ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Levels of Rural and Urban Third Graders Lag behind Their Suburban Peers. Issue Brief Number 28
Author: Graham, Suzanne E.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Reading Achievement,Low Achievement,Kindergarten,Grade 3,Achievement Gap,Inservice Teacher Education,Socioeconomic Status,Achievement Gains,Rural Schools,Rural Education,Rural Population,Rural Urban Differences,Regional Characteristics,Differences,Urban Schools,Suburban Schools,Comparative Analysis,Data Analysis,Longitudinal Studies,Correlation,Parent Background,Family Characteristics,Reading Difficulties

This brief examines the complex interplay of family, school, and place factors in the reading achievement levels of third grade students. Third grade reading achievement is critical to later academic and occupational success. Using data from the Early Childhood Longitudinal Study, the authors report that suburban children realize greater gains in reading achievement from kindergarten to Grade 3 than their rural or urban counterparts. Rural students who were struggling readers at the beginning of kindergarten have lower average reading achievement in third grade than both urban and suburban students when children of the same socioeconomic status are compared. The differences in third grade reading achievement between rural and nonrural children who were low achievers in kindergarten most likely reflect different educational opportunities and school resources available to these children. The authors suggest that improved professional development opportunities for rural teachers may help narrow the differences in the third grade reading achievement of rural, urban, and suburban students who were struggling readers in kindergarten. (Contains 1 figure, 1 table, and 14 endnotes.)
No Place Like Home: Place and Community Identity among North Country Youth. New England Issue Brief No. 24
Author: Cox, Genevieve R.
Date: 2011-01-19
Type: Reports - Evaluative
Subjects: Identification,Adolescents,Community Programs,Self Esteem,Adolescent Development,High School Students,Student Attitudes,Self Concept Measures,Migration,Rural Schools,Student Surveys,Correlation,Rural Youth,Rural Sociology,Statistical Analysis,Self Concept,Community Change,Community Influence

This brief explores the link between rural youths' identification with their community, their self-esteem, and their future plans. The panel study of New Hampshire's Coos County youth offers a snapshot into the dynamics of a population that is developing its identity in a region that is undergoing an identity transformation of its own. Place identity may be influential in how individuals think of themselves and their futures, particularly for youth in the process of forming an identity. The study reveals the importance of developing community programs and activities for youth that create social ties to form a positive identification with the place they live and consequently improve their self-esteem and the likelihood for staying or returning to their communities in later adulthood. (Contains 4 figures and 8 endnotes.) [Additional support for this publication was provided by the Carsey Institute endowment.]
Benchmarking Attrition: What Can We Learn From Other Industries?
Author: American Institutes for Research
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Student Attrition,Industry,Benchmarking,Costs,Graduation Rate,Incentives,Military Service,Attrition (Research Studies),Participatory Research,Recidivism,Criminals,Crime,Labor Turnover

This brief summarizes Internet-based research into other industries that may offer useful analogies for thinking about student attrition in higher education, in particular for setting realistic benchmarks for reductions in attrition. Reducing attrition to zero or close to zero is not a realistic possibility in higher education. Students are adults, with complicated lives. They are at least partly responsible for their own success, something the public seems to understand and agree with: In a recent survey, 70 percent of adults said students bore at least some of the blame for low graduation rates (Associated Press/Stanford University, 2010). While more can and should be done to inform the choices they make, and to set expectations for degree attainment rather than attrition, some level of attrition is inevitable. In looking for examples from other human-capital or service industries that might provide some insight into ways to benchmark attrition in higher education, we were particularly interested in those industries where losses from attrition would translate into tangible costs. In these instances, the industries would both have reason to measure the costs of attrition as well as incentives to reduce them. ["Benchmarking Attrition: What Can We Learn From Other Industries?" was commissioned by the Delta Cost Project.]
National Postsecondary Enrollment Trends: Before, during, and after the Great Recession. Signature[TM] Report 1
Author: Dunbar, Afet
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Change,Economic Climate,College Students,Higher Education,Public Colleges,Private Colleges,Two Year Colleges,Full Time Students,Part Time Students,School Holding Power,Academic Persistence,Geographic Regions,Regional Characteristics,Differences,Cohort Analysis

