ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Students Who Take the Extended Project Qualification Better Prepared for Higher Education? Research Report
Author: Gill, Tim
Date: 2022-10-03
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Students,Exit Examinations,Independent Study,College Readiness,College Preparation,Undergraduate Students,Student Projects,Qualifications,Educational Attainment,Educational Status Comparison,Academic Degrees,Dropouts,Predictor Variables,Predictive Validity,Student Records,Databases,Special Needs Students,Ethnicity,Native Language,Disadvantaged,Student Characteristics,Gender Differences,Institutional Characteristics,Grades (Scholastic),Academic Persistence

The Extended Project Qualification (EPQ) is available for students in Key Stage 5 (KS5), to be taken alongside other qualifications, such as A levels. It differs from most other academic qualifications at KS5 because it is not examined, but instead involves students undertaking an in-depth project in an area of their choosing. Students are required to plan the project, research and analyse sources of information, write up their analysis, draw conclusions and produce an evaluation of the processes involved. As such, it is promoted by exam boards as providing the skills required for university study or for work. The main purpose of this research was to investigate whether students taking EPQ were better prepared for higher education (HE) than students not taking it. The following questions were addressed: (1) Are EPQ students more likely than non-EPQ students to progress to HE (after accounting for other factors likely to affect this, such as prior attainment)? (2) Are EPQ students less likely than non-EPQ students to drop-out of HE (after accounting for other factors)? and (3) Is taking an EPQ associated with better degree performance (after accounting for other factors)? This investigation is of particular interest now due to the increase in uptake of the qualification in recent years: between 2008 and 2016, the number of students taking it increased from 1,706 to 38,548 (He &amp; Black, 2018). By 2019, this had increased to 45,687 (Gill, 2022). The main source of data for this project was a dataset linking students between their records in the National Pupil Database (NPD) and in the Higher Education Statistics Agency (HESA) database.
Formal, Non-Formal, and Informal Learning: What Are They, and How Can We Research Them? Research Report
Author: Johnson, Martin
Date: 2022-09-00
Type: Information Analyses
Subjects: Teaching Methods,Informal Education,Models,Educational Cooperation,International Cooperation,Knowledge Level,Definitions,Learning Experience,Educational Attainment,Alignment (Education),Educational Benefits,Barriers,Research Methodology,Comparative Analysis,Educational Environment,Learning Motivation,Qualifications,Independent Study,Learning Processes,Measurement,Compulsory Education,Curriculum,Socialization,Cognitive Development,Research Reports,Teacher Student Relationship

This review uses research literature to outline the characteristics, benefits and disadvantages of formal, non-formal, and informal learning. There appears to be a consensus around the meanings of formal and informal learning. Formal learning broadly aligns with organised, institutionalised learning models (such as learning seen in schools), whilst informal learning describes the everyday learning that people experience throughout their lives, and which can go easily unrecognised. Non-formal learning is less clearly understood. Despite its specific use in various cross-national policy contexts (e.g., Council of Europe, 2022; OECD, n.d.), it is most easily understood in its negative sense, i.e., as being 'not formal', so it is pertinent to explore its meaning. We use this review specifically to build a better understanding of non-formal learning and to consider the methodological implications for researching this type of learning. This literature review process had three steps: literature source identification, search criteria definition, and document coding.
Student Climate Survey Results: Summary for Spring 2012 through Spring 2014. DRE Publication # 13.41RBb
Author: Orr, Aline
Date: 2014-07-00
Type: Reports - Research
Subjects: Student Attitudes,Educational Environment,Elementary School Students,High School Students,Social Environment,Learner Engagement,Self Esteem,Teacher Expectations of Students,Teacher Student Relationship

The student climate survey provides campuses with the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness &amp; respect, student academic self-confidence, teacher expectations, and student engagement. A separate technical report also was published. [For &quot;Technical Documentation for AISD Student Climate Survey, Spring 2014. DRE Publication # 13.41RBc,&quot; see ED626007.]
Technical Documentation for AISD Student Climate Survey, Spring 2014. DRE Publication # 13.41RBc
Author: Lamb, Lindsay M.
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Educational Environment,Psychometrics,Elementary School Students,High School Students,Social Environment,Learner Engagement,Self Esteem,Teacher Expectations of Students,Teacher Student Relationship,Responses

