ethanporcaro/eric-fulltext-meta huggingface dataset:
Fast Facts 2017-2018
Author: Atchison, Eric S.
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,Equal Opportunities (Jobs),Gender Differences,Racial Differences,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,In State Students,Out of State Students,Bachelors Degrees,Masters Programs,Educational Finance,Budgets,Costs,Educational Facilities,Academic Degrees,Ethnicity,Doctoral Degrees,Student Financial Aid

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. In Fall 2017, 81,378 students enrolled in Mississippi's Universities, with an operating budget of $4.5 billion. The system awarded 17,760 degrees in Academic Year 2016-17. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2017 Headcount Enrollment; (5) 2017-18 Financial Information; (6) Student Financial Aid; (7) 2017-18 Annual Cost of Education; (8) 2017-18 Buildings/Facilities; (9) 2016-2017 Degrees Awarded (by Degree); and (10) 2016-2017 Degrees Awarded (by Ethnicity and Gender). [For &quot;Fast Facts 2016-2017,&quot; see ED580230.]
Recycling English Vocabulary through Rational/Selected Deletion Cloze, C-Test and Cloze-Elide
Author: Kiliçkaya, Ferit
Date: 2018-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Semantics,Syntax,Cues,Cloze Procedure,Reading Comprehension,Teaching Methods,Retention (Psychology),College Freshmen,Economics Education,Student Attitudes,Foreign Countries

Cloze procedure is a technique generally used to assess learners' reading comprehension by deleting words based on a criterion. Learners are then asked to supply the omitted words to complete the sentences as they read the text, guessing the words that may be inserted based on the context. Cloze procedure can also be used to assess, recycle, and measure learners' retention and production of previously learned vocabulary as well as improving learners' ability to benefit from the context clues in a text. This paper aims to determine pre-intermediate learners' views and experiences of using rational/selected deletion cloze, c-test and cloze-elide in recycling previously studied vocabulary on the coursebook. The participants of the study included twenty freshmen enrolled in the General English course offered in the Department of Economics at a state university in Turkey. The participants were provided with a different text, including the vocabulary in the coursebook, with different cloze procedures, every three weeks. It was ensured that the sentences in the texts contained enough semantic and syntax cues for the participants to determine the suitable words to complete the sentences. Semi-structured interviews were conducted with each participant every three weeks to discuss how different cloze procedures contributed to recycling vocabulary. The results of the study indicated that the participants valued rational/selected deletion cloze procedure more than the c-test and cloze-elide as it enabled them not only to supply the suitable word in the blank but also to produce the word rather than to recognize it. The results also indicated that c-test and cloze-elide procedures were determined to be difficult and did not serve the aim of recycling vocabulary. [This report is from &quot;Seize the Day: New Perspectives on Foreign Language Learning and Teaching&quot; p133-154 2018.]
2016 KIDS COUNT in Colorado! Futures in the Balance
Author: Colorado Children's Campaign
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Children,Well Being,Child Health,Early Childhood Education,Child Development,Family Income,Elementary Secondary Education,Counties,Security (Psychology),Family Characteristics,Demography

Imagine the complex factors that influence a child's opportunities in life set on either side of an old-fashioned scale. The teeter-totter of each child's scale can be influenced by parents, schools, communities and, in many ways, public policies. Positive experiences and influences--a loving and nurturing caregiver, a safe and stable place to call home, or high-quality educational opportunities--are placed on one side. These factors help tip the scale in the positive direction and make it more likely that a child will thrive. Negative experiences--abuse, neglect, violence, poverty, or racism--push the scale in the negative direction. For some children, the weights on the negative side are so heavy that harder work is needed to balance them out. This year's KIDS COUNT report shows some developments that will help tip the scale toward the positive for many children: More Colorado children are covered by health insurance than at any point in recent history. Fewer children are living with the daily stresses of poverty. More children have access to full-day kindergarten and preschool programs. But for too many of Colorado's children, the odds remain weighted against them. Despite the decline in the state's child poverty rate, more than 190,000 Colorado children still lived in poverty in 2014, with 82,000 living in extreme poverty. Colorado school districts identified nearly 25,000 students who were experiencing homelessness. More than 240,000 children lived in households that were uncertain about whether they would have enough food for their families. [For the 2015 report, see ED587371.]
Houston Community College Fact Book, 2017-2018
Author: Houston Community College System, Office of Institutional Research
Date: 2018-01-01
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Educational Attainment,Geographic Location,Enrollment Trends,College Credits,Foreign Students,Adult Education,Instructional Program Divisions,Full Time Equivalency,Full Time Students,Part Time Students,Age Differences,Tuition,Continuing Education,Dual Enrollment,Developmental Studies Programs,Academic Libraries,Library Services,Library Materials,Certification,Associate Degrees,College Transfer Students,Grades (Scholastic),Academic Persistence,Wages,Occupations,College Faculty,College Administration,Fees,Student Financial Aid

