ethanporcaro/eric-fulltext-meta huggingface dataset:
Adult Basic Education: A Guide to Upgrading in British Columbia&apos;s Public Post-Secondary Institutions. An Articulation Handbook. 2019/20 Edition
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Adult Basic Education,Public Colleges,Articulation (Education),Transfer Policy,Adult Literacy,Numeracy,Computer Science Education,Canada Natives,Biology,Chemistry,Physics,Science Education,Mathematics Education,Social Sciences,Career Planning,Secondary Education,Adult Students,Adult Learning,English,Ethnic Studies,Advisory Committees,Degree Requirements

This is the thirty-fourth edition of the Articulation Handbook for British Columbia's public post-secondary institutions. It has been updated for 2019-2020 through the dedicated efforts of the educators who participate in the working and steering committees. Articulation is a dynamic process that will never be completed. It brings order to the Adult Basic Education (ABE) program area offered by the post-secondary system and facilitates the transfer of course work and credits between participating institutions. The articulation process facilitates dialogue and sharing among professionals and it has effectively raised the status of this program area. Articulation has been supported by development of curriculum resources in the various disciplines that include: (1) Computer Studies; (2) Education and Career Planning; (3) English; (4) Indigenous ABE; (5) Adult Literacy Fundamental Studies; (6) Science: Biology, Chemistry and Physics; (7) Mathematics; and (8) Social Science: First Nations, Geography, History, Law and Psychology. [For the 2018-2019 edition, see ED615380.]
Adult Basic Education: A Guide to Upgrading in British Columbia&apos;s Public Post-Secondary Institutions. An Articulation Handbook. 2018/19 Edition
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Adult Basic Education,Public Colleges,Articulation (Education),Transfer Policy,Adult Literacy,Numeracy,Computer Science Education,Canada Natives,Biology,Chemistry,Physics,Science Education,Mathematics Education,Social Sciences,Career Planning,Secondary Education,Adult Students,Adult Learning,English,Ethnic Studies,Advisory Committees,Degree Requirements

This is the thirty-first edition of the Articulation Handbook for British Columbia's public post-secondary institutions. It has been updated for 2018-2019 through the dedicated efforts of the educators who participate in the working and steering committees. Articulation is a dynamic process that will never be completed. It brings order to the Adult Basic Education (ABE) program area offered by the post-secondary system and facilitates the transfer of course work and credits between participating institutions. The articulation process facilitates dialogue and sharing among professionals and it has effectively raised the status of this program area. Articulation has been supported by development of curriculum resources in the various disciplines that include: (1) Computer Studies; (2) Education and Career Planning; (3) English; (4) Indigenous ABE; (5) Adult Literacy Fundamental Studies; (6) Science: Biology, Chemistry and Physics; (7) Mathematics; and (8) Social Science: First Nations, Geography, History, Law and Psychology. [For the 2016-2017 edition, see ED608514.]
Charter School Funding: Support for Students with Disabilities
Author: Syftestad, Cassidy
Date: 2021-07-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,Students with Disabilities,School Size,Educational Benefits,Public Schools,Kindergarten,Elementary Secondary Education,Special Education,School Districts,Urban Areas,Enrollment,Educational Policy,Educational Equity (Finance),Educational Legislation,Equal Education,Federal Legislation,Comparative Analysis

The subject of public charter schools and students with disabilities is both important and sensitive. These students have the potential to benefit greatly from the smaller size and specialized focus of many public charter schools, but questions persist regarding whether all or even most charters are as receptive to enrolling students with disabilities as they are to serving students who do not have disabilities. Furthermore, do differences in enrollment of students with disabilities explain differences in funding between the two sectors? To shine a brighter light on this vital question, we have conducted a careful study of the funding surrounding the education of students with disabilities in public charter schools using data from fiscal year 2018 in 18 cities where charters hold a substantial share of K-12 education enrollment. This report provides a summary of our findings. Additional details regarding how special education services are provided to students with disabilities in each of our 18 cities are provided in a separate Appendix of City Snapshots. As public schools, charter schools must adhere to the same federal legal requirements as their traditional public school (TPS) counterparts. When charters are their own local education agency (LEA), the charters themselves ultimately are responsible for ensuring that students with disabilities receive the special education and related services and supports to which they are entitled under the law. When charters are part of another LEA, through their home district or state, the other entity is ultimately responsible for providing services to students who have disabilities. These key realities are part of the context of how funding for special education flows to public charter schools across the country.
Report on the NOAA Office of Education Environmental Literacy Program Community Resilience Education Theory of Change
Author: Bey, Genie
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Literacy,Environmental Education,Educational Philosophy,Grants,Resilience (Psychology),Community Education,Community Involvement,Program Evaluation,Educational Finance,Outcomes of Education,Climate,Natural Disasters,Models,STEM Education,Social Studies,Change Agents,Educational Objectives,Social Problems,Community Change,Socialization,Active Learning,Teaching Methods

