development assistance at costs they can afford and by providing needed technical and English language training for upgrading workers' skills. This paper highlights the community colleges' activities for fiscal year 2008. Illinois Community colleges provided workforce and economic development services to a total of nearly 185,000 businesses and individuals. These services resulted in the start up of over 250 companies, expansion of almost 260 companies, and retention of more than 850 companies. In addition, nearly 2,750 jobs were created and more than another 13,000 jobs were retained.
Illinois Community College System. Workforce Development Grant Report Business and Industry Services, Fiscal Year 2009
Author: Illinois Community College Board
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Economic Development,Nontraditional Education,Community Colleges,Industry,Distance Education,Professional Continuing Education,Job Training,Grants,Labor Force Development,Business,Workplace Learning,Entrepreneurship,Counseling,Technical Assistance,Small Businesses,Program Development,Program Effectiveness,Unemployment,Underemployment,School Business Relationship,State Programs,English (Second Language),Second Language Instruction,Educational Policy,Case Studies,Workshops,Seminars,Partnerships in Education

The Illinois Community College Board provided more than $3.3 million to community colleges during fiscal year 2009 to support local workforce and economic development services through their Business and Industry Centers. The workforce development activities conducted under this grant include customized job training on campus or on-site at a business; assisting entrepreneurs in business start-up; providing counseling and management assistance to small and medium sized business owners; helping businesses with government procurement opportunities; offering professional continuing education; developing training programs for unemployed and underemployed workers; and serving businesses with alternative education delivery systems, such as distance learning. The grant funds support colleges' efforts to help companies grow by providing economic development assistance at costs they can afford and by providing needed technical and English language training to upgrade workers' skills. This paper highlights the community colleges' activities for fiscal year 2009. In summary, Illinois community colleges provided workforce and economic development services to a total of approximately 165,000 businesses and individuals. These services resulted in the start up of over 330 companies, expansion of more than 190 companies, and retention of 550 companies. In addition, nearly 2,700 jobs were created and nearly another 14,300 jobs were retained.
Illinois Community College System Performance Report for Fiscal Year 2008: Focus on Affordability
Author: Illinois Community College Board
Date: 2009-01-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,State Standards,Outcomes of Education,Educational Quality,Benchmarking,Educational Finance,Tuition,Goal Orientation,Institutional Mission,Financial Support,Fees,Grants,Economically Disadvantaged,Educational Technology,Postsecondary Education,Technical Education,Adult Education,Family Literacy,Income,Expenditures,Partnerships in Education,College School Cooperation,Expectation,Quality Control,Economic Development,Educational Indicators,Access to Education,Student Diversity,Accountability

The &quot;Fiscal Year 2008 Illinois Community College System's Performance Report&quot; contains summary information about state and common institutional outcome indicators. External comparative benchmarks are cited whenever possible using the latest available data--national reporting typically trails what is available at the state level. Additionally, the state report contains reviews of selected mission-specific indicators. For the single narrative focus area--Affordability--the state report includes Highlights of Accomplishments and Plans and Selected Challenges. Appended are: (1) Mission-Specific Goals Selected by College; and (2)Common Measure Goal Statements.
Illinois Community College System Workforce Development Grant Report Business and Industry Services, Fiscal Year 2007
Author: Illinois Community College Board
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Economic Development,Nontraditional Education,Community Colleges,Industry,Distance Education,Professional Continuing Education,Job Training,Grants,Labor Force Development,Business,Workplace Learning,Entrepreneurship,Counseling,Technical Assistance,Small Businesses,Program Development,Program Effectiveness,Unemployment,Underemployment,School Business Relationship,State Programs,English (Second Language),Second Language Instruction,Educational Policy,Case Studies,Workshops,Seminars,Partnerships in Education

The Illinois Community College Board provided more than $3.3 million to community colleges during fiscal year 2007 to provide workforce and economic development services through their Business and Industry Centers. The workforce development activities conducted under this grant include customized job training on campus or on-site at a business; assisting entrepreneurs in business start-up; providing counseling and management assistance to small and medium sized business owners; helping businesses with government procurement opportunities; offering professional continuing education; developing training programs for unemployed and underemployed workers; and serving businesses with alternative education modalities, such as distance learning. The grant funds allow colleges to help companies grow by providing economic development assistance at costs they can afford and by providing needed technical and English language training for upgrading workers' skills. This report highlights the community colleges' activities for fiscal year 2007. Illinois Community colleges provided workforce and economic development services to a total of more than 175,000 businesses and individuals. These services resulted in the start up of nearly 350 companies, expansion of almost 300 companies, and retention of 500 companies. In addition, over 4,500 jobs were created and more than another 9,500 jobs were retained.