ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Equity by Supporting the Whole Student: Findings from Case Studies of Two Colleges in the Working Students Success Network. Education Issue Brief
Author: Person, Ann E.
Date: 2020-10-00
Type: Reports - Research
Subjects: Equal Education,Community Colleges,Two Year College Students,Holistic Approach,Student Employment,Nontraditional Students,School Culture,Philanthropic Foundations,Program Effectiveness,Educational Cooperation

Now more than ever, philanthropy seeks to use its grant making and voice to build and support equity for historically marginalized communities. Toward that end, postsecondary education is an important area of investment because it is a critical pathway to economic mobility and stability. At the same time, colleges are serving a growing number of students from historically underserved groups--including students experiencing poverty and students of color. The Working Students Success Network (WSSN) originates from the efforts of several national foundations to work collaboratively with community colleges to promote an equity agenda by offering holistic student supports and transforming their institutional culture. In this brief, we present findings from follow-up case studies of two of the original WSSN colleges. We organize the findings from the case studies in line with WSSN's strategic themes of equity and holistic student supports. We conclude with a discussion of implications for colleges, funders, and other stakeholders interested in equitable postsecondary outcomes. [This report was co-produced by the Insight Center for Community Economic Development.]
How Much Does the Pre-K CLASS Relate to Children&apos;s Readiness for School Skills? Early Childhood Literature Scan Brief
Author: Aikens, Nikki
Date: 2021-02-00
Type: Information Analyses
Subjects: Preschool Children,Preschool Education,Classroom Environment,Educational Quality,Classroom Observation Techniques,Scoring,School Readiness,Language Skills,Literacy,Mathematics Skills,Social Development,Emotional Development,Executive Function,Perceptual Motor Coordination,Outcomes of Education

One widely used tool that captures the process quality of preschool classrooms, including interactions between teachers and children, is the Classroom Assessment Scoring System-Preschool (Pre-K CLASS; Pianta et al. 2008). The Bill &amp; Melinda Gates Foundation funded Mathematica to conduct a literature scan to search for recent studies analyzing how well widely used classroom quality measures--including the Pre-K CLASS--perform (see box at the end of the brief for more details about methods). This brief focuses on what is known about how the Pre-K CLASS relates to children's outcomes in general, and whether its relationships with outcomes differs for key subgroups of children. The authors include outcomes that reveal a child's readiness for school, categorized as language; literacy; math; and social-emotional, executive function, and physical skills (coordination of vision and movement).
Can Dual Enrollment Algebra Reduce Racial/Ethnic Gaps in Early STEM Outcomes? Evidence from Florida. Summary Research Report
Author: Minaya, Veronica
Date: 2021-02-00
Type: Reports - Research
Subjects: STEM Education,Dual Enrollment,High School Students,Academic Persistence,College Attendance,Graduation Rate,African American Students,Hispanic American Students,Achievement Gap,Racial Differences,Grade 9,Algebra,Program Effectiveness,Majors (Students),Bachelors Degrees,Associate Degrees,Student Characteristics,White Students,Gender Differences,Public Schools

Math is an integral subject in nearly all STEM disciplines, and early exposure to advanced math coursework may encourage high school students to enter and persist in STEM fields in college. This report examines whether taking college algebra through dual enrollment affects high school graduation, college enrollment, and early STEM outcomes. I use a fuzzy regression discontinuity methodological design and rich transcript-level data on one cohort of Florida public high school students tracked post-high school into Florida community colleges and universities to estimate the effects of taking dual enrollment algebra. I find that--among students on the margin of eligibility-- taking dual enrollment algebra increases the likelihood that students enroll in a STEM program in college. I also find particularly strong effects on beginning college and persisting in college as a STEM major for Black and Hispanic students. I fail to detect an effect on overall rates of high school graduation and college enrollment. Broadly, these results suggest that encouraging Black and Hispanic students to take college-level math courses in high school may help to advance equity in STEM fields.
Student Loan Interest Rates: A Survey of Federal, State, and Private Programs. MHEC Research Brief
Author: Williams-Wyche, Shaun
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,Federal Programs,Credit (Finance),State Programs,Private Financial Support,Loan Repayment,Debt (Financial),Paying for College,College Graduates,Federal Aid,Federal Legislation,Fees,Income Contingent Loans

