ethanporcaro/eric-fulltext-meta huggingface dataset:
Late Stop-Outs, Part 2. Data Notes. Volume 4, Number 6, November/December 2009
Author: Topper, Amy
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Credentials,Community Colleges,Credits,Developmental Studies Programs,Gender Differences,Age Differences,Transfer Students,Remedial Instruction,Academic Persistence,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs,Stopouts,Graduation Rate,Terminal Students,Time to Degree

Using the data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the second of a two-part series investigating the characteristics of late stop-outs--students who accumulate at least 30 credits within the first two years, only to stop out without completing credentials or transferring. The data show that male students were more likely to stop out (53 percent) than female students (48 percent), and students under 20 and 30 years old and over were less likely to stop out (47 percent and 52 percent, respectively) than students in their twenties (about 55 percent). Fifty-five percent of students without a declared major or program of study left the college by the end of their fifth year, compared with 53 percent of students with a terminal goal and 47 percent of students with a transfer goal. Students who had earned at least 30 credits by the end of their second academic year and were referred to developmental education courses one level below college level--regardless of subject area--had five-year outcomes (45 to 49 percent) that were not dissimilar to those for non-referred students (50 percent). (Contains 7 footnotes and 5 figures.) [For Part 1, see ED521297.]
Developmental Math Students and College-Level Coursework. Data Notes. Volume 1, Number 8, November/December 2006
Author: Clery, Sue
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Developmental Programs,African American Students,American Indians,Asian American Students,Pacific Islanders,White Students,Hispanic American Students,At Risk Students,Disadvantaged Youth,College Mathematics,Mathematics Instruction,College Preparation,Referral,Racial Differences,Ethnicity

Using data from Achieving the Dream: Community Colleges Count, this issue examines the percentages and numbers of students who attempted and completed both developmental and college-level math. The analysis reveals that a large portion of students either do not attempt or do not complete developmental math coursework.  Furthermore, the data show that students who do complete developmental math do not always move on to college-level math.  Each step of the analysis -- referral to developmental math, attempting and then completing developmental math, attempting and then completing college-level math -- displays a precipitous decline in the number of students. (Contains 4 figures and 3 footnotes.)
Outcome Differences by Developmental Status and Gender. Data Notes. Volume 3, Number 6, November/December 2008
Author: Topper, Amy
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Grade Point Average,Community Colleges,Academic Achievement,Developmental Programs,Credits,Gender Differences,College Students,Academic Persistence,College Credits,Females,Males

Developmental education is an important part of the community college mission. Because there has been such a large increase in the number of female undergraduates, the difference in developmental needs and outcomes between male and female students has become increasingly important. Using data from Achieving the Dream: Community Colleges Count, the following analysis shows that persistence and academic progress of males are different from those of females for both those referred to developmental courses and those who were not referred. Female students who were referred to developmental education were much more likely to persist and to outperform their male counterparts; female students earned higher grade point averages, completed more of the credits they attempted, and were more likely to persist into the second term, and second and third years. (Contains 2 figures and 6 footnotes.)
Outcome Differences Across Age Groups. Data Notes. Volume 3, Number 2, March/April 2008
Author: Clery, Sue
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Intervention,Persistence,Adolescents,Age Differences,College Students,Academic Achievement,Academic Persistence,Developmental Programs,At Risk Students,Enrollment Trends,Grade Point Average,Community Colleges

Using data from Achieving the Dream: Community College Count, this issue examines the differing developmental needs and enrollment and persistence patterns of Achieving the Dream students across different age groups. The data show older students in Achieving the Dream colleges tended to achieve higher grades and perform better academically than younger students, yet they did not persist at the same rate. The results indicate that it may be worth examining options for separate intervention strategies designed specifically for older students, as their needs are often different from those of younger students. (Contains 4 figures and 5 footnotes.)
Minority Males: Race/Ethnicity, Gender and Student Outcomes. Data Notes. Volume 3, Number 1, January/February 2008
Author: Clery, Sue
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Females,Academic Persistence,Gender Differences,Males,Racial Differences,Ethnicity,Minority Groups,Community Colleges,Developmental Programs,Enrollment Trends,Trend Analysis,College Credits,Grade Point Average,Intervention,Attendance Patterns,African American Students,Asian American Students,American Indians,Hispanic American Students,White Students

