ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Debt in New York State: A Compendium of Work by the Rockefeller Institute of Government
Author: Backstrom, Brian
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Student Loan Programs,Federal Aid,College Students,State Universities,Paying for College,Loan Default,Tuition,Money Management,COVID-19,Pandemics,Age Differences,Geographic Regions,Academic Degrees,State Government,Government Role,Grants,Loan Repayment,College Graduates

Nearly 43 million college student borrowers across the United States owe more than $1.56 trillion in outstanding federal student loans. The number of student borrowers in the country has increased by 1.3 million, or 3.1 percent, over the past five years, while the amount of outstanding student debt in the country has increased by a whopping $ 353.9 billion or 29.2 percent, more than nine times the rate of the increase in borrowers. With more than 300 public and private colleges and universities in New York State that enroll nearly 1.3 million students, measuring, monitoring, and addressing the burdens associated with financing a college education in New York have become critical policy issues. With the third highest college enrollment of any state in the nation (6.4 percent of the US total), New York is also an important bellwether of national policy. This report compiles, updates, and significantly builds upon much of the work done by the Rockefeller Institute of Government on student loan debt. These analyses and commentaries are a supplement to additional work done by the Institute on the related issue of college access and affordability, notably &quot;For Many, Is College Out of Reach?&quot; and &quot;Reducing the Cost of College&quot; (August 2018), an analysis prepared by the Institute for the New York State Higher Education Services Corporation. [For the report, &quot;For Many, Is College out of Reach? Exploring Scalable Innovative State Programs to Close the College Access (and Success) Gap,&quot; see ED605687.]
G[superscript 2]ROW STEM: Girls and Guys Realizing Opportunities with STEM
Author: Snyder, Catherine
Date: 2021-06-00
Type: Reports - Research
Subjects: STEM Education,Middle School Students,Females,Minority Group Students,Disproportionate Representation,Equal Education,Equal Opportunities (Jobs),Career Development,Experiential Learning,Student Projects,Student Interests,Science Achievement,Mathematics Achievement,Program Effectiveness,After School Programs,Faculty Development,Summer Programs,Low Income Students,English Language Learners,Gender Differences,Racial Differences,Ethnicity,School Business Relationship,Outreach Programs,Marketing

&quot;G[superscript 2]ROW STEM&quot; is an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. &quot;G[superscript 2]ROW STEM&quot; targets high-need middle school students, particularly females and minorities, that tend to be underrepresented in STEM careers. &quot;G[superscript 2]ROW STEM&quot; focuses on providing students with engaging, hands-on, project-based, extended-learning experiences to inspire interest in STEM and improve achievement. The impact evaluation used a quasi-experimental design (QED) to examine the effect of &quot;G[superscript 2]ROW STEM&quot; on academic achievement in science and math. &quot;G[superscript 2]ROW STEM&quot; student enrollment began during the 2016-17 school year and students were followed for three years, through the 2018-19 school year. Academic achievement outcomes for &quot;G[superscript 2]ROW STEM&quot; students were compared to a matched sample of students within the same grade in the same schools who participated in business-as-usual, traditional academic instruction with no extended learning experiences. Academic achievement for comparison students was also tracked over a three-year period. Results showed statistically significant differences between treatment and comparison groups in achievement test scores across both math and science. Overall, treatment students gained seven NCE score points more than the comparison group students did after up to three years in the &quot;G[superscript 2]ROW STEM&quot; program. This is roughly equivalent to one-third of a standard deviation. Significant differences were also noted for student subgroups with non-minority students realizing slightly higher gains in NCE scores than minority students by the end of the program (over all analyses a difference of 2.25 NCE points).
Economic Conditions of Head Start Families: Connections with Social Supports and Child and Family Well-Being. Research Brief. OPRE Report 2021-84
Author: Doran, Elizabeth
Date: 2021-06-00
Type: Reports - Research
Subjects: Disadvantaged Youth,Preschool Education,Early Intervention,Family Programs,Low Income Groups,Poverty,Social Support Groups,Well Being,Family Environment,At Risk Persons,Depression (Psychology),Mental Health,Physical Health,Predictor Variables,Hunger,Housing,Access to Health Care,Employed Parents