This report, &quot;National Postsecondary Enrollment Trends: Before, During, and After the Great Recession,&quot; brings to light emerging national and regional patterns among traditional-age, first-time students enrolling in colleges and universities during the fall term each year from 2006 through 2010--before, during, and after the recession. Drawn from data housed at the National Student Clearinghouse Research Center, this report explores: (1) Total enrollment and changes across years, by institution sector and control; (2) Enrollment totals and changes across years, nationally and by geographic region; (3) Full-time and part-time enrollment by institution type and geographic region; and (4) First-year retention. The results of these analyses show that changes in college enrollment accompanying the recent recession--thus far, and among traditional-age student--have not been as pronounced as many had previously feared. Nevertheless, findings point to distinct shifts in the college-going patterns of traditional-age, first-time students. Based on drops in real incomes, industrial activity, wholesale/retail sales, and employment, as well as GDP, analyses by the National Bureau of Economic Research (2008; 2010) dated the onset of the United States' recent economic recession at December 2007 and the end at June 2009. During this same period, the challenges facing higher education institutions included shifts in enrollment patterns, uncertainties regarding financial aid practices, and cuts in state support of public institutions--with all of these changes occurring amid increased federal and state pressures to meet national goals for increasing college degree attainment by 2020. Even in 2011, two years after the recession's end, the economy is, of course, not fully recovered. Unemployment remains high, state budgets continue to shrink, and family financial struggles have not subsided. Much uncertainty about how to plan for and respond to shifts in college enrollment remain. This report presents an effort to help federal, state, and institutional policy makers better understand recent events, to facilitate institutions' efforts to anticipate changing student enrollments, and finally, to inform appropriate responses from policy makers at multiple levels. Appended are: (1) Notes on the Data; (2) Coverage Tables; (3) Regions; and (4) Results Tables. (Contains 38 figures, 45 tables and 1 footnote.)
The New, Longer Road to Adulthood: Schooling, Work, and Idleness among Rural Youth. Number 9
Author: Snyder, Anastasia
Date: 2009-00-00
Type: Reports - Research
Subjects: Educational Attainment,Young Adults,Adult Development,Federal Aid,Postsecondary Education,Gender Differences,Racial Differences,Educational Trends,Migration,Public Policy,Educational Policy,Whites,African Americans,Hispanic Americans,Dropouts,Community Programs,Rural Areas,Rural Economics,Rural Education,Rural Youth,Rural Sociology,Rural Urban Differences,Regional Characteristics,Differences,Economic Climate,Employment Potential,Access to Education,Urban Schools,Suburban Schools,Educational Environment,Comparative Analysis,Census Figures,Data Analysis,Longitudinal Studies,Correlation,Trend Analysis,Educational Experience,Employment Experience,Work Experience,Student Experience,Aspiration,Equal Education,Equal Opportunities (Jobs),Early Parenthood,Student Employment,Youth Employment,Enrollment Trends,Population Trends,Unemployment,Employment Patterns

This report focuses on the education and work experiences of rural youth during the emerging adult years (age 20 to 24), as they make the transition from adolescence to adulthood. It documents how rural emerging adults combine work and school and experience idleness, closely examines their educational attainment, and compares their experiences with those in central city and suburban areas. (Contains 10 figures and 5 tables.) [Additional funding for this paper was provided by a USDA/CSREES National Research Initiative grant.]
Rural Families Choose Home-Based Child Care for Their Preschool-Aged Children. Policy Brief Number 3
Author: Smith, Kristin
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Child Care,Rural Areas,Child Care Centers,Employed Parents,Access to Education,Educational Quality,Young Children,Socioeconomic Status,Urban Areas,Place of Residence,Costs

This policy brief examines who is taking care of preschoolers of employed mothers in rural America. While most rural families choose home-based child care (such as relatives or informal nonrelated care providers), formal care (such as in day care centers) has positive benefits to a child's development. The brief recommends that programs are needed that either make formal care more affordable and accessible in rural communities, or that train home-based care providers to provide quality care. (Contains 2 figures, 1 table, and 11 endnotes.)
Low Income and Impoverished Families Pay More Disproportionately for Child Care. Policy Brief Number 16
Author: Smith, Kristin
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Child Care,Poverty,Low Income Groups,Grants,Working Class,Costs,Family Income,Mothers,Educational Attainment,Rural Areas,Census Figures

According to research based on the 2004 Survey of Income and Program Participation, working families with young children living in poverty pay 32 percent of their income on child care, nearly five times more than families living at more than 200 percent of the poverty level. This brief asks policy makers to consider allowing more subsidies to be available to those who could benefit most from them. (Contains 3 figures, 2 tables, and 8 endnotes.)
Low-Skill Workers in Rural America Face Permanent Job Loss. Policy Brief Number 2
Author: Glasmeier, Amy
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Rural Areas,Urban Areas,Manufacturing,Dislocated Workers,Educational Attainment,Job Skills,Skilled Workers,Automation,Geographic Location,Public Policy,Industry