Using data from Achieving the Dream: Community Colleges Count, this issue examines the differing developmental needs and enrollment and persistence patterns of Achieving the Dream students by gender, with a focus on male students of color. The data show females in Achieving the Dream colleges, regardless of race, were less likely than males to enroll full time during their first term, and they were referred to developmental education with higher frequency than males. But females who enrolled full time accumulated more credits, completed a larger percentage of the credits they attempted and attained higher GPAs than male students. The gender gap is wider for students of color. The results indicate that it may be worth examining options for separate intervention strategies designed specifically for males and females. Colleges also may consider specific strategies for male students of color. (Contains 4 figures, and 7 endnotes.)
Different Paths to Different Majors. Data Notes. Volume 2, Number 1, January/February 2007
Author: Lee, John B.
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Majors (Students),Community Colleges,Success,College Students,College Transfer Students,At Risk Students,Student Characteristics,Racial Differences,Age Differences,Gender Differences,Grants,Low Income Groups,Enrollment Trends,Graduation Rate,Associate Degrees,African American Students,White Students,Hispanic American Students,American Indians,Asian American Students,Pacific Islanders

Using data from Achieving the Dream: Community Colleges Count, this issue of Data Notes compares terminal-major, transfer seeking and undeclared students. The different educational paths represent students with different objectives and likely different needs, both of which may be related to persistence. Understanding these differences is critical for community colleges working to improve student outcomes. (Contains 6 figures and 2 footnotes.)
Year 12 Completion and Youth Transitions: Research Overview. Longitudinal Surveys of Australian Youth. Research Report 56
Author: Karmel, Tom
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: High School Graduates,Vocational Education,Employment,Education Work Relationship,Educational Attainment,Dropouts,Gender Differences,Outcomes of Education,Foreign Countries,Longitudinal Studies

On average, young people who complete Year 12 tend to have more successful transitions from education to work than those who do not. However, in recent years there has been a realisation that it does not make much sense to promote Year 12 retention for its own sake. Year 12 traditionally has been more suited to those of an academic bent, and it is likely that other students will not benefit to the same extent as their more academic peers from staying at school in Year 12. The focus on broadening alternatives for those less interested in the Year 12 to university route is clearly apparent in current policy discussions. No longer are targets expressed in terms of the numbers completing Year 12; they are now defined as &quot;Year 12 or its vocational equivalent,&quot; although this begs the question of what are the vocational equivalents? Irrespective of the terminology, there is a range of distinct pathways that can be seen as genuine alternatives to completing secondary school. In particular, a student may leave school and undertake an apprenticeship or a traineeship, or go to a TAFE (technical and further education) institution to undertake a vocational certificate. While this policy trend makes good sense, is it going to have the desired outcomes? The aim of Chris Ryan's study is to answer this question by looking at data from the Longitudinal Surveys of Australian Youth (LSAY), although, as he points out, this is not a straightforward task. A simple tabulation of outcomes is not convincing, because the students undertaking one route are different from those undertaking another. Furthermore, the fact that some students benefit from undertaking Year 12 does not necessarily mean that all students will. LSAY has a broad range of background characteristics that enable individuals to analyse the data in a more sophisticated way, so that the outcomes of Year 12 and the other pathways can legitimately be compared. This paper presents an overview of Chris Ryan's research, &quot;Year 12 Completion and Youth Transitions.&quot; (Contains 2 tables.) [For related report, &quot;Year 12 Completion and Youth Transitions. Longitudinal Surveys of Australian Youth. Research Report 56,&quot; see ED521304.]
Young People in an Economic Downturn. Longitudinal Surveys of Australian Youth. Briefing Paper 23
Author: Anlezark, Alison
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Economic Climate,Labor Market,Young Adults,Late Adolescents,Unemployment,Longitudinal Studies,Employment,Occupations,Change,Student Employment,Apprenticeships,Part Time Employment,Full Time Students

Following the collapse of the US investment bank Lehmann Brothers in September 2008, the world economy began a downward spiral, with many countries falling into recession. Australia experienced significant stock market losses and unemployment rates began to climb. This briefing paper considers how young people fared in previous downturns and discusses how structural labour market changes over the past 20 years have affected young people this time around. It also looks at the qualitative evidence from respondents in the Longitudinal Surveys of Australian Youth (LSAY), exploring common themes in how they perceived the economic downturn had affected their work and study intentions in 2009. The author finds that, although Australia experienced a relatively mild downturn, young people bore almost the entire weight of the full-time job decline (including apprenticeships), and a disproportionate share of the increase in unemployment. Those unable to find a job or who have been made redundant are at risk of remaining unemployed for a significant time, with potential longer-term scarring effects. Recent structural changes to the labour market, such as rising educational participation, appear to provide some protection for young people. However, full-time work for 15 to 19-year-olds has become even more concentrated in industries more sensitive to economic changes such as building and construction, and retail. Calculation of Impact of Change in Employment is appended. (Contains 8 tables, 16 figures and 2 footnotes.)
Credits, Persistence and Attainment. Data Notes. Volume 1, Number 2
Author: Clery, Sue
Date: 2006-03-00
Type: Collected Works - Serial
Subjects: Higher Education,Community Colleges,College Students,Academic Persistence,Credits,Organizational Change,Educational Attainment,College Credits,At Risk Students,Minority Groups,Disadvantaged Youth,African American Students,American Indians,Asian American Students,Pacific Islanders,White Students,Hispanic American Students,Racial Differences

