ethanporcaro/eric-fulltext-meta huggingface dataset:
Steady Stream of High School Graduates Enter B.C. Public Post-Secondary Education for the First Time Each Year. Research Results from the Student Transitions Project
Author: Ministry of Advanced Education (British Columbia), Student Transitions Project
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,High School Graduates,Postsecondary Education,Grade 12,Enrollment Trends,Student Mobility,College Graduates,Matrices,Trend Analysis,Career Development,Job Skills,Job Training,Public Education,Vocational Education,Technology Education,Health Education,Business Administration Education,Student Characteristics,Geographic Location,Institutional Characteristics,School Districts

The Student Transition project (STP) has collected eleven years of grade 12 and post-secondary enrollment data, since it's inception in 2003. This information is used to track student transitions from grade 12 graduation into post-secondary education, student mobility between post-secondary institutions and post-secondary credential completions. Each year, the STP provides a Student Transitions Matrix showing the number and proportion of students who first enroll in the British Columbia (B.C.) public post-secondary education system in each academic year after grade 12 graduation (see Figure 1). This matrix also provides the cumulative proportion of each graduation cohort that enrolled in a B.C. public post-secondary institution within one, two, three or as many as ten years. While the majority of students (50% to 53%) who enroll in the B.C. public post-secondary education system do so immediately after grade 12 graduation, a further 10% to 12% enroll after one year, 5% wait two years and then in each subsequent year, a progressively smaller proportion of students (3% or fewer) enroll. The STP continues to measure and report these rates every year for planning purposes
Placing Student Success at the Center of State Higher Education Finance Policy. Lumina Issue Papers
Author: Labi, Aisha
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Financial Policy,State Policy,Educational Finance,State Aid,Outcomes of Education,Graduation,Educational Attainment

What does it take to make it successfully through college? For a growing proportion of the nation's students--many of whom are racial and ethnic minorities, from low-income families, or the first in their families to enroll in higher education--the answer encompasses far more than affordable tuition and decent grades. As access to higher education has expanded to embrace these historically underrepresented groups, the formula for student success is increasingly understood to include a mix of programs and incentives tailored to their needs. Legislators are taking notice. Their primary policy objective in financing higher education was once to increase student enrollments. As their focus shifts beyond enrollment to attainment levels and gaps among underrepresented populations, states are developing outcomes-based funding models, which recognize that underrepresented students may require additional academic, financial, and social support to achieve success, and which allocate funding to institutions as a way to further promote a culture of student progression and success. As participation rates in higher education have increased across social and economic groups and non-traditional students have become the norm, the hurdles to success have multiplied for the students themselves and for the institutions that serve them. Outcomes-based funding is a relatively new approach to higher education financing based on the idea that colleges and universities should be supported to do more to foster student success. As public funding has become more constrained and attainment rates have fallen, the question of whether higher education is providing appropriate returns on public investment has become increasingly urgent. As more and more students fail to make timely progress toward a degree, drop out altogether, or do not succeed in finding jobs that leverage their degrees, attention has focused on tools policymakers can use to encourage those outcomes. Outcomes-based funding models are increasingly seen as an effective way to foster the efforts of colleges and universities to assist students once they are enrolled and to help them progress toward graduation. Such funding allocation models have been embraced by a growing number of states, with varied levels of investment and design. In contrast with a traditional funding model based on enrollments, or even a model that allocates a portion of funding based on key performance indicators, outcomes-based funding is a comprehensive model in which all or a substantial part of an institution's funding allocation is oriented toward achieving the state's desired outcome. Experts agree that while it's too early to assess the effectiveness of the state's outcomes-based funding model at increasing attainment, the changes it has ushered in have led to meaningful achievements.
Report of the Commission to Study the Adequacy and Equity of Certain Cost Components of the School Funding Formula. Report to Joint Standing Committee on Education and Cultural Affairs, Maine State Legislature
Author: University of Southern Maine, Center for Education Policy, Applied Research, and Evaluation
Date: 2015-01-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Funding Formulas,School Funds,Costs,Educational Equity (Finance),Educational Finance,State Aid,Public Schools,Preschool Education,Economically Disadvantaged,Faculty Development,Teacher Collaboration,Teacher Salaries,Debt (Financial),School Construction,Special Education,Legal Responsibility,Teacher Retirement,Elementary Secondary Education,Summer Schools,Extended School Day,Federal Legislation,Educational Legislation,Federal Aid