The student climate survey provides campuses with the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness &amp; respect, student academic self-confidence, teacher expectations, and student engagement. This report provides technical documentation for the Spring 2014 survey. A separate district summary report also was published. [For the &quot;Student Climate Survey Results: Summary for Spring 2012 through Spring 2014. DRE Publication # 13.41RBb,&quot; see ED626006.]
How Skills Are Disrupting Work: The Transformational Power of Fast Growing, In-Demand Skills
Author: Dawson, Nik
Date: 2022-12-00
Type: Reports - Research
Subjects: Job Skills,Labor Needs,Change,Labor Force,Skill Development,Professional Development,Artificial Intelligence,Internet,Computer Software,Users (Information),Information Technology,Information Management,Information Storage,Delivery Systems,Social Media,Labor Market,Demand Occupations

Across the U.S. economy, large-scale changes in work are occurring because of skills disruption: the constant re-invention of work driven by the vigorous, accelerating demand for new skills in virtually all jobs, and the spread of those skills across industries and around the world. In the past half decade, the average U.S. worker has had to replace or upgrade over a third (37%) of their skills simply to keep up with the demands of their occupation. In order to better understand what is underway when emerging skills change jobs, workplaces, and even industries, and in order to inform leaders about how they can most effectively engage and respond to this new phenomenon, researchers conducted a landscape analysis to identify and then delve into areas of great transformation. This paper features an examination of four clusters of skills that are experiencing rapid rates of growth, are in high demand, and are spreading across industries and geographic regions. These four of the fastest-growing, highest-demand emerging skill sets are: (1) Artificial Intelligence/Machine Learning; (2) Cloud Computing; (3) Product Management; and (4) Social Media. [Additional partners of this report include the Burning Glass Institute and Wiley.]
Harnessing CUNY as a Launchpad into Tech Careers
Author: Amandolare, Sarah
Date: 2022-11-00
Type: Reports - Research
Subjects: Information Technology,Computers,Careers,STEM Education,Minority Group Students,Low Income Students,College Graduates,Barriers,Policy,Education Work Relationship,College Presidents,College Administration,College Faculty,Career Counseling,Career Pathways,Employers,Outcomes of Education,School Business Relationship,Partnerships in Education,Recruitment,Personnel Selection

New York City's fast-growing tech sector has become the city's most consistent source of new middle- and high-wage jobs. But even as demand for tech talent surges, New Yorkers of color remain strikingly underrepresented among the city's tech workforce. As city leaders consider options for expanding access to the well-paying jobs powering the city's economic future, there is no institution better positioned to accelerate these efforts than the City University of New York (CUNY). CUNY graduates more than 9,000 students annually with science, technology, engineering, and math (STEM) degrees, including nearly 4,000 students with technology degrees. Among all CUNY students enrolled in STEM programs, approximately half are Black and/or Hispanic, and roughly 71 percent of all CUNY students come from households earning less than $40,000 per year, however most tech companies in the city employ few if any CUNY grads. This new report details the barriers that prevent larger numbers of CUNY graduates from breaking into the technology sector, showcases programs at CUNY and elsewhere that are working, and advances more than a dozen achievable policy recommendations to ensure that far more CUNY graduates are able to access well-paying tech careers. The study was informed by extensive data analysis and draws on more than 75 interviews with CUNY officials--including college presidents, administrators, faculty, and career advisors--as well as decisionmakers from technology companies, including HR officials and company executives; leaders of nonprofits focused on expanding pathways into the tech sector; and more than 20 current and former CUNY students pursuing technology careers. [This report was written with Eli Dvorkin.]
Evaluating Leadership Development in Early Care and Education. Early Childhood Research Brief. OPRE Report 2022-141
Author: Douglass, Anne
Date: 2022-08-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Leadership Effectiveness,Evidence Based Practice,Evaluation,Leadership Training

The early care and education (ECE) field is still in the early stages of building the infrastructure it needs to attract, support, and sustain strong leadership (Austin, 2014; Goffin &amp; Daga, 2017; Kirby et al., 2021; Pacchiano et al., 2016). This brief presents the findings from a review of research on ECE leadership development initiatives from the Early Care and Education Leadership Study (ExCELS) that focuses on leadership in center-based ECE settings. It examines seven ECE leadership development initiatives that have been the focus of one or more evaluations, describes the features and intended outcomes of each initiative, and considers how they might continue to be implemented and evaluated to further strengthen ECE leadership development. It highlights several key findings: (1) evidence about leadership development in ECE is not yet widely available or accessible; (2) the field needs a deeper understanding about what effective leadership looks like, how to develop and measure it, and what outcomes it can produce; and (3) descriptive studies of seven leadership development initiatives suggest that continued use and evaluation can increase our understanding of the structures and supports that are needed to develop ECE leaders.
Fine Arts Enrollment and Academic Outcomes: A Case Study 2006-2007 At-Risk 6th Grade Cohort. DRE Publication 13.46 RB
Author: Christian, Cinda
Date: 2014-03-00
Type: Reports - Research
Subjects: Art Education,Outcomes of Education,Grade 6,Middle School Students,At Risk Students,Attendance,Dropout Rate,Scores,Discipline,Fine Arts,Creativity,Graduation Rate,Achievement Tests