Student loans can help fill cost gaps created by insufficient grants, scholarships, and family income in funding a postsecondary education. Whereas receipt of grant aid does not require repayment, student loans must be repaid with interest. Loans provide students with additional choices, such as living independently (instead of living with parents and commuting) or working less hours or not at all. However, concern has grown over the extent to which students must rely on loans to finance their college education. Nationally, student loan debt rose to $1.5 trillion in 2018 and is currently the second-largest form of debt in the country after mortgage and home equity debt. Fifty-seven percent of college graduates from the class of 2016-17 received student loans, and the average debt was $27,293 (see Addendum). Loan interest rates constitute one factor that can influence students' ultimate loan burden. This policy scan examines changes in federal student loan interest rates over time; the wide variation in interest rates for state-sponsored student loans; and interest rates for private student loans.
Classroom Walkthroughs: Where Data-Gathering and Relationship-Building Meet for School Improvement
Author: Rouleau, Kristin
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Observation,Classroom Observation Techniques,Data Collection,Capacity Building,Educational Improvement,Principals,Instructional Leadership,Educational Benefits,Program Implementation,Educational Strategies,Coaching (Performance),Technology Uses in Education

Multiple researchers have described walkthroughs as effective ways for instructional leaders (commonly principals, but also various other roles like assistant principals and teacher coaches) to play an active role in generating focused, qualitative data to inform schoolwide improvement efforts (Bole &amp; Farizo, 2013; Starrett, 2015). In addition to the data, the process of participating in the walkthrough builds a sense of investment in the leader, which can grow into a determination to foster tailored teaching instruction and practice, helping the school thrive (Bole &amp; Farizo, 2013; Brookhart &amp; Moss, 2014; Bloom, 2007). Since walkthroughs are a highly visible sign of a school leader's commitment to improvement, it pays to enter into a walkthrough program with intentionality and staff understanding of the purpose of the walkthroughs. This paper reviews the characteristics of all good walkthroughs, describe several distinct types, and offer some advice on choosing the right type for your school's needs. It pays particular attention to the less formal end of the walkthrough and observation spectrum: those that aim to build staff capacity, collaboration, cohesion, and coaching, as opposed to those that are formal parts of the annual performance review process.
The Digital Divide among College Students: Lessons Learned from the COVID-19 Emergency Transition. Policy Report
Author: Jaggars, Shanna S.
Date: 2021-01-00
Type: Reports - Research
Subjects: Access to Computers,Disadvantaged,Internet,College Students,COVID-19,Pandemics,Distance Education,Online Courses,Educational Technology,Electronic Learning,Success,Correlation,Student Needs,Racial Differences,Ethnicity,Family Income,Socioeconomic Status,Rural Areas,Suburbs,Urban Areas,Place of Residence,Barriers,Student Attitudes,State Policy

This report examines the meaning and impact of the digital divide -- the gap between those who can and cannot access the Internet -- on college students during the COVID-19 emergency shift to remote learning. The assessment is based on several national surveys conducted in the spring or summer of 2020, as well as results from a large-scale survey the authors conducted at Indiana University and The Ohio State University during the same time period. Key findings reveal the prevalence of inadequate technology, the relationship between inadequate technology and student success, and college and state approaches to supporting students with inadequate technology during the emergency transition. [At Indiana University, this research was sponsored by Schmidt Futures and by the Office of the Vice President for Research at Indiana University. At Ohio State, this research was supported by the Office of Student Academic Success, the Office of Student Life, and the Drake Institute for Teaching and Learning.]
Military Transcript and Experience Review: A 13-State Scan of Policies. Policy Report
Author: Johnson, Gina
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Transcripts (Written Records),Military Service,Military Training,Educational Policy,State Policy,College Credits,Educational Legislation,State Legislation,Veterans

The National Center for Higher Education Management Systems (NCHEMS) and MHEC were awarded a competitive grant from the American Institutes for Research in 2019 as part of its National Research Collaborative on Postsecondary Competency-based Education and Learning (cberesearch.org). The grant objective was to specifically identify state policies related to the review of military transcripts and experience for military-connected students entering or reentering postsecondary education and explore how these policies are generally interpreted by the state higher education agency involved with implementation. The intent of the report is to provide a resource for those considering or amending a state policy as well as providing a repository that demonstrates policy variances.
Nonprofits Offer a Roadmap for Colleges Implementing the Google IT Certificate Program. Google IT Support Professional Certificate Program
Author: Ndiaye, Mamadou, Ed.
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Nonprofit Organizations,Community Colleges,Educational Certificates,Technical Support,Student Recruitment,School Orientation,Skill Development,Job Skills,School Business Relationship,Ancillary School Services,Field Experience Programs,Best Practices,Foreign Countries,Vocational Education

