ethanporcaro/eric-fulltext-meta huggingface dataset:
Apprentices and Trainees 2014. December Quarter. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Apprenticeships,Trainees,Vocational Education,Trend Analysis,Occupations,Graduation Rate,Geographic Location,Withdrawal (Education),Job Training,Industry

This publication presents estimates of apprentice and trainee activity in Australia for the December quarter 2014. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 83 (March 2015 estimates). The most recent figures in this publication are estimated (those for training activity from the June quarter 2013 to the December quarter 2014). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the March quarter 2015 for seasonally adjusted and smoothed commencements at the national level for trade and non-trade occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory.
Supporting Tertiary Students with Disabilities: Individualised and Institution-Level Approaches in Practice. Research Report
Author: Fossey, Ellie
Date: 2015-00-00
Type: Reports - Research
Subjects: College Students,Disabilities,Mental Disorders,Student Needs,Educational Legislation,Federal Legislation,Equal Education,Teacher Competencies,Teaching Methods,Vocational Education,Higher Education,College Faculty,Individualized Instruction,Academic Accommodations (Disabilities),Best Practices,Academic Support Services,Foreign Countries,Semi Structured Interviews

This research explores the complex factors affecting the implementation of learning supports for students with disabilities or ongoing health conditions. It focuses on two types of learning support: (1) individualised reasonable adjustments; and (2) institution-level learning supports, the latter being available to all students. These supports can play an important role in improving outcomes for students with disabilities or ongoing health conditions in terms of their engagement with, and completion of, tertiary education. This report investigates the provision of supports for students with disabilities in tertiary education from the viewpoints of three key stakeholder groups: tertiary students with disabilities or ongoing ill health; specialist disability services staff; and teaching staff with course or curriculum leadership roles. Qualitative interviews were conducted with 25 current students with disabilities, seven specialist disability services staff and three course leaders in two tertiary education institutions: one vocational education and training (VET) institute and one university. The interviews explored the following topics: the kinds of individualised reasonable adjustments offered to these students and the factors influencing their implementation and perceived usefulness; and the institution-level learning supports considered useful in supporting these students. The following is appended: Phase one interview guides. [For the related document, &quot;Supporting Tertiary Students with a Disability or Mental Illness. Good Practice Guide,&quot; see ED561749.]
Supporting Tertiary Students with a Disability or Mental Illness. Good Practice Guide
Author: National Centre for Vocational Education Research
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: College Students,Disabilities,Mental Disorders,Student Needs,Educational Legislation,Federal Legislation,Equal Education,Teacher Competencies,Teaching Methods,Vocational Education,Higher Education,College Faculty,Individualized Instruction,Academic Accommodations (Disabilities),Guides,Best Practices,Academic Support Services,Foreign Countries

Having a disability or ongoing ill health (including mental health conditions) can significantly disrupt an individual's educational attainment and employment prospects, potentially creating lifelong social and economic disadvantage. These students may need additional support to help them successfully complete their studies. In addition, education providers are required to ensure that these students are able to access and participate in education on the same basis as other students, in accordance with the Disability Discrimination Act 1992 (Commonwealth of Australia 1992) and the Disability Standards for Education (Commonwealth of Australia 2005). This good practice guide is designed to assist teaching staff and disability services staff in both vocational education and training (VET) and higher education institutions to offer individualised or institution-level adjustments in teaching, learning and assessment methods to support students with disabilities or ongoing ill health. It is based on research that considers the viewpoints of these tertiary students, as well as specialist disability services workers and teaching staff. The adoption of these principles aims to improve the educational experience and rate of course completions for these students. [For the related report, &quot;Students with Disabilities: Individualised and Institution-Level Approaches in Practice. Research Report,&quot; see ED561848.]
Using &quot;Measurable Skill Gains&quot; to Best Serve Low-Income, Lower-Skilled Individuals
Author: Cielinski, Anna
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Performance,Basic Skills,English Language Learners,Low Income Groups,Student Needs,Postsecondary Education,Job Skills,Accountability,Skill Development,Job Training,College Readiness,Access to Education