Using data from Achieving the Dream: Community Colleges Count for this issue of "Data Notes," we examine the relationships between course attempts, completions, and attainment - and found results that countered our expectations. The analysis examines the number of credits attempted and completed for the 2002 Achieving the Dream cohort's first academic year as it relates to their persistence and credential completion through the third academic year. These findings underline the importance of using detailed analysis and results, rather than general theories, to guide institutional change. (Contains 8 footnotes and 5 figures.)
Academic Outcomes of High Risk Students. Data Notes. Volume 4, Number 4, July/August 2009
Author: Clery, Sue
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Academic Persistence,At Risk Students,Risk,Adolescents,College Students,Community Colleges,Disadvantaged Youth,Graduation Rate,College Transfer Students,Comparative Analysis,Low Income Groups,Minority Groups,Developmental Programs,Part Time Students,Grade Point Average,College Credits

Many postsecondary students possess risk factors that are associated with decreased rates of persistence and credential completion. Traditional students, those without risk factors and with greater rates of postsecondary success are in the minority. Using data from Achieving the Dream: Community College Count, this issue of "Data Notes" examines Achieving the Dream data for students identified as possessing risk factors, by intensity of risk. The outcomes of students with none, one, two, and three or more risk factors were compared. The vast majority--92 percent--of Achieving the Dream students came to college with at least one risk factor. Although students possessing risk factors did not complete or transfer at the same rates as those with no risk factors, the study indicates that persistence through the third year was found to be inversely related to the number of risk factors students possess. (Contains 4 figures and 6 footnotes.)
Pre-Apprenticeship Training Activity
Author: Foley, Paul
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Apprenticeships,Vocational Education,Courses,Enrollment,Outcomes of Education

Pre-apprenticeships are becoming an increasingly important component of the Australian vocational education and training (VET) system. The purpose of this report is to investigate the level of pre-apprenticeship activity occurring in Australia and to examine the characteristics of pre-apprenticeship courses and the students undertaking those courses. With the absence of a pre-apprenticeship identifier in the National VET Provider Collection, the authors' approach was to compile a list of possible pre-apprenticeship courses and to examine the associated activity from the National VET Provider Collection. The pre-apprenticeship courses were identified through a keyword search of course names and responses to requests to state and territory contacts to provide lists of pre-apprenticeship courses. A Western Australian dataset with a pre-apprenticeship identifier was also available. Key findings include: (1) Pre-apprenticeship training in Australia is an important--and growing--component of the Australian VET sector, with an estimated 64,800 course enrolments in 2009; (2) Enrolments in pre-apprenticeship courses are within two main fields of education--engineering and related technologies, and architecture and building; (3) Pre-apprenticeship courses are providing an important pathway for disadvantaged students, such as Indigenous students, early school leavers and those without non-school qualifications; and (4) Pre-apprenticeship courses are providing good further study outcomes, with 43.5% of graduates going onto further study, compared with 32.1% of all VET graduates. Appended are: (1) List of Victorian pre-apprenticeship courses; (2) List of South Australian pre-apprenticeship and prevocational courses; and (3) Total number of course enrolments in pre-apprenticeship courses. (Contains 23 tables and 2 footnotes.)
Developmental Education: Completion Status and Outcomes. Data Notes. Volume 3, Number 4, July/August 2008
Author: Clery, Sue
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Evidence,Grade Point Average,Developmental Studies Programs,Credits,Academic Support Services,Academic Persistence,Community Colleges,Outcomes of Education,Statistical Data,Student Characteristics,College Students,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs,Remedial Programs