Global economic competition and other factors have cost rural America 1.5 million jobs in the past six years. This brief analyzes job displacement figures from around the country between 1997 and 2003. The loss of rural jobs was particularly large in the manufacturing sector, and the rate of loss was higher in the rural Northeast than in the rest of rural America. The key causes fueling the trend have been the push for cost savings through automation and cheaper labor overseas. (Contains 6 figures and 2 endnotes.)
Student Discipline in New Hampshire Schools
Author: Wauchope, Barbara
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Expulsion,Suspension,Discipline,Trend Analysis,Behavior Problems,At Risk Students,Student Behavior,State Legislation,State Policy,Comparative Analysis,High School Students,Elementary School Students,Middle School Students,School Size,Violence,Smoking,Drug Abuse,Alcohol Abuse,Verbal Communication,Weapons

A new analysis of student discipline in New Hampshire schools in the 2007-2008 school year shows that out-of-school suspension rates are higher and statewide expulsion rates are lower than the national average. Schools reporting the highest rates of suspensions and expulsions are the smallest in the state and have the highest percentage of students in poverty. This brief is the first in a collaborative series between the Children's Alliance of New Hampshire and the Carsey Institute. (Contains 11 figures, 2 tables, and 20 endnotes.)
Reverse Transfer: A National View of Student Mobility from Four-Year to Two-Year Institutions. Signature[TM] Report 3
Author: Hossler, Don
Date: 2012-07-00
Type: Numerical/Quantitative Data
Subjects: Reverse Transfer Students,Student Mobility,Transfer Rates (College),Incidence,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Enrollment,Graduation,Part Time Students,Full Time Students,Summer Schools,Cohort Analysis

In its second Signature Report[TM], "Transfer and Mobility: A National View of Pre-Degree Student Movement in Postsecondary Institutions" (Hossler et al., 2012), the National Student Clearinghouse[R] Research Center[TM] found that one-third of all first-time students who began at a four-year institution transferred to or enrolled at a different institution at least once within five years after their initial enrollment and that more than half of those students went to a two-year institution. This new, third report in the series, "Reverse Transfer: A National View of Student Mobility from Four-Year to Two-Year Institutions," explores in more detail this latter group of students, those who went from four-year to two-year institutions, focusing on reverse transfer behavior among first-time-in-college students who entered four-year colleges and universities in fall 2005 and following their college enrollments for six years through the summer of 2011. Drawn from data housed at the National Student Clearinghouse, the report examines: (1) The prevalence of reverse transfer nationwide, with contextual information on summer session course taking behavior, broken out by initial enrollment intensity, control of institution of origin, and timing of first enrollment in the two-year sector; (2) Subsequent enrollment outcomes following reverse transfer by students' length of enrollment in the two-year sector, enrollment intensity during the first term at a two-year institution, and control of institution of origin; (3) Student pathways and completion at institution of origin; and (4) Six-year outcomes for all reverse transfer students by length of enrollment in the two-year sector for students who returned to their institution of origin, disaggregated by control type of institution of origin. The findings presented in this report show that within six years, 14.4 percent of the first-time students who started at a four-year institution in the fall of 2005 subsequently enrolled at a two-year institution outside of summer months or reverse transferred and an additional 5.4 percent enrolled at a two-year institution for summer courses only. The reverse transfer rate was higher among part-time students (16.4 percent) compared to students who initially enrolled full time (13.1 percent) and was also higher among those who started at a public four-year institution (15.8 percent) than among those who initially enrolled at a private nonprofit four-year institution (11.4 percent) or a private for-profit four-year institution (10.8 percent). Appended are: (1) Methodological Notes; (2) Coverage Table; and (3) Results Tables. (Contains 18 figures and 29 tables.
Mobility. Snapshot Report, Fall 2011
Author: National Student Clearinghouse
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Student Mobility,Public Colleges,Two Year Colleges,Private Colleges,Trend Analysis,Part Time Students,Full Time Students,Institutional Characteristics,Student Characteristics,College Students

This paper presents information on student mobility for 2011. It offers data on the following: (1) Mobility Rates by Student Enrollment Status; (2) Mobile Student Enrollment at 2-/4-Year Institutions; and (3) Mobile Student Enrollment at Public/Private Institutions.
Measuring (and Managing) the Invisible Costs of Postsecondary Attrition. Policy Brief
Author: Wellman, Jane
Date: 2012-09-00
Type: Information Analyses
Subjects: Student Attrition,Credits,Educational Attainment,Methods,Graduation,Costs,Graduation Rate,Academic Persistence,Goal Orientation,Enrollment,Benchmarking,Trend Analysis