Over the past three years, Jobs for the Future (JFF) has been supporting a community of more than 100 U.S. community colleges (CCs) and over 25 nonprofit organizations (NPOs) worldwide implementing the Google IT Support Professional Certificate training program. During this engagement, JFF has gathered valuable insights about best practices in designing Google IT Certificate training in various settings. Among NPOs, we saw substantial positive outcomes regarding the recruitment of diverse participants, retention of students, and completion of the program due to the networks and approaches the NPOs adopted. During the engagement, JFF was able to draw insights from both direct coaching with the CC and NPO sites as well as through research and evaluation. This brief offers actionable strategies for CCs to apply evidence-based practices developed by NPOs to increase retention, completion, and job placement through short-term and online workforce training opportunities.
Intermediary Functions and Features in Pathways Systems. Building Equitable Pathways Series
Author: Hartung, Kyle
Date: 2020-11-00
Type: Guides - General
Subjects: Partnerships in Education,Community Colleges,High School Students,College Credits,Postsecondary Education,Dual Enrollment,College School Cooperation,Poverty,At Risk Students,Alignment (Education),Labor Market,School Business Relationship,Higher Education,High Schools,Minority Group Students,Equal Education

This resource clarifies the roles intermediaries play in college and career pathways systems. It can be useful for envisioning a brand-new organization or strengthening the intermediary functions of an existing organization. Your organization can use this guide during a strategic planning process or at any time to reflect on its practices, shift its focus, or reconnect to its mission.
Supporting Adult Learners from Enrollment to Completion: Implementation Findings from the Adult Promise Evaluation
Author: Person, Ann
Date: 2020-11-06
Type: Reports - Descriptive
Subjects: Adult Students,Nontraditional Students,College Students,State Policy,School Policy,Outreach Programs,Student Recruitment,Student Personnel Services,Student Financial Aid,Equal Education,COVID-19,Pandemics,Crisis Management,Social Justice,Program Effectiveness

Lumina Foundation seeks to increase the proportion of Americans who hold a postsecondary credential to 60 percent by 2025, across all racial, ethnic, immigration, and income groups. Recognizing that this goal cannot be achieved through a focus on traditional-age college students alone, Lumina launched the Adult Promise initiative in 2017. Between 2017 and 2019, the foundation made multiyear grants to a total of 15 states to address adult postsecondary attainment through recruitment, supports, and financial commitments. The Adult Promise evaluation tracked progress in 11 states included in the 2017 and 2018 grant waves (California, Hawaii, Idaho, Indiana, Kentucky, Maine, Minnesota, North Carolina, Ohio, Oklahoma, and Washington), focusing on six domains: (1) state and institutional policy context, (2) outreach and recruitment, (3) supports for adult students, (4) financial assistance, (5) equity considerations, and (6) crisis response, which was especially relevant in 2020. This report presents evidence about the progress these state grantees made in these six domains to support adult learners attain postsecondary education.
Building Power: One Foundation&apos;s Story of Funding Grassroots Organizing and Engagement
Author: Flores, Kim
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Financial Support,Social Action,Advocacy,Philanthropic Foundations,Citizen Participation,Capacity Building,Activism,Parents,Power Structure,Educational Improvement,Student Empowerment,Student Leadership,Disadvantaged Youth

In 2014, the Nellie Mae Education Foundation began funding three projects that together comprise the Grassroots Portfolio: Civic and Family Engagement, Community Organizing, and Amplifying Student Voice and Leadership. This work was part of the Public Understanding and Demand component of NMEF's grantmaking strategy. Following a Foundation-wide equity assessment in 2017, and a review of the Foundation's strategy, NMEF commissioned Algorhythm to examine its Public Understanding and Demand evaluation and grantmaking documents, with the ultimate goal of helping NMEF better understand its role in the grassroots organizing and engagement work. This brief explores NMEF's journey in funding the Grassroots Portfolio and shares lessons learned. [This report was prepared in partnership with Algorhythm.]
Student-Centered Learning Opportunities for Adolescent English Learners in Flipped Classrooms
Author: Carhill-Poza, Avary
Date: 2021-00-00
Type: Reports - Research
Subjects: Student Centered Learning,Adolescents,English Language Learners,Flipped Classroom,Instructional Effectiveness,Context Effect,Social Influences,Teaching Methods,High Schools,High School Students,High School Teachers,Student Attitudes,Parent Attitudes,Teacher Attitudes,Graduation Rate,Student Diversity,Language Proficiency