The Commission to Study the Adequacy and Equity of Certain Cost Components of the School Funding Formula was created in legislation crafted by the Joint Standing Committee on Education of the 126th Legislature (the &quot;Education Committee&quot;). The legislation was enacted as Resolve 2014, chapter 114. Creation of the Commission is the latest step in a multi-year process undertaken to review the state's education funding formula, the Essential Programs and Services (EPS) funding formula. That process began with the Education Committee of the 125th Legislature, which authorized the Legislature to enter into a contract with a qualified research entity to conduct an independent review of the EPS Funding Act. Lawrence O. Picus and Associates, a California research organization, was awarded the contract for the independent review. Seven topics were identified as priority actions and duties for the Commission to Strengthen the Adequacy and Equity of Certain Cost Components of the School Funding Formula that included: (1) Public preschool programs for children 4 years of age; (2) Support for economically disadvantaged students; Title I funds, extended school day, and summer school; (3) Professional development and collaborative time needed to implement proficiency-based learning; (4) Regional cost adjustments for teacher salaries; (5) Debt service for locally approved school construction projects; (6) Special education allocation for minimum subsidy receivers; and (7) State contribution to fund the cost of the unfunded actuarial liability for retired teachers. The report provides descriptions and materials related to each section of the Resolve and the final recommendations made by the commission for each section. Materials used by the commission during their deliberations appear in a series of appendices. [This study was funded by the Maine State Legislature, and the University of Maine System.]
Designing Scholarships to Improve College Success: Final Report on the Performance-Based Scholarship Demonstration
Author: Mayer, Alexander K.
Date: 2015-11-00
Type: Numerical/Quantitative Data
Subjects: Scholarships,Performance Based Assessment,Performance Factors,Academic Achievement,Undergraduate Students,Demonstration Programs,Program Effectiveness,Low Income Students,Randomized Controlled Trials,Benchmarking,Paying for College,Outcomes of Education,Data Analysis,Student Financial Aid,Cost Effectiveness,College Credits,Academic Degrees,Regression (Statistics)

Performance-based scholarships have two main goals: (1) to give students more money for college; and (2) to provide incentives for academic progress. MDRC launched the Performance-Based Scholarship (PBS) Demonstration in 2008 to evaluate the effectiveness of these scholarships in a diverse set of states, institutions, and low-income student populations. The evaluation includes more than 12,000 students in eight institutions and one intermediary across six states to test different performance-based scholarship designs. Each of the programs in the demonstration was evaluated using a randomized controlled trial, widely considered to be the most reliable way to detect the impact of an intervention. Technical Details for the Pooled and Site-Level Estimates is appended. [This report was written with Sean Blake. A list of earlier MDRC publications on the performance-based scholarship demonstration is included.]
The Impacts of Public Charter Schools on Students and Traditional Public Schools: What Does the Empirical Evidence Tell Us?
Author: Silvernail, David L.
Date: 2014-01-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Academic Achievement,Traditional Schools,Competition,Achievement Gains,Educational Finance,Literature Reviews,Meta Analysis,Effect Size,Academic Ability

The goal of this Brief was to compile and analyze the available evidence of the impacts of public charter schools on students and schools. Using a series of five common claims made by proponents and opponents of public charter schools as an organizer, the existing empirical evidence was reviewed. The analysis revealed that student performance in charter schools is very mixed. In some cases studies have found positive effects in achievement, others negative effects, and still others no effects. The presence of charter schools has resulted in positive changes in some traditional public schools, while in other cases there appear to be no impacts, either positive or negative. Public charter schools, at least those found in urban areas, tend to serve more disadvantaged and minority students. Taken in the aggregate, the empirical evidence to date leads one to conclude that there is not definitive knowledge about the impacts of public charter schools on students and existing schools. But in reviewing the existing evidence, one is also struck by the fact that the impacts of charter schools appear to be very contextual. Some public charter schools are better than others. Some are very successful in meeting student needs, and others are not very successful. In other words, public charter schools vary in quality like traditional public schools. Success depends upon a variety of factors. Consequently, the impacts of public charter schools should not be painted with one broad brush stroke. Each should be judged on its own evidence and performance. [This study was funded by the Maine State Legislature, and the University of Maine System.]
The Relationships between School Poverty and Student Achievement in Maine
Author: Silvernail, David L.
Date: 2014-01-00
Type: Reports - Research
Subjects: Correlation,Poverty,Academic Achievement,At Risk Students,Institutional Characteristics,Teaching Experience,Educational Attainment,Teacher Characteristics,Predictor Variables,Multiple Regression Analysis,Socioeconomic Influences,Elementary Schools,Middle Schools,High Schools,Grades (Scholastic),School Size,Special Education,Teacher Student Ratio,Expenditure per Student,Student Characteristics,Attendance Patterns,Reading Achievement,Mathematics Achievement