For the 2006-2007 At-Risk 6th-grade cohort, more fine arts enrollment in middle school was correlated with more positive high school outcomes for students in the following areas: academic persistence (i.e., graduating, completing the GED, or maintaining enrollment beyond their expected graduation date), attendance, standardized achievement tests in math and reading, and discipline.
Higher Education in California: An Introduction to the State&apos;s Public Colleges &amp; Universities
Author: Campaign for College Opportunity
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Community Colleges,State Colleges,Governance,Budgets,Educational Finance,Costs,State Aid,Tuition,Fees,Student Financial Aid,Grants,Accountability

California's public higher education system has catapulted the state into global leadership such that, the state is the 5th largest economy in the world today. A bachelor's degree, in particular, provides unrivaled economic and health benefits for the individual earning the degree and for the state. To better understand how California's public colleges and universities contribute to the state's success, this brief provides an introduction to higher education in California and the state budget investments and policies that shape college opportunity and success for millions of California college students. [For the 2020 edition of this report, see ED610503.]
Report to the Legislature on the California Classified School Employee Teacher Credentialing Program, December 2022
Author: California Commission on Teacher Credentialing
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Teacher Certification,School Personnel,Teacher Recruitment,Teacher Shortage,Public School Teachers,Teacher Education,Labor Needs,School Districts,College School Cooperation,Partnerships in Education,Ethnicity,Racial Composition,Program Effectiveness,Barriers,Student Financial Aid,State Aid,Grants

This report provides an update on the California Classified School Employee Teacher Credentialing Program and presents the 2022 Annual Report to the Legislature on the California Classified School Employee Teacher Credentialing Program (Classified Program) as required by statute (Education Code §44393(f)). This is the final report for the Classified Program first funded in the 2017-18 fiscal year. The Legislature approved a combined total of $45 million for two separate rounds of funding for the California Classified School Employee Teacher Credentialing Program (Classified Program)--$20 million in 2016 and an additional $25 million in 2017. This grant program provides up to $4,000 per participant, per year, for up to five years. The local education agencies (LEAs) that successfully applied to this competitive grant program use these funds to support tuition, fees, books, and related services for participating classified staff; they may also use some of this funding for program administrative purposes. This report responds to the requirements specified in statute and provides an update to policymakers and others interested in the California Classified School Employee Teacher Credentialing Program. [For the 2021 report, see ED616964.]
&quot;Follow Me and Like My Beautiful Selfies&quot;: Social Media Use and Adolescent Mental Health. Research Report
Author: National School Boards Association, Center for Public Education (CPE)
Date: 2022-00-00
Type: Reports - Research
Subjects: Adolescents,Mental Health,Mental Disorders,Pandemics,COVID-19,Social Media,Expertise,State Policy,Educational Practices,Handheld Devices,Adolescent Development,Addictive Behavior,Media Literacy,Screening Tests

To help school leaders understand the association between social media use and adolescents' mental health, the Center for Public Education (CPE) of the National School Boards Association (NSBA) reviewed over a hundred relevant empirical studies, professional or federal research papers, and media articles. This report attempts to answer the following questions: (1) What adolescent mental health issues manifested themselves most during the pandemic? (2) How do teenagers use social media? What does the research say about the association between social media use and adolescents' mental health? and (3) What are some professional recommendations, state policies, and/or local practices that have been adopted to promote positive use of social media and mental well-being?
Listen to Me: Community College Students Tell Us What Helps Them Persist
Author: Center for Community College Student Engagement (CCCSE)
Date: 2022-00-00
Type: Reports - Research
Subjects: Community College Students,Academic Persistence,Student Attrition,Dropout Prevention,Barriers,Student Experience,Social Support Groups,Student Adjustment,Educational Practices,Academic Support Services,Academic Advising,Progress Monitoring,Student Motivation,Self Esteem,Educational Environment,Institutional Role