The Houston Community College (HCC) 2017-2018 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 in methodology including the source of information used, the reporting period covered (semester, academic year, fiscal 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. The Glossary of Terms provide definitions of key attributes.
Colorado Children&apos;s Campaign 2011 Annual Report
Author: Colorado Children's Campaign
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Hunger,Obesity,Elementary Secondary Education,Educational Finance,Teacher Effectiveness,Accountability,Early Childhood Education,Family Programs,School Readiness,Access to Education,Access to Health Care,Child Health,Child Advocacy,Partnerships in Education,Educational Change,Children,Poverty,Child Care,Well Being

This annual report provides a review of Colorado Children's Campaign's accomplishments in 2011. The report is comprised of the following sections: (1) Letter from President and CEO; (2) About Us; (3) Child Health; (4) K-12 Education; (5) Early Childhood Learning &amp; Development; (6) 2011 Publications; (7) Friends and Partners; (8) Special Events; (9) 2011 Financials; (10) 2010 Donors List; and (11) 2011 Board of Directors. The report shares the accomplishments in the following areas: (1) child health agenda; (2) K-12 education agenda; and (3) early childhood agenda. In 2011, Colorado Children's Campaign's child health agenda focused on three primary objectives: (1) expanding health care coverage; (2) ending hunger and obesity; and (3) integrating health in places children live, study, and play. The K-12 education agenda focused on three primary objectives: (1) improving school financing; (2) improving educator effectiveness and accountability; and (3) continuing education reform to promote and drive the best possible outcomes for Colorado's schools and kids. The early childhood agenda focused on four primary objectives: (1) strengthening systemic infrastructure that supports early childhood programs; (2) protecting and expanding access to high-quality and affordable early care and education; (3) supporting policies that strengthen early childhood experiences within families; and (4) increasing school readiness of young children through access to family support. [For the 2010 report, see ED588893.]
Colorado Children&apos;s Campaign 2010 Annual Report: Celebrating 25 Years as the Voice for Colorado&apos;s Children
Author: Colorado Children's Campaign
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Children,Child Advocacy,Poverty,Financial Policy,Partnerships in Education,Child Health,Early Childhood Education,Child Development,Elementary Secondary Education,Health Services,Child Care,Academic Achievement,Achievement Gap,Teacher Effectiveness,Accountability,Wellness,Nutrition,Budgets,Preschool Education,Family Programs,Dropout Rate,High School Graduates,Graduation Rate,Access to Health Care

This annual report provides a review of Colorado Children's Campaign's accomplishments in 2010. The report is comprised of the following sections: (1) Letter from President and CEO; (2) About Us: 2010 in Review; (3) Child Health; (4) Early Childhood Development; (5) K-12 Education; (6) Fiscal Policy and Budget Analysis; (7) 2010 Legislative Impacts; (8) 2010 Publications; (9) Friends and Partners; (10) 2010 Financial Summary; (11) 2010 Donors List; and (12) 2010 Board of Directors. The report shares details of key partnerships in the following areas: (1) child health agenda; (2) early childhood development; and (3) K-12 education. In 2010, the child health agenda focused on two primary objectives: (1) ensuring healthy development by promoting access to adequate nutrition and opportunities for physical activity; and (2) expanding access to high-quality health care. The early childhood agenda focused on three primary objectives: (1) increasing access to stable child care and preschool; (2) improving quality child care and pre-kindergarten; and (3) providing family support programs such as home visitation and family education. The K-12 education agenda focused on four primary objectives: (1) improving student achievement and closing the achievement gaps in Colorado; (2) increasing the state's high school graduation rate and decreasing the dropout rate; (3) improving educator effectiveness and accountability; and (4) improving student wellness, including nutrition and physical activity, which is critical to learning and achievement.
2017 KIDS COUNT in Colorado! Elevating Equity
Author: Colorado Children's Campaign
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Well Being,Racial Differences,Ethnicity,Educational Change,Educational History,Educational Policy,State Policy,Access to Education,Barriers,Demography,Social Discrimination,Racial Discrimination,Family Income,Housing,Economic Opportunities,Health Insurance,Access to Health Care,Child Health,Leaves of Absence,Pregnancy,Depression (Psychology),Poverty,Nutrition,Lunch Programs,Early Childhood Education,Enrollment,Discipline,Educational Equity (Finance),Elementary Secondary Education,School Segregation,School Desegregation,Outcomes of Education,Graduation Rate,College Preparation