The goal of this study was to examine the relationships between school level poverty found in Maine schools and student academic performance. The evidence clearly shows that there is a relationship. As the percent of poverty increases in a school, student performance declines. But the poverty level alone does not explain the wide variations in performance found across the state. The level of poverty in a school is the single best predictor of average student performance, but other factors also play a role in influencing student achievement. Some of these factors include the type of school students are enrolled in, years of teaching experience of the school staff, and the education levels of teachers. Evidence was also found for some higher poverty schools that were defying the odds. Even with higher levels of poverty in their schools, these schools were successful in producing higher levels of student performance. Two additional characteristics were discovered for student performance in higher poverty schools. First, overall performance differs in K-8 and middle schools. The negative relationship between poverty levels and performance is weaker for K-8 schools. More of the higher poverty K-8 schools are performing better than higher poverty middle schools. Second, the levels of poverty found in schools not only affected children in poverty but also those not in poverty. Students in higher poverty schools who &quot;do not&quot; qualify for free or reduced lunches do not perform as well as their cohorts in lower poverty schools. What is unclear are the causes of this lower performance of non-poverty children in higher poverty schools. Without question, the evidence examined in this study indicates that levels of school poverty and average student achievement are related. The magnitude of the relationship varies, and other factors are related to poverty and achievement, but the single best predictor of performance is school poverty level. The bright news is that there are schools at all levels that defy the odds. Student achievement is better than predicted in spite of school poverty levels. These schools may provide good models for other schools to emulate. In addition, the evidence from this study indicates that there is more to learn about the performance of some types of school configurations (i.e., K-8 schools) and the performance of non-poverty children in higher poverty schools. Additional numerical data is included in the appendices. [This study was funded by the Maine State Legislature, and the University of Maine System.]
Technology Guidance and Counselling: Implementation Theory in Practice, Development and Experience
Author: Susanto, Eko
Date: 2014-12-16
Type: Reports - Research
Subjects: Theory Practice Relationship,Group Counseling,Group Activities,Models,Learning Experience,Technology Integration,School Counselors,School Counseling,Counseling Techniques,Group Dynamics,Incidence,Time on Task,Qualitative Research

This article is a testimony of the results of practical experience and literacy studies on group counseling and group counseling. Since 1905 as the beginning of develop the group acknowledged that the approach is often effective to create an atmosphere that therapy can help people solve problems. Not only that certain groups are also often used for training and means of sharing information. The fact remains found in the field of school counselors who have difficulty in organizing group activities. This article attempts to answer the question (1) how carry out the theory into practice group, (2) develop a model of group activities, (3) the author's experience in the group activities, (4) technology in group activities. Hope the author after reading this article and follow the workshop, will appear enlightenment that can stimulate the school counselor carry out the group's activities in school. [This paper was published in the &quot;Proceeding of International Seminar and Workshop on Guidance and Counseling.&quot;]
Linking Qualifications and the Labour Market through Capabilities and Vocational Streams. Synthesis Report
Author: Wheelahan, Leesa
Date: 2015-00-00
Type: Reports - Research
Subjects: Education Work Relationship,Vocational Education,Higher Education,Labor Market,Qualifications,Agriculture,Community Services,Health Services,Engineering,Electrical Occupations,Financial Services,Educational Policy,Labor Force Development,Job Skills,Foreign Countries

This is the final report in the three-year program of research &quot;Vocations: The Link between Post-Compulsory Education and the Labour Market,&quot; which investigated the educational and occupational paths people take and how their study relates to their work. This report synthesises the findings of the three different strands: pathways from VET in Schools; pathways within and between vocational education and training (VET) and higher education; and pathways in the labour market. The project's starting point was that discontinuities and gaps exist in both educational and occupational pathways in the labour market, and that the links between qualifications and jobs are very weak. In this report the authors tested whether a notion of intermediate specialisation, what they called &quot;vocations&quot; and &quot;vocational streams&quot; can provide a more useful reference point for understanding and shaping the evolution of qualifications and skills in the future. The authors noted while this was a difficult topic to study, they adopted a two-stage process. First, they explored how different types of higher education and VET qualifications are currently connected to each other and to work, and second, they analysed the problems and possibilities in agriculture; community services and health care; the electrical trades and engineering; and financial services. The authors provided recommendations that have short-, medium- and long-term objectives for policy and concluded this strategic approach allows progress to be made while at the same time providing a framework for marshalling social consensus among the social partners, along with the resources needed to sustain deeper changes over time. Appended to the report are: Key focus and project methods, and NCVER publications from the Vocations project. [Also see the related summaries for: Government &amp; Policy-Makers at ED561379; Industry at ED561380; Qualification &amp; Approval Bodies at ED561381; and Tertiary Education Providers &amp; School Educators at ED561382.]
Vocations: The Link between Post-Compulsory Education and the Labour Market. What the Research Says For... Government &amp; Policy-Makers
Author: Wheelahan, Leesa
Date: 2015-00-00
Type: Reports - Research
Subjects: Education Work Relationship,Vocational Education,Higher Education,Labor Market,Qualifications,Educational Policy,Labor Force Development,Government (Administrative Body),Educational Change,Job Skills,Foreign Countries