National Oceanic and Atmospheric Administration's (NOAA's) Environmental Literacy Program (ELP) Community Resilience Education Theory of Change communicates the overarching philosophy guiding its grants program. It can also be used to inform project-level logic models, ensuring that a project's activities, outcomes, and goals are aligned with the ELP outcomes and goals articulated in this theory of change. Theories of change, much like logic models, are tools for planning, implementation, and evaluation of an initiative. They are broad in scope and are typically focused at the program level rather than on the individual project level. The ELP's aim in creating this theory of change is to outline the conceptual framework for the ways in which community resilience education can lead to increased community engagement and civic action, ultimately leading to a healthier, more resilient, and equitable society. This theory of change will serve a suite of purposes: (1) To provide a visual representation of the overarching philosophy that guides the current focus of the ELP grants program, informing program evaluation and future funding announcements. The theory of change is a tool to communicate the program's purpose, audiences, and activities, as well as the assumptions, intended outcomes, and ultimate end goal of ELP investments; (2) To offer current and future ELP grantees a resource to understand how their local efforts contribute to a broader, national effort to increase resilience to extreme weather, climate change, and other environmental hazards; (3) To aggregate effective approaches and outcomes identified by grantees; (4) To articulate the value of education in community, city, state, and national efforts to build community resilience to extreme weather, climate change, and other environmental hazards; and (5) To serve as a model for how environmental literacy contributes to resilience that others working in the field of community resilience might use.
&quot;Best Practices&quot; for Evaluating Teacher Preparation Programs. Evaluating and Improving Teacher Preparation Programs
Author: Cochran-Smith, Marilyn
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Best Practices,Teacher Education Programs,Program Evaluation,Knowledge Economy,Teacher Effectiveness,Evidence Based Practice,Reports,Accountability,Equal Education,Evaluation Criteria,Educational Opportunities,Government Role,Advocacy,Educational History,Transformative Learning,Evaluation Methods,Accuracy,Philanthropic Foundations,Educational Improvement,State Government,Educational Policy,Kindergarten,Elementary Secondary Education

In 2010, as the result of a congressionally mandated study, the National Research Council (NRC) published the report &quot;Preparing Teachers: Building Evidence for Sound Policy&quot; (NRC, 2010). Reflecting the unprecedented attention to teacher quality that had emerged internationally in response to the exigencies of the &quot;global knowledge economy,&quot; the report was intended to respond to policymakers' demands to know the extent to which the characteristics, practices, and policies that typified teacher preparation in the United States were or were not consistent with scientific evidence. The authors of this paper were charged with preparing an analysis of recent work regarding &quot;best practices for evaluating teacher preparation programs&quot; by synthesizing and critiquing major reports explicitly focused on teacher preparation evaluation. To fulfill this charge, the authors reviewed 19 major reports about teacher preparation evaluation, assessment, or accountability published between 2010 and 2020. The analysis revealed that the primary goal of the majority of existing reports was identifying the strengths and weaknesses of evaluation metrics based on rigorous criteria for accuracy and utility. The analysis also revealed that the majority of reports did not position equity as a central goal of evaluation and actually said very little about equity explicitly, although some assumed that equity was a by-product of rigorous evaluation systems. Building on the analysis of the 19 reports, this paper calls for a new equity-centered approach to teacher preparation evaluation that acknowledges the serious inequities in educational opportunity and attainment across groups in the United States as well as the important role that teacher preparation evaluation can play as part of larger efforts to overcome disparities in opportunity and attainment. The authors argue that strong equity should be established as an explicit goal and a desired outcome of teacher preparation evaluation, and that it should be central to the design, interpretation, uses, and consequences of evaluation. [For &quot;Preparing Teachers: Building Evidence for Sound Policy,&quot; see ED536574.]
An Examination of Metrics of Educational and Workforce Success in Texas. Policy Brief
Author: Garland, Marshall
Date: 2017-12-00
Type: Reports - Research
Subjects: Measures (Individuals),Educational Attainment,Labor Force Development,Postsecondary Education,Dual Enrollment,Career Readiness,Transfer Rates (College),College Readiness,Mathematics,Outcomes of Education,High School Students,High School Graduates,College Bound Students,Rural Areas

Despite increasing high school graduation rates, students are not enrolling in or completing postsecondary education at similarly increasing rates. Although the state's performance has improved in recent years, Texas's overall college attainment rates fall well short of where they could be and reflect significant achievement gaps. These educational gaps are of vast economic importance. In a recent study on workforce trends, the Georgetown Center for Education and the Workforce found that, by 2018, 56% of all new jobs will require a postsecondary degree or credential (Carnevale et al., 2016). However, if Texas's growing Hispanic population is unable to achieve similar educational attainment rates to Texas's shrinking non-Hispanic White population, the state will be unable to ensure employment for its future workforce and to maintain its competitive advantage. Increasing the earning potential of Texas's changing population is therefore important to the economic wellbeing of the state as a whole. To increase the earning potential of the Texas workforce, education is critical. To better understand postsecondary educational attainment in Texas, this study examined nine different primary research questions that spanned five research topic areas: dual credit access and completion, 2-year to 4-year college transfer success rates, preparation for college-level mathematics, workforce preparation, and rural student outcomes.
Consequences of Community College Tuition Reductions. Policy Brief
Author: Denning, Jeffrey T.
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Community Colleges,Tuition,Paying for College,Two Year College Students,Student Costs,Enrollment Rate,College Transfer Students,Graduation Rate