This year's KIDS COUNT report delves into disparities in child well-being based on race and ethnicity in an effort to shine a light on issues where Colorado can and must do better at creating equitable opportunities for children. The disparities seen in many areas of child well-being did not just happen by coincidence; nor are they the result of individual choices or behavior. Rather, public policy choices throughout the United States' history have shaped the opportunities available to children and families across the state. Too often, these policies and practices have led to limited opportunities for children and families of color--intentionally in some cases and unintentionally in others. From past practices like redlining, which denied many people of color the chance to purchase a home and build wealth, to current policies that limit Colorado's ability to address inequities in school funding, public policies have created a system of unequal opportunity. Within the pages of this year's KIDS COUNT, the report highlights some of these kinds of policies, incorporating Colorado history where possible. [For the 2016 report, see ED588890.]
Colorado Children&apos;s Campaign 2012 Annual Report
Author: Colorado Children's Campaign
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Partnerships in Education,Elementary Secondary Education,Early Childhood Education,Public Policy,Child Advocacy,Well Being,Children,Child Care

This annual report provides a review of Colorado Children's Campaign's accomplishments in 2012. The report is comprised of the following sections: (1) Letter from the President; (2) About Us; (3) 2012 Impacts; (4) 2012 Publications; (5) Supporters and Partners; (6) Special Events; (7) 2012 Board of Directors; (8) 2012 Financials; (9) 2012 Donor List; and (10) Staff Members. The 2012 policy priorities were grounded in the Children's Campaign's three-year Strategic Plan (2011-2013), developed by the board of directors, staff, and with community input: (1) K-12 Education; (2) Health; and (3) Early Childhood Development. 2012 impacts include: (1) improving public policy; (2) making kids a priority in the election; (3) convening the school finance partnership; and (4) pursuing organizational excellence. [For the 2011 report, see ED588892.]
Colorado Children&apos;s Campaign 2013 Annual Report: Every Chance for Every Child
Author: Colorado Children's Campaign
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Child Health,Advocacy,Annual Reports,Income,Expenditures,Elementary Secondary Education,Early Childhood Education,Educational Policy,State Policy

This annual report summarizes Colorado Children's Campaign's advocacy, research, development, and outreach efforts in 2013. The report touches on each of Colorado Children's Campaign's areas of focus--policy, research, and advocacy--and highlights the partnerships and support that make it all possible. The report is comprised of the following sections: (1) Letter from the President; (2) 2013 Impacts; (3) Colorado Children's Campaign by the Numbers; (4) 2013 Financial Snapshot; and (5) 2013 Board of Directors. [For the 2012 report, see ED588895.]
Colorado Children&apos;s Campaign 2015 Annual Report: 30 Years Bold
Author: Colorado Children's Campaign
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Advocacy,Annual Reports,Early Childhood Education,Educational Policy,Alignment (Education),Elementary Secondary Education,Child Health,Family Planning,Educational Finance

This annual report summarizes Colorado Children's Campaign's advocacy, research, development, and outreach efforts in 2015. The report is comprised of the following sections: (1) 30 Years BOLD; (2) 2015 Impacts; (3) Colorado Children's Campaign by the Numbers; (4) 2015 Financial Snapshot; (5) 2015 Board of Directors; and (6) 2015 Staff. The Campaign's early childhood work in 2015 focused on promoting policies to streamline and align early childhood services by moving numerous programs serving young children from multiple state agencies into the Office of Early Childhood. K-12 work focused on supporting a bipartisan solution to student assessment challenges. The Campaign also led an effort to secure public funding for a highly successful Colorado Family Planning Initiative that provided long-acting reversible contraceptives to low-income women and teens. [There is no annual report for 2014. For the 2013 report, see ED588896.]
Tuition and Fees Report: Fiscal Year 2018
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Tuition,Fees,Community Colleges,Trend Analysis,Comparative Analysis,Costs,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses

This annual community college tuition and fees report provides information about tuition and fees charged at each of Iowa's 15 community colleges. This report also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue, and comparisons among states and institutions. For fiscal year (FY) 2018, average in-state tuition for students attending Iowa's community colleges is $162.05 per credit hour, a 3.4 percent increase from last year, and average mandatory fees are $13.93 per credit hour, up 3.3 percent from last year. Therefore, the average total in-state cost of enrollment (tuition plus fees) is $175.98 per credit hour, which represents a 3.4 percent increase from last year. Nationally, provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa's in-state cost of enrollment in FY 2016 (the latest year available) ranked in the 85th percentile. This indicates that Iowa's average cost of enrollment is greater than or equal to 85 percent of community colleges in the nation.
Annual Report of Developmental Education in Iowa Community Colleges, 2018
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Remedial Programs,Community Colleges,Two Year College Students,Enrollment,Student Characteristics,Outcomes of Education,Academic Persistence,Gender Differences,Socioeconomic Status,English Language Learners,Full Time Students,Age Differences,Minority Group Students,College Credits,College Readiness,Remedial Mathematics,Remedial Reading