This summary brings together the relevant key findings for government and policy-makers from the research program &quot;Vocations: The Link between Post-Compulsory Education and the Labour Market.&quot; The program was comprised of three different strands: (1) pathways from VET in Schools, (2) pathways within and between vocational education and training (VET) and higher education, and (3) pathways in the labour market. Current VET qualifications are based on competency-based training, which assumes a direct link between qualifications and jobs. However, past research shows that this is often not the case. This research explores the notion of &quot;vocational streams,&quot; which could potentially provide a better frame of reference for shaping the evolution of qualifications and jobs. Education and training in vocational capabilities, rather than in specific occupational tasks, could possibly result in a more sustainable and adaptable workforce. [See the research report &quot;Linking Qualifications and the Labour Market through Capabilities and Vocational Streams. Synthesis Report&quot; at ED561378; and the related summaries for: Industry at ED561380; Qualification &amp; Approval Bodies at ED561381; and Tertiary Education Providers &amp; School Educators at ED561382.]
Vocations: The Link between Post-Compulsory Education and the Labour Market. What the Research Says For... Industry
Author: Wheelahan, Leesa
Date: 2015-00-00
Type: Reports - Research
Subjects: Education Work Relationship,Vocational Education,Labor Market,Qualifications,Labor Force Development,Higher Education,Industry,Job Skills,Foreign Countries

This summary brings together the relevant key findings for industry from the research program &quot;Vocations: The Link between Post-Compulsory Education and the Labour Market.&quot; The program was comprised of three different strands: (1) pathways from VET in Schools, (2) pathways within and between vocational education and training (VET) and higher education, and (3) pathways in the labour market. Current VET qualifications are based on competency-based training, which assumes a direct link between qualifications and jobs. However, past research shows that this is often not the case. This research explores the notion of &quot;vocational streams,&quot; which could potentially provide a better frame of reference for shaping the evolution of qualifications and jobs. Education and training in vocational capabilities, rather than in specific occupational tasks, could possibly result in a more sustainable and adaptable workforce. [See the research report &quot;Linking Qualifications and the Labour Market through Capabilities and Vocational Streams. Synthesis Report&quot; at ED561378; and the related summaries for: Government &amp; Policy-Makers at ED561379; Qualification &amp; Approval Bodies at ED561381; and Tertiary Education Providers &amp; School Educators at ED561382.]
Vocations: The Link between Post-Compulsory Education and the Labour Market. What the Research Says For... Qualification &amp; Approval Bodies
Author: Wheelahan, Leesa
Date: 2015-00-00
Type: Reports - Research
Subjects: Education Work Relationship,Vocational Education,Labor Market,Qualifications,Labor Force Development,Educational Change,Higher Education,Job Skills

This summary pulls together the relevant key findings for qualification and approval bodies from the research program &quot;Vocations: The Link between Post-Compulsory Education and the Labour Market.&quot; The program was comprised of three different strands: (1) pathways from VET in Schools, (2) pathways within and between vocational education and training (VET) and higher education, and (3) pathways in the labour market. Current VET qualifications are based on competency-based training, which assumes a direct link between qualifications and jobs. However, past research shows that this is often not the case. This research explores the notion of &quot;vocational streams,&quot; which could potentially provide a better frame of reference for shaping the evolution of qualifications and jobs. Education and training in vocational capabilities, rather than in specific occupational tasks, could possibly result in a more sustainable and adaptable workforce. [See the research report &quot;Linking Qualifications and the Labour Market through Capabilities and Vocational Streams. Synthesis Report&quot; at ED561378; and the related summaries for: Government &amp; Policy-Makers at ED561379; Industry at ED561380; and Tertiary Education Providers &amp; School Educators at ED561382.]