As schools look to raise standards and close achievement gaps, they need effective strategies for serving English language learners, the fastest-growing segment of the school-age population who have historically lagged behind their native English-speaking peers on state assessments and in graduation rates. Flipped learning, which blends in-person and online learning to maximize student and teacher interactions, shows potential for accelerating English learners' progress. In a flipped classroom, students access direct instruction on their own time, while class time is used for interactive lessons, collaborative projects, and personalized teacher support. This study from the University of Massachusetts-Boston, examines how flipped learning can be utilized to improve the language and content acquisition of adolescent English language learners.
Illinois Community College Board Fiscal Year 2021 Spring Enrollment
Author: Illinois Community College Board
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Enrollment Rate,Enrollment Trends,Full Time Students,Online Courses,COVID-19,Pandemics

Community colleges report general opening spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2021 semester--usually the 10th day of the term. Illinois Community Colleges have implemented campus measures to ensure a safe instructional environment during the ongoing pandemic and employed substantial adjustments to instruction by transitioning many courses to remote or online modalities. With community colleges being open-access institutions and serving a significant number of at-risk students, the pandemic has heightened issues for that population ranging from fiscal to technological. Overall, compared to the same term one year ago, statewide Spring 2021 headcount enrollments and full-time equivalent (FTE) enrollments have been substantially affected by COVID-19. Table 1 contains comparative statewide spring tenth-day enrollments for the last five years. Table 2 provides a comparison of fiscal year 2017 through fiscal year 2021 spring headcount enrollments for each community college. Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2017 through fiscal year 2021 spring opening course enrollments (duplicated) in internet-based courses at each community college. Table 5 provides fiscal year 2021 spring opening enrollments by instructional program area. Lastly, table 6 provides opening headcount enrollments of dual credit students in Spring 2021. [For the 2020 report, see ED603516.]
The Student-Centered Assessment Network: Testing Change Ideas in Real Time
Author: Bayerl, Katie
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Student Centered Learning,Student Evaluation,Formative Evaluation,High School Students,High School Teachers,Learner Engagement,Communities of Practice,Pilot Projects,Field Tests

This report summarizes the practices and findings of the pilot year of Student-Centered Assessment Network (SCAN), which used real-time testing to determine effective and engaging classroom assessment practices for students. Data gathered through quality assessment can be used by teachers to support their students' needs, as well as by students themselves to take ownership of their learning. This report covers some of the major shifts in classroom practice teachers saw as a result of participation in SCAN, as well as some of the challenges in shifting towards more student-centered assessment practices. The end of the report delves into some of the adjustments suggested to refine future versions of the network.
The Connected Classroom: Understanding the Landscape of Technology Supports for Student-Centered Learning
Author: Nellie Mae Education Foundation
Date: 2015-00-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Student Centered Learning,Student Participation,Technology Integration,Access to Computers,At Risk Students,Barriers,Educational Needs

Across the country, educators and leaders have adopted, adapted, created and implemented a broad range of technology supports to help deepen student-centered learning opportunities. To help Nellie Mae Education Foundation (the Foundation) best assist its grantees in effectively leveraging technology supports, it engaged Parthenon-EY to assess the education technology landscape and pinpoint the needs of education practitioners pursuing student-centered learning practices. Reflecting the diversity of approaches deployed by the Foundation's grantees, this report focused on three critical questions: (1) How are schools and districts currently using technology to support the implementation of student-centered learning? (2) What are the current gaps in the education technology market today? and (3) What current technology supports can be scaled up to support innovative models of student-centered learning in the future? Two video clips are also included: (1) Interview with Phil Vaccaro, Vice President of Parthenon-EY, discussing Parthenon-EY's approach to the research around technology and student-centered learning; and (2) Interveiw with Eileen Rudden, co-founder of Learn Launch, discussing technology supports around student-centered learning. [This report was co-produced by Parthenon-EY.]
Understanding Pandemic Learning Loss and Learning Recovery: The Role of Student Growth &amp; Statewide Testing
Author: Betebenner, Damian W.
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Academic Achievement,Achievement Gains,Standardized Tests,Testing,Data Collection,Educational Quality,Summative Evaluation

In &quot;Understanding Pandemic Learning Loss and Learning Recovery: The Role of Student Growth &amp; Statewide Testing&quot; we show how states, with spring 2021 assessment data together with student growth results derived from it, are positioned to address critical questions regarding academic learning loss. Answers to these questions, together with academic data derived from other sources, will help states, districts and schools form approaches to ameliorating the impact of the pandemic on their students. As of January 2021, the United States is almost completely in the dark as to the pandemic's impact on student learning. Early interim assessment results have given us a glimpse of the magnitude of the impact but have been extremely limited otherwise. We need statewide assessment and growth data to intelligently move forward.