Developmental Education programs are designed to provide assistance to students who are academically under-prepared for college-level coursework. Previous issues of &quot;Data Notes&quot; compared the outcomes of developmental students completing all of their required developmental courses to those not requiring developmental education. Using data from Achieving the Dream: Community College Count, this analysis examines outcomes of four different groups of students organized by their developmental needs and completion statuses: students referred to developmental education and completing (1) all, (2) part, (3) none of their developmental education requirements during the first academic year and (4) those not referred. The results suggest that getting students who need remediation to enroll in the appropriate classes immediately, and doing everything possible to help them succeed will result in improved completion rates. The results also show that different measures of student success - persistence, credits completed, and GPA - can provide conflicting evidence. (Contains 3 figures and 9 footnotes.)
Developmental Education. Data Notes. Volume 1, Number 6, July/August 2006
Author: Clery, Sue
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Developmental Studies Programs,Academic Support Services,Minority Group Students,Racial Differences,Low Income Groups,African American Students,American Indians,Asian American Students,Pacific Americans,Hispanic American Students,White Students,Remedial Instruction,Referral,Academic Persistence,Community Colleges,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs

Using data from Achieving the Dream: Community College Count, this issue of &quot;Data Notes&quot; looks at the percentage of students referred to developmental education and, of those referred, the percentage that attempted and completed at least one developmental education course in their first and second terms. The data show that more than 80 percent of students at Achieving the Dream institutions were referred to some type of developmental education, and that students referred to developmental education who completed at least one developmental class during their first term were more likely to return the next term than those who did not complete any developmental education classes. (Contains 3 figures and 4 footnotes.)
The Value of Reliable Data: Interactive Data Tools from the National Comprehensive Center for Teacher Quality. Policy-to-Practice Brief. Number 1
Author: National Comprehensive Center for Teacher Quality
Date: 2008-11-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Qualifications,Teacher Certification,Teacher Recruitment,Internet,Data,Access to Information,Educational Policy,Teacher Persistence,Research Tools,School Districts,Teacher Education,Data Analysis,Web Sites,Databases,Teacher Salaries,Beginning Teachers,Information Technology

The National Comprehensive Center for Teacher Quality (TQ Center) designed the Interactive Data Tools to provide users with access to state and national data that can be helpful in assessing the qualifications of teachers in the states and the extent to which a state's teacher policy climate generally supports teacher quality. The Interactive Data Tools also allow users to understand how other states or regions address important policy issues. The Teacher Recruitment and Retention Data Tool and the Teacher Certification and Licensure Data Tool show not only statewide data but also data specific to districts with varying levels of poverty; urban, rural, and suburban districts; and districts of different sizes. The Teacher Preparation Data Tool shows data disaggregated by gender and ethnicity. The Interactive Data Tools generate user-customized graphs and tables that provide more information about data reliability. To exemplify the Interactive Data Tools, this brief presents several illustrations that reflect real questions the TQ Center has received from its constituents. (Contains 6 figures and 1 table.)
Characteristics of Students Who Stop-Out. Data Notes. Volume 4, Number 3, May/June 2009
Author: Clery, Sue
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Grade Point Average,College Credits,Grants,Student Characteristics,College Students,Community Colleges,At Risk Students,Disadvantaged Youth,Attendance Patterns,Age Differences,Developmental Programs,Academic Persistence,Student Financial Aid

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the second of a two-part series investigating the characteristics of stop-outs at Achieving the Dream colleges. In this issue, students who stop out during high- frequency terms are examined by age, developmental referral status, grade point average and credit load, and Pell Grant status. Contrary to national studies showing age as a risk factor for stopping out, our analysis suggests that older students at Achieving the Dream colleges who stay in college through the first academic year are more likely to persist into their third academic year than younger students. Students referred to developmental education were less likely to stop out, as were those who received a Pell Grant. Students who stopped out later in their academic career had higher GPAs and completed a greater percentage of the credits they attempted than students who stopped out early on. (Contains 4 figures and 7 footnotes.)
Transfer Students. Data Notes. Volume 4 Number 1 January/February 2009
Author: Clery, Sue
Date: 2009-02-00
Type: Collected Works - Serial
Subjects: Community Colleges,College Transfer Students,Enrollment Trends,At Risk Students,Majors (Students),Part Time Students,Student Characteristics

Using data from Achieving the Dream: Community College Count, this issue of Data Notes examines the reported transfer rates of Achieving the Dream colleges and the enrollment patterns of students who transfer to another institution either before or after receiving degrees from the community colleges. Nineteen percent of students in the 2002 cohort transferred during the five-year data collection period. Comparable percentages of students were reported as transfers for each academic year--ranging between three and five percent. The relatively large share of community college students that transfer indicates the importance of understanding the enrollment patterns of transfer students, and of including transfers in institutional measures of student success. (Contains 4 figures and 4 footnotes.)