The Center for Law and Social Policy (CLASP) is very pleased that Congress, in passing the Workforce Innovation and Opportunity Act (WIOA), included an interim measure of progress as one of the six &quot;primary indicators of performance.&quot; This common measure offers an opportunity to ensure WIOA funds are used to provide services for participants with initially low basic skills, including English language learners. Recognizing that these individuals will require additional services and a longer timeframe to succeed in postsecondary education and the labor market, this measure helps programs demonstrate success through interim outcomes achieved by this population. The &quot;skill gains&quot; measure can also promote unified planning and shared accountability, as well as support longer-term and more integrated interventions, such as career pathway approaches, which are encouraged in WIOA. In developing regulations and guidance for implementing the skill gains performance indicator, CLASP invites the U.S. Departments of Education and Labor to consider the recommendations offered herein.
A &quot;How-To&quot; Guide on Using Student Workers to Provide Comprehensive Student Financial Supports
Author: Kashen, Julie
Date: 2014-08-00
Type: Tests/Questionnaires
Subjects: Guides,Student Financial Aid,College Students,Colleges,Financial Support,Low Income Groups,Community Colleges,Interviews,Social Services,Legal Aid,Student Personnel Services,Student Role,Recruitment,Training,Evaluation Methods

The Benefits Access for College Completion (BACC) initiative funds innovative approaches to increase the number of students earning postsecondary credentials by connecting students to public benefits in seven community and technical colleges across the country. BACC was launched in September 2011 to help colleges develop and institutionalize scalable and sustainable organizational and funding policies and practices that connect low-income students to an array of public benefits, such as food assistance and health insurance. Each college either developed or expanded upon its own model. Providing students with these comprehensive supports increases financial stability for students and their families. This brief offers practical guidance to colleges that wish to provide to students access to public benefits by incorporating student workers into their student support service activities. Student workers can effectively conduct a substantial portion of work related to accessing public benefits, including outreach, screening, application assistance, counseling, referrals, and data tracking. The guidance is based on the experiences of three of the community colleges in the BACC project--Cuyahoga Community College (Tri-C) in Cleveland, Ohio; LaGuardia Community College (LAGCC) in Long Island City, New York; and, Skyline College in San Bruno, California. The three community colleges utilized student workers in a variety of ways. The brief applies lessons from both their shared and unique experiences. Three appendices are included: (1) BACC Student Benefits Ambassador--SparkPoint at Skyline College Interview Questions; (2) Student Assistant--Skills Test--October 31, 2012; and (3) Background on the Benefits Access for College Completion Initiative. [The BACC initiative is is funded by the Ford Foundation, the Kresge Foundation, Lumina Foundation, and the Open Society Foundations and managed by CLASP and the American Association of Community Colleges (AACC).]
Implementing the Child Care and Development Block Grant Reauthorization: A Guide for States
Author: Matthews, Hannah
Date: 2015-00-00
Type: Guides - General
Subjects: Block Grants,Federal Programs,Program Implementation,Child Care,Child Development,Early Childhood Education,Low Income Groups,Federal Legislation,Educational Legislation,Compliance (Legal),Check Lists,Educational Policy,Public Policy,Resource Allocation,Statistical Data,Consumer Education,Certification,Child Safety,Child Caregivers,Standards,Quality Assurance,Professional Development,Financial Support,Eligibility,Costs,Legal Responsibility

In November 2014, with broad bipartisan support, Congress reauthorized CCDBG [Child Care and Development Block Grant] (the major federal child care program) for the first time since 1996. The new law strengthens CCDBG's dual role as a major early childhood education program and a work support for low-income families. This implementation guide is designed to help policymak­ers and advocates gain a better understanding of what is entailed in fully implementing the law. It summarizes and analyzes key sections of the reauthorization, offering recommendations and areas of caution for states. It also includes a detailed chart compar­ing specific provisions of the new law with those of the previous law, an implementation timeline, a checklist indicating state compliance with select provisions of the law, a summary of the law, and state-by-state information on CCDBG funding and children served. The following are appended: (1) Child Care and Development Block Grant Act of 2014: Summary; (2) Child Care and Development Block Grant Act of 2014: Implementation Timeline; (3) Checklist of Select State Child Care Policies; (4) FY 2015 Estimated Federal and State CCDBG Allocations; (5) Average Monthly Number of Children Served in CCDBG; (6) Average Monthly Share of Children Served by CCDBG in All Types of Care, FY 2013; (7) Number of Providers Receiving CCDBG by Settings, FY 2013; and (8) Child Care and Development Block Grant Act of 2014: Changes to Previous Law.
SNAP Employment and Training: Washington's Basic Food Employment &amp; Training Program (BFET)
Author: Mohan, Lavanya
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Nutrition,Welfare Services,Federal Aid,Federal Legislation,State Legislation,Job Training,Labor Force Development,History,Partnerships in Education,Vocational Education,Employment,Public Agencies