This research brief draws upon the fall 2019 data from the Head Start Family and Child Experiences Survey (FACES) 2019. FACES provides information at the national level about Head Start programs, centers, and classrooms as well as the children and families that Head Start serves. Head Start is a national program that helps young children from families with low incomes get ready to succeed in school. It does this by working to promote early learning, health, and family well-being. Head Start connects families with medical, dental, and mental health services to ensure that their children are receiving the services they need to develop well. Head Start not only involves parents in their children's learning and development but also supports parents' own goals, such as stable housing, continuing education, and financial security (Administration for Children and Families 2020). Head Start operates by providing grants to local public and private, nonprofit and for-profit agencies that deliver comprehensive child development services to economically disadvantaged children and their families.
Investing in Illinois&apos; Students: An Analysis of Evidence-Based Funding and the Path to Equity, Student Success, and Long-Term COVID-19 Recovery
Author: Advance Illinois
Date: 2021-04-00
Type: Reports - Research
Subjects: State Legislation,State Aid,Educational Finance,Elementary Secondary Education,Educational Equity (Finance),COVID-19,Pandemics,Expenditure per Student,Low Income Students,Racial Differences,Ethnicity,English Language Learners,Geographic Location,Funding Formulas,Costs,Equal Education,Socioeconomic Influences

&quot;Investing in Illinois' Students: An Analysis of Evidence-Based Funding and the Path to Equity, Student Success, and Long-Term COVID-19 Recovery&quot; shares new analyses on the impact of EBF on K-12 education resource equity and remaining gaps between current funding levels and full, adequate funding. The data are striking and underscore the need for the state to honor the commitment it made in the EBF legislation to invest at least $350 million in our schools through the new formula each year. This investment is critical to support long-term school improvement and close longstanding funding disparities, even as significant federal funds are needed to enable schools to respond to the varied and serious implications of COVID-19.
Understanding Technological Change and Skill Needs: Skills Surveys and Skills Forecasting. Cedefop Practical Guide 1
Author: Pouliakas, Konstantinos, Ed.
Date: 2021-00-00
Type: Guides - General
Subjects: Job Skills,Information Technology,Artificial Intelligence,Employment Qualifications,Technological Literacy,Data Collection,Data Analysis,Foreign Countries,Labor Market,Surveys,Prediction,Industry,Change,Employers,Employees,Labor Needs,Occupations,Vocational Education,Job Training,Automation

The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary. Conventional methods used to anticipate technological change and changing skill needs, such as skill surveys and forecasting, have limited scope to provide insights into emerging trends. With the increasing use of big data and AI methods, analysts have new 'real-time' tools at their disposal. Skill foresight techniques are also increasingly used to gauge in-depth stakeholder information about future technologies and skill needs. A series of short Cedefop guides aims to inform analysts and policy-makers about available skills anticipation methods used to navigate through the uncertainty of changing technologies and skill demands. This first practical guide focuses on conventional skills intelligence methods of surveys and forecasting. [Cedefop wishes to acknowledge the research and services of its contracted institution, the Fondazione Giacomo Brodolini (FGB) (lead partner) in consortium with Economix Research and Consulting, Cambridge Econometrics Ltd, and Panteia B.V. For Cedefop Practical Guide 2, see ED613872. For Cedefop Practical Guide 3, see ED613874.]
Understanding Technological Change and Skill Needs: Big Data and Artificial Intelligence Methods. Cedefop Practical Guide 2
Author: Pouliakas, Konstantinos, Ed.
Date: 2021-00-00
Type: Guides - General
Subjects: Job Skills,Information Technology,Artificial Intelligence,Employment Qualifications,Technological Literacy,Data Collection,Data Analysis,Foreign Countries,Labor Market,Surveys,Prediction,Industry,Change,Employers,Employees,Labor Needs,Occupations,Vocational Education,Job Training,Automation,Advertising,Intellectual Property,Scientific Research,Encyclopedias,Electronic Publishing,Internet,Robotics,Online Courses,Databases