The collision between funding realities and the paramount goal of increasing educational attainment has brought new attention to ways to reduce postsecondary attrition and get more students who enroll in college to complete a degree or credential. Reductions in attrition are both educationally effective and cost effective. Students reach high-value learning outcomes at less cost in time and money, while degree production costs are lowered. Despite a good deal of attention to retention and graduation, there is neither a commonly understood measure of student attrition, nor a way to determine its cost. Attrition is not just the difference between graduation rates and 100 percent because graduation rates do not distinguish between students who leave higher education altogether versus those that stop or transfer between institutions en route to a degree. Moreover, historically, the institutional costs of attrition have been virtually invisible, particularly in large public institutions with high levels of student enrollment demand and funding models that generate revenues for credits whether or not they attach to degrees. Students who leave early are replaced by others knocking at the door. While many institutions and states have undertaken efforts to improve  graduation rates, they typically do not zero in on the relationship between spending and student success, and on ways that reducing attrition costs can also reduce degree production costs by translating a higher proportion of credits into degrees. An understanding of the different types and costs of attrition can equip institutional leaders and policymakers with the tools to make strategic choices about where, when, and how to invest time and attention towards increased graduation rates and lower production costs. This project has been designed to generate such metrics and produce recommendations on ways to use these measures to increase student success. The elements of this analysis include the following: (1) A recommended definition of attrition, as well as a methodology for estimating attrition and ascribing costs to it; (2) An example of the application of the methodology using national data samples, including findings about the patterns and costs of attrition; and (3) Recommendations to institutions and states about ways to use the measures to support efforts to reduce attrition, including setting benchmarks and goals, and rewarding progress as part of performance-or outcomes-based budgeting. (Contains 3 tables, 3 figures, and 5 footnotes.) ["Measuring (and Managing) the Invisible Costs of Postsecondary Attrition. Policy Brief" was Commissioned by the Delta Cost Project.]
Transfer and Mobility: A National View of Pre-Degree Student Movement in Postsecondary Institutions. Signature Report 2
Author: Hossler, Don
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Student Mobility,Enrollment,Transfer Rates (College),Part Time Students,Full Time Students,Reverse Transfer Students,Proprietary Schools,Public Colleges,Private Colleges,Two Year Colleges,In State Students,Out of State Students,Cohort Analysis

It is widely acknowledged that many postsecondary students no longer follow a traditional path from college entry to degree at a single institution. Increasingly more students attend multiple institutions, transferring once, twice, or even three times before earning a degree. Standard institution-based reporting tends to ignore these students, however, focusing only on those who enter as first-time freshmen and treating students who do not receive a degree from their first institution as dropouts. This approach is no longer adequate for informing students about their full range of educational options and policymakers about the real prospects for expanding postsecondary attainment, regardless of the institutional pathways students choose. It is also insufficient for institutional practitioners who are concerned with better understanding the origins and destinations of the students who pass through their doors. In a step towards improving this situation, the National Student Clearinghouse Research Center, in partnership with the Indiana University Project on Academic Success, has analyzed student-level enrollment data to report on the transfer behaviors, over five years, of virtually all students who began postsecondary education in the U.S. in fall 2006. This analysis is unique in that it includes both full- and part-time students of all ages, in all institution types--nearly 2.8 million students. It covers changes in each student's institution of enrollment occurring at any time of year, even across sector and state lines, for up to five years. The report describes the number of students who transferred, the institutional destinations of their transfers, and the timing of the movement. And it counts students uniquely, without duplication even when the same student was enrolled in more than one institution at the same time. What emerges is a complex picture in which one-third of all students change institutions at some time before earning a degree, a rate that is consistent across all types of institutions outside of the for-profit sector (where the rate is lower). Slightly more part-time students transferred than full-time students. Of those who transfer: (1) 37 percent transfer in their second year; (2) 22 percent transfer as late as their fourth or fifth years; (3) 25 percent transfer more than once; (4) 27 percent transfer across state lines; and (5) 43 percent transfer into a public two-year college. Appended are: (1) Methodological Notes; (2) Coverage Table; and (3) Results Tables. (Contains 27 figures and 26 tables.)
Mobility. Snapshot Report, Spring 2012
Author: National Student Clearinghouse
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Students,Trend Analysis,Institutional Characteristics,Full Time Students,Part Time Students,Two Year Colleges,Time to Degree,College Graduates,Graduation Rate

This snapshot report presents information on student mobility for 2012. It offers data on the following: (1) Percentage of Students Completing Degrees at Four-Year Institutions Who Previously Enrolled at Two-Year Institutions; (2) Number of Years Between Degree Completion at Four-Year Institutions and Most Recent Enrollment at Two-Year Institutions; and (3) Number of Enrolled Terms at Two-Year Institutions Prior to Degree Completion at Four-Year Institutions.
Interstate Mobility. Snapshot Report, Spring 2012
Author: National Student Clearinghouse
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Trend Analysis,College Graduates,Student Mobility,Enrollment Trends

On average, 15.1 percent of all U.S. postsecondary students who received undergraduate degrees in 2010-11 had previously attended college in at least one other state or territory. As shown in this map, for each state and territory, the National Student Clearinghouse Research Center has identified the percentage of undergraduate degree completers in the 2010-11 academic year who had prior enrollments in at least one other state or territory. The median per state/territory was 18.4 percent.