SNAP Employment &amp; Training (E&amp;T) is an important component of SNAP (Supplemental Nutrition Assistance Program, formerly known as the Food Stamp Program) that supports a variety of education, training, employment, and related services for SNAP recipients. It gives recipients opportunities to gain skills, training, or experience that will improve their employment prospects and reduce their reliance on SNAP benefits. Moreover, it may help SNAP recipients meet program work requirements. Using funds allocated from the U.S. Department of Agriculture's Food and Nutrition Service (FNS), all states are required to operate SNAP E&amp;T programs. Washington State's Basic Food Employment and Training (BFET) is one of the most robust SNAP E&amp;T programs in the country and is an important part of the state's comprehensive workforce development system. This publication provides details on the history of BFET and the growth of the program. BFET's crucial innovations include: (1) BFET has spurred colleges and community agency partnerships; (2) Participants engage in vocational training that addresses the local skills gap; and (3) BFET tracks outcomes for participants through streamlined tracking between Washington's Department of Social and Health Services (DSHS) and its contractors. While BFET has been a widely successful program, its growth has been slowed by changes in guidance and limits to the scope of services.
Key Findings and Recommendations from the Coös Youth Study: Research from the First Half of the Study. Regional Issue Brief Number 41
Author: Staunton, Michael S.
Date: 2014-00-00
Type: Reports - Research
Subjects: Youth,Longitudinal Studies,Decision Making,Geographic Location,Academic Aspiration,Occupational Aspiration,Rural Areas,Substance Abuse,Mental Health,Extracurricular Activities,Recreational Activities,Persistence,Student School Relationship,Employment Level,Educational Opportunities,Employment Opportunities,Graduation,Adolescents,Family Characteristics,Economic Factors,Family Relationship,Mentors,Self Concept,Youth Programs,Economically Disadvantaged,Stress Variables,Place of Residence,Community Programs

In this brief, authors Michael Staunton and Eleanor Jaffee review the key findings and recommendations from research conducted in the first half of the Coös Youth Study, which began in 2008 and is planned to continue through 2018. The study explores young people's decisions about their educational and job opportunities in rural northern New Hampshire and their plans to stay in their home region or move away. The authors discuss the highlights of these topics: youth aspirations and perceptions of regional opportunities, substance use and mental health, participation in extracurricular and out-of-school activities, youth retention and out-migration, and community attachment and school connectedness.
The Consortium for Higher Education Tax Reform Report
Author: Center for Law and Social Policy (CLASP), Center for Postsecondary and Economic Success
Date: 2014-00-00
Type: Collected Works - General
Subjects: Finance Reform,Taxes,Higher Education,Paying for College,Access to Education,Educational Policy,Public Policy,Bond Issues,Student Financial Aid,Low Income Groups,Eligibility,Educational Opportunities