The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary. Conventional methods used to anticipate technological change and changing skill needs, such as skill surveys and forecasting, have limited scope to provide insights into emerging trends. With the increasing use of big data and AI methods, analysts have new 'real-time' tools at their disposal. Skill foresight techniques are also increasingly used to gauge in-depth stakeholder information about future technologies and skill needs. A series of Cedefop guides aims to inform analysts and policy-makers about available skills anticipation methods used to navigate through the uncertainty of changing technologies and skill demands. This second practical guide focuses on automated skills intelligence methods: big data and AI-driven analyses. [Cedefop wishes to acknowledge the research and services of its contracted institution, the Fondazione Giacomo Brodolini (FGB) (lead partner) in consortium with Economix Research and Consulting, Cambridge Econometrics Ltd, and Panteia B.V. For Cedefop Practical Guide 1, see ED613871. For Cedefop Practical Guide 3, see ED613874.]
Understanding Technological Change and Skill Needs: Technology and Skills Foresight. Cedefop Practical Guide 3
Author: Pouliakas, Konstantinos, Ed.
Date: 2021-00-00
Type: Guides - General
Subjects: Job Skills,Information Technology,Artificial Intelligence,Employment Qualifications,Technological Literacy,Data Collection,Data Analysis,Foreign Countries,Labor Market,Surveys,Prediction,Industry,Change,Employers,Employees,Labor Needs,Occupations,Vocational Education,Job Training,Automation,Workshops,Meetings,Program Development,Decision Making,Brainstorming,Computer Simulation,Role Playing,Delphi Technique

The world of work is being impacted by a fourth industrial revolution, transformed by artificial intelligence and other emerging technologies. With forecasts suggesting large shares of workers, displaced by automation, in need of upskilling/reskilling, the design of active skills policies is necessary. Conventional methods used to anticipate technological change and changing skill needs, such as skill surveys and forecasting, have limited scope to provide insights into emerging trends. With the increasing use of big data and AI methods, analysts have new real-time tools at their disposal. Skill foresight techniques are also increasingly used to gauge in-depth stakeholder information about future technologies and skill needs. A series of Cedefop guides aims to inform analysts and policy-makers about available skills anticipation methods used to navigate through the uncertainty of changing technologies and skill demands. This third practical guide focuses on technology and skill foresight methods. [Cedefop wishes to acknowledge the research and services of its contracted institution, the Fondazione Giacomo Brodolini (FGB) (lead partner) in consortium with Economix Research and Consulting, Cambridge Econometrics Ltd, and Panteia B.V. For Cedefop Practical Guide 1, see ED613871. For Cedefop Practical Guide 2, see ED613872.]
Advancing Student Learning and Opportunity through Voluntary Academic Summer Learning Programs. EdResearch for Recovery Design Principles Series
Author: McCombs, Jennifer
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Summer Programs,Program Design,Program Length,Program Effectiveness,Program Administration,Teacher Effectiveness,Instructional Materials,Enrichment Activities,Class Size,Attendance,Individualized Instruction,Cost Effectiveness,Academic Achievement,Evidence Based Practice,Children

This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It begins with an at-a-glance view of an effective voluntary academic summer learning program structure (duration, class size, attendance, enrichment activities, academic curriculum) and personnel (academic teachers, enrichment instructors, and administration). Next, it provides the evidence base that supports instituting voluntary academic summer learning programs. Then a more in-depth look at the program structure and personnel of effective programs is offered. Lastly, the brief includes a section on summer programming caveats and considerations.
How Ohio Community Colleges are Using Guided Pathways to Personalize Student Support
Author: Klempin, Serena
Date: 2021-06-00
Type: Reports - Research
Subjects: Community Colleges,Educational Change,Academic Support Services,Two Year College Students,College Bound Students,Student Needs,Academic Advising,Majors (Students),Career Exploration,Dual Enrollment,School Orientation

Based on responses that Ohio community colleges provided on CCRC's Guided Pathways Scale of Adoption Assessment (SOAA) as well as on semi-structured follow-up interviews, this report examines how these colleges--which have been engaged in guided pathways reform for several years--are innovating within the model to provide personalized support during onboarding (extended in many cases through the first year, until students have chosen a field of interest, developed a plan, and taken and passed program gateway courses) to help students gain early academic momentum. As a refinement to prior CCRC guided pathways research that has focused largely on structural reforms, the authors provide insight into the provision of personalized support, which is critical for understanding how colleges can improve student success and advance equitable outcomes for underserved students. The report finds that: (1) Guided pathways reforms can promote student supports that are both universal (scaled to reach all students) and personalized (customized based on the needs and interests of groups of students as well as individual students); (2) Personalizing universal supports has the potential to increase equity in student outcomes by better recognizing and meeting the needs of underserved students; (3) Supports can be personalized even with limited resources; and (4) Personalized supports are important both for high school students (including dual enrollment and non-dual enrollment students) and for college students.
Associations between High School Students&apos; Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands. REL 2021-102
Author: Crowder, Marisa K.
Date: 2021-07-00
Type: Reports - Research
Subjects: High School Students,Social Development,Emotional Development,Competence,Academic Achievement,Student Behavior,College Students,Emotional Response,Interpersonal Competence,Decision Making,Grade 11,Grade 12,Self Management,Student Development,Self Efficacy,Student School Relationship,Grade Point Average,Attendance,Beliefs