To help students realize their goals, community colleges across the country are working toward redesigning the student experience utilizing the guided pathways framework. Guided pathways is an institution-wide approach to student success that is based on giving students clear, coherent, and structured educational experiences that build in a variety of academic and nonacademic supports. The pathways framework includes implementation pillars focused on clarifying the paths (through program mapping), helping students get on a path, helping students stay on their path, and ensuring students are learning. In many states, such as Texas, there are statewide guided pathways efforts in place. As national thought leaders and colleges continue to refine the implementation of guided pathways, it's essential to understand more fully the triggers that might lead to student attrition as well as the leverage points that can change those outcomes. To this end, Center for Community College Student Engagement (CCCSE) conducted longitudinal focus groups with students at three Texas community colleges during the fall of 2021 and spring of 2022. While almost all the interviewed students returned for their second semester, their stories make it clear that for many of them, staying enrolled in college is akin to walking a tightrope on a daily basis.
What Will They Learn? A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities. 2022-2023
Author: Mayer Bryant, Veronica
Date: 2022-00-00
Type: Reports - Research
Subjects: Core Curriculum,College Curriculum,Public Colleges,Private Colleges,General Education,Writing (Composition),Literature,Second Languages,Second Language Learning,United States Government (Course),History Instruction,Economics Education,College Mathematics,College Science,Natural Sciences,Educational Quality,Course Selection (Students),Achievement Rating,Required Courses,Tuition,Fees,Graduation Rate,Institutional Mission,Reputation

ACTA's What Will They Learn?® (WWTL) project is designed to help students choose the best college or university for them. The printed report and its online companion WhatWillTheyLearn.com represent the only assessment of U.S. colleges and universities that focuses on what schools are actually teaching. This report assigns grades to over 1,130 colleges and universities on an &quot;A&quot; through &quot;F&quot; scale so that families know, in advance, just how serious an institution is about providing a rigorous core curriculum. Trustees, faculty members, administrators, policymakers, donors, students, parents, and high school counselors all play crucial roles in shaping American higher education. What Will They Learn?® is designed to help each constituency better understand the importance of a robust core curriculum, how to identify schools dedicated to preparing students for career and citizenship, and what each group can do to promote academic excellence at the nation's colleges and universities. [For the 2021 report, see ED616592.]
Diversified Education through Leadership, Technology, and Academics (DELTA) Credit Recovery Program Annual Report, 2018-2019. Publication 18.43
Author: Orr, Aline
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Student Characteristics,Dropout Prevention,Credits,High School Students,Graduation Rate,White Students,African American Students,Hispanic American Students,Asian American Students,Multiracial Persons,School Districts,At Risk Students,Special Education,Disadvantaged,English Language Learners,English,Language Arts,Mathematics Education,Science Education,Second Language Learning,Second Language Instruction,Spanish,Social Studies,Program Descriptions,Achievement Tests,Matched Groups,Comparative Analysis,Student Attitudes,Teacher Attitudes,Independent Study,Learning Management Systems

This report includes findings regarding demographic characteristics and academic outcomes of DELTA students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation.
Diversified Education through Leadership, Technology, and Academics (DELTA) Credit Recovery Program Annual Report, 2019-2020. Publication 19.29
Author: Orr, Aline
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Student Characteristics,Outcomes of Education,Program Evaluation,Credits,Teacher Attitudes,Student Attitudes,Program Implementation,Futures (of Society),Dropout Prevention,Independent Study,Learning Management Systems,High School Students,Graduation Rate,At Risk Students,School Closing,COVID-19,Pandemics,Hispanic American Students,White Students,African American Students,Asian American Students,Grade 9,Grade 10,Grade 11,Grade 12,Economically Disadvantaged,English Language Learners,Special Education,Language Arts,English,Spanish,Social Studies,Mathematics Instruction,Science Instruction,Music Education,Second Language Learning,Second Language Instruction

This report includes findings regarding demographic characteristics and academic outcomes of DELTA students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation. [For the 2018-2019 report, see ED626017.]
Learning within Socio-Political Landscapes: (Re)Imagining Children&apos;s Geographies. Occasional Paper Series 48
Author: Boldt, Gail, Ed.
Date: 2022-11-00
Type: Collected Works - General
Subjects: Children,Social Environment,Political Influences,Student Experience,Current Events,Minority Groups,Place Based Education

This issue of the Bank Street &quot;Occasional Paper Series&quot; brings together educators and researchers to (re)imagine what it means to teach and learn within the immediacy of the here and now, an orientation crucial to confronting contemporary threats to children's lives, democracy, and the planet. The papers seek to extend and broaden Bank Street College founder Lucy Sprague Mitchell's original conceptualizations by centering the past and future alongside the immediacies of the now, elevating Black, Indigenous, and People of Color (BIPOC) perspectives in children's geographies and exploring potentialities of mapping in analog as well as emerging digital forms. The authors also aim to carry forward her commitments to listening to children with curiosity and care, rooted in a belief that young people know a lot about the world already and that they are fully capable of delving deep into complex processes and problems. As such, this collection situates young peoples' here and now within sociopolitical landscapes, the wider nested systems and structures that constitute and reconstitute land, place, and children's geographies. The authors in this special issue extend, critique, and reimagine what it means to center young people's worlds and ways of knowing to make sense of the here and now.