The Iowa Department of Education collects information on developmental education (Dev. Ed.) from Iowa's 15 community colleges on an annual basis. Dev. Ed. courses are offered in mathematics, reading, writing, English as a Second Language (ESL), and in other subject areas such as financial literacy and skill building. These credits do not count toward degrees, but typically must be completed by students who are assessed as being academically underprepared before advancing to transfer-level courses. Because effective Dev. Ed. programs are essential to maintaining Iowa's community college commitment to open-access, high-quality education for all, it is necessary to understand the students served and to analyze the data regarding their success. This report provides data on student demographics, course enrollment, credit hours taken, and success metrics as reported by colleges in the Department's Management Information System (MIS) by fiscal year (FY) for student data before 2016-17, and annual year (AY) for student data starting in 2016-17. In this report, first-time in college (FTIC), non-high school students are followed from their cohort years 2013-14, 2014-15, 2015-16, and 2016-17 to establish both Dev. Ed. statistics and outcome trends. This report also shares course success statistics such as persistence and retention data for all cohorts, as well as graduation and transfer success outcomes for the 2013 and 2014 cohorts. Future reports will include these outcome metrics for additional cohorts once they have been tracked for three full years. This inaugural report establishes a baseline of data for future research and analysis and will help determine the efficacy of Dev. Ed. strategies.
Adult Education and Literacy: Coordinator Handbook. Program Year 2018
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Adult Literacy,Secondary Education,Adult Basic Education,Job Skills,Quality of Life,Self Esteem,State Programs,Federal Legislation,Educational Methods,Accountability,Educational Finance,Costs,Professional Development,Leadership,Family Literacy,English (Second Language),Federal Aid,State Aid,Workplace Learning,Grants,Labor Force Development,Labor Legislation

Adult Education and Literacy (AEL) empowers individuals to become self-sufficient by providing the basic skills and knowledge necessary to complete a secondary education credential and helps them meet their education and career goals. Nationally, AEL programs serve 1.5 million adults who are no longer in school and who lack basic literacy and math skills, English language acquisition, and/or a high school diploma or a recognized equivalent. Participants come to adult education to leave public assistance, to qualify for employment, to help their children with homework, to become more involved in their communities, and to achieve citizenship skills. The Iowa Department of Education recognizes that Iowa families face multiple responsibilities as they address their children's educational needs, as well as their own. Iowa's adult education and literacy programs build skills for success by providing adults with the opportunity to acquire and to improve functional skills necessary to enhance the quality of their lives as workers, family members, and citizens. These programs play an important role in fostering productive employment, effective citizenship, personal and family growth, self-esteem, and dignity for adult learners. Educational services are available at little or no cost to adult learners and are designed to meet the educational needs of each individual. The Department is committed to the success of adult education programs and literacy services in Iowa and dedicated to helping educators overcome the unique challenges of adult education. The purpose of this handbook is to provide program leaders with the information they need to be successful in helping adults master the skills they need to compete and to build careers and better futures for themselves, their families, and their communities.
The Majority Report: Supporting the Educational Success of Latino Students in California
Author: Education Trust-West
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Access to Education,Equal Education,Educational Quality,Minority Group Students,White Students,Elementary Secondary Education,Student Diversity,Ethnicity,Language Usage,Bilingual Students,Educational Discrimination,Racial Discrimination,School Segregation,Court Litigation,Federal Legislation,State Legislation,College Graduates,Barriers,Student School Relationship,Family Involvement,Student Needs,English Language Learners,Student Experience,Coping,Academically Gifted,Teacher Role,Academic Persistence,Postsecondary Education,Paying for College,College Students,Graduation Rate,Intervention

Educational opportunities and outcomes for California's Latino students have improved over the last half century. Even so, Latino students continue to face barriers in opportunity that make it harder for them to achieve college, career, and future success. The goal of this report is to describe what Latino students currently experience in California schools and what needs to change. This report highlights examples of community, school, and policy efforts that demonstrate what is possible, and it concludes with recommendations for state and local education leaders. It is the hope that this report serves as a rallying cry for today's student leaders, educators, parents, policymakers, and community members.