This study addressed the need expressed by education stakeholders in the Commonwealth of the Northern Mariana Islands to better understand their high school students' social-emotional competencies and how those competencies might be associated with students' academic and behavioral outcomes in high school and college. Social-emotional competencies refer to the knowledge, beliefs, and behaviors that help students recognize and manage their emotions, build positive relationships, and make responsible decisions. In May 2019 grade 11 and 12 students who were enrolled in high schools within the Commonwealth of the Northern Mariana Islands Public School System responded in May 2019 to survey questions regarding their self-management, growth mindset, self-efficacy, sense of belonging, and social awareness using a 5-point scale, with higher scores reflecting greater social-emotional competencies. The study found that high school students and high school students who went on to attend Northern Marianas College scored highest in self-management and lowest in self-efficacy. High school students with higher growth mindset or self-efficacy scores had higher high school grade point averages and grade 10 ACT Aspire math and reading scale scores. Higher self-efficacy scores were also associated with fewer days absent from high school. Students with higher social awareness scores had lower high school grade point averages. Among the high school students who went on to attend college at Northern Marianas College, higher growth mindset scores were associated with higher first semester college grade point averages, after student characteristics were controlled for. None of the four other social-emotional competency domains was associated with any of the college academic or behavioral outcomes. [For the Study Snapshot, see ED613880. For the Study Brief, see ED613879. For the appendixes, see ED613882.]
Associations between High School Students&apos; Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands. Study Brief. REL 2021-102
Author: Crowder, M. K.
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: High School Students,Social Development,Emotional Development,Competence,Academic Achievement,Student Behavior,College Students,Emotional Response,Interpersonal Competence,Decision Making,Grade 11,Grade 12,Self Management,Student Development,Self Efficacy,Student School Relationship,Grade Point Average,Attendance,Beliefs

This Study Brief highlights key findings from a study that addresses the need expressed by the education stakeholders in the Commonwealth of the Northern Mariana Islands to better understand their high school students' social-emotional competencies and how those competencies might be associated with students' academic and behavioral outcomes in high school and college. It found that high school students and high school students who went on to attend Northern Marianas College scored highest in self-management and lowest in self-efficacy. High school students with higher growth mindset or self-efficacy scores had higher high school grade point averages and grade 10 ACT Aspire math and reading scale scores. Higher self-efficacy scores were also associated with fewer days absent from high school. Students with higher social awareness scores had lower high school grade point averages. Among the high school students who went on to attend college at Northern Marianas College, higher growth mindset scores were associated with higher first semester college grade point averages, after student characteristics were controlled for. [For the full report, see ED613878. For the Study Snapshot, see ED613880. For the appendixes, see ED613882.]
Associations between High School Students&apos; Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands. Study Snapshot. REL 2021-102
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: High School Students,Social Development,Emotional Development,Competence,Academic Achievement,Student Behavior,College Students,Emotional Response,Interpersonal Competence,Decision Making,Grade 11,Grade 12,Self Management,Student Development,Self Efficacy,Student School Relationship,Grade Point Average,Attendance,Beliefs,College Entrance Examinations

This Study Snapshot highlights key findings from a study on the associations between high school students' self-reported social-emotional competencies and students' high school and college academic and behavioral outcomes in the Commonwealth of the Northern Mariana Islands (CNMI). In May 2019 grade 11 and 12 students in public high schools in the CNMI responded to survey questions related to their self-management, growth mindset, self-efficacy, sense of belonging, and social awareness using a 5-point scale; higher scores reflected greater social-emotional competencies. This is the first study to examine the role of social-emotional competencies in promoting better academic and behavioral outcomes among students in the CNMI. Education leaders in the CNMI could use the findings to inform practices intended to promote students' social-emotional competencies. [For the full report, see ED613878. For the Study Brief, see ED613879. For the appendixes, see ED613882.]