This White Paper presents the work of the Consortium for Higher Education Tax Reform, a partnership funded by the Bill &amp; Melinda Gates Foundation as part of the second phase of its Reimagining Aid Design and Delivery (RADD) initiative. Consortium partners are the Center for Postsecondary and Economic Success at CLASP, the Education Trust, New America Foundation's Education Policy Program, and Young Invincibles. The Consortium identified strengths and weaknesses in federal higher education tax policy and providing recommendations for redesign and reform. This White Paper and the associated issue briefs reflect the culmination of those efforts. Included are: (1) &quot;Higher Education Tax Reform: A Shared Agenda for Increasing College Affordability, Access, and Success,&quot; a set of consensus policy recommendations that the consortium released in November 2013; and (2) Four issue briefs written by each of the consortium's members. These briefs address in greater depth four specific aspects of the policy recommendations in the Shared Agenda. Each represents the views of the organization that wrote it; the Consortium members have provided feedback to one another, but the briefs are not intended to reflect consensus viewpoints (in contrast to the Shared Agenda). The briefs are as follows: (1) &quot;Building an AOTC Movement: Strengthening Outreach for a Reformed American Opportunity Tax Credit&quot; (Stephen Burd and Rachel Fishman from New America Foundation's Education Policy Program); (2) &quot;Help When It's Needed: Advancing the AOTC&quot; (Steve Holt from the Center for Postsecondary and Economic Success at CLASP); (3) &quot;Tough Love: Bottom Line Quality Standards for Colleges&quot; (Michael Dannenberg and Mary Nguyen Barry from Education Trust); and (4) &quot;Tax-Exempt Borrowing at Postsecondary Institutions: How Reforming Tax-Exempt Bonds Can Improve Student Outcomes and Save the Government Money&quot; (Rory O'Sullivan and Portia Boone from Young Invincibles).
Scaling &quot;Stackable Credentials&quot;: Implications for Implementation and Policy
Author: Ganzglass, Evelyn
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Credentials,Program Implementation,Educational Policy,Community Colleges,Technical Institutes,Associate Degrees,Certification,Career Education,Technical Education,State Policy,Labor Market,Labor Force Development,Educational Benefits,Barriers,Skill Development,Career Readiness,Job Skills

Postsecondary education and credentials are key to economic mobility for individuals and economic competitiveness for our nation. Although the economic return to credentials varies significantly by field of study, generally workers with higher levels of education have higher wages, work more hours, and suffer lower rates and shorter durations of unemployment. As routine jobs are giving way to work environments necessitating higher-order communication and analytical skills, employers are requiring existing workers to upgrade their skills to stay employed. They are also using educational and occupational credentials in the hiring process to find the most qualified workers and as a screen for adaptability and trainability. Driven by economic mobility and competitiveness concerns, policy leaders at all levels are setting goals for increasing postsecondary credential attainment. States are also actively engaged in or moving toward performance-based funding for higher education that rewards colleges for improving the rate at which students complete college and attain marketable credentials. Another driver of interest in stackable credentials is that policymakers are seeking ways to document the skills veterans learned during military service to help them reintegrate into the domestic workforce. The U.S. Department of Labor defines a stackable credential as one that is &quot;part of a sequence of credentials that can be accumulated over time to build up an individual's qualifications and help them to move along a career pathway or up a career ladder to different and potentially higher-paying jobs.&quot; As discussed in this paper, states and colleges are achieving stackability in a variety of ways to optimize credential attainment and build multiple on and off ramps to postsecondary credentials for people as they prepare to enter the workforce, aim to upgrade their skills to keep a job, advance to a better job, or move from one field of work to another. The following are appended: (1) Credentials; (2) Figures; and (3) Acknowledgements.
Restraint and Seclusion of Students with a Disability Continue to Be Common in Some School Districts. Patterns Remain Relatively Consistent Despite Recent Policy Changes. National Issue Brief Number 78
Author: Gagnon, Douglas
Date: 2014-10-28
Type: Reports - Research
Subjects: School Districts,State Policy,School Policy,Discipline Policy,National Surveys,Behavior Modification,Socioeconomic Influences,Rural Urban Differences,Geographic Location,Behavior Problems

In 2013, Carsey released a brief that analyzed rates of restraint and seclusion using a large, nationally representative data set of U.S. school districts. This brief, which analyzes a more comprehensive data set and the most current Civil Rights Data Collection, serves as a follow-up to the previous brief. Authors Douglas Gagnon, Marybeth Mattingly, and Vincent Connelly report that, despite numerous states with revised policies related to seclusion and restraint in schools between 2009 and 2012, trends in the rates of restraint and seclusion of students with a disability in the United States remained relatively consistent between survey years. Low-poverty, low-minority districts are more likely to report high rates of restraint than are high-poverty, high-minority districts, although this trend in the most recent data is less pronounced than the trend found in the 2009-2010 data. In addition, restraint and seclusion are most common in cities and least common in rural places. The authors conclude that future research should examine the factors that lead to the use of restraint and seclusion in some schools, as well as what conditions lead to uptake of alternative approaches to managing challenging student behavior.