This paper explores the effects of community college tuition reductions on student enrollment decisions and graduation probabilities. The study leverages changes in community college taxing districts in Texas. The paper examines five community colleges who annexed municipalities into their taxing districts from 1994 to 2012. The study uses a differences-indifferences framework to compare enrollment rates of recent high school graduates before and after the annexation relative to students already included in the taxing district. This framework isolates the effect of annexation and the resulting reduced community college tuition. This research asks, &quot;What happens when community college tuition is lowered?&quot; Specifically, how does reduced community college tuition affect enrollment patterns and the educational attainment of students? While this report does not offer specific policy recommendations, it does provide a picture of what policymakers might expect if tuition is reduced. Namely, reducing community college tuition would increase the number of students at community colleges with much smaller (and possibly no) impacts on four-year enrollment.
Ministry of Advanced Education and Skills Training 2020/21 Annual Service Plan Report
Author: Ministry of Advanced Education and Skills Training (Canada)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Budgets,Accountability,Letters (Correspondence),Public Officials,Foreign Countries,Strategic Planning,Annual Reports,Expenditures,Postsecondary Education,Public Agencies,Educational Finance,Legislation,Student Financial Aid,Job Training,Canada Natives,Access to Education,Conflict Resolution,College Housing,Access to Information,American Indian Students,Equal Education,Disproportionate Representation,Objectives,Universities,Financial Audits,Employment Opportunities

The Annual Service Plan Report is designed to meet the requirements of the &quot;Budget Transparency and Accountability Act&quot; (BTAA), which sets out the legislative framework for planning, reporting and accountability for Government organizations. Under the BTAA, the Minister is required to report on the actual results of the ministry's performance related to the forecasted targets documented in the previous year's Service Plan. This year's Annual Service Plan is organized into the following sections: (1) Minister's Accountability Statement; (2) Letter from the Minister; (3) Purpose of the Annual Service Plan Report; (4) Purpose of the Ministry; (5) Strategic Direction; (6) Operating Environment; (7) Report on Performance: Goals, Objectives, Measures and Targets; and (8) Financial Report. [For the 2019-2020 report, see ED608457.]
Origination Fees. NASFAA Issue Brief
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Fees,Student Loan Programs,Federal Legislation,Federal Government,Budgets,Undergraduate Students,Graduate Students,Parents

The Higher Education Act of 1965, as amended, specifies a loan origination fee of 1 percent for all Direct Subsidized Loans and Direct Unsubsidized Loans, and a fee of 4 percent for all Direct PLUS Loans for both parent borrowers and graduate and professional student borrowers. Student loan origination fees generated a staggering $1.7 billion in revenue for the federal government in award year 2019-20, and $6.7 billion over the past four award years. These fees, a relic of the increased cost to operate federal student loans under the defunct bank-based student lending program, now work solely as a federal budget deficit reduction tool. Congress should eliminate student loan origination fees, the hidden student loan tax.
Student Loan Repayment. NASFAA Issue Brief
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Loan Repayment,Debt (Financial),Student Loan Programs,Federal Aid,Grants,Paying for College,Government Role,Fees,Eligibility,COVID-19,Pandemics,Planning,Student Financial Aid

Through the higher education act (HEA) reauthorization, congress has several opportunities to improve and simplify student loan repayment for borrowers. To address the challenges students face when repaying their loans, congress should simplify the existing federal loan repayment plans, strengthen public service loan forgiveness, eliminate loan origination fees, and ensure the department of education works to smoothly transition borrowers back into repayment after the COVID-19-related pause on payment, interest, and collections has ended.
Post-Secondary Central Data Warehouse Standard Reports: May 2021 Data Submission
Author: Ministry of Advanced Education and Skills Training (Canada)
Date: 2021-07-01
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Postsecondary Education,Enrollment,Enrollment Trends,Student Characteristics,College Students,Canada Natives,Age Groups,Gender Differences,Intellectual Disciplines,Credentials,Academic Degrees,Colleges,Universities,Technical Institutes,Statistical Data,Foreign Students

This report reflects student-level data submitted by 21 of British Columbia's (BC) public post-secondary institutions, including colleges, institutes and seven universities. The data include: student headcount totals by institution as well as student headcount by Aboriginal identity, age group, gender, and program area for the academic year (September 1 to August 31), on November 1st (a count of all students enrolled as of November 1st each year), and by fiscal year (April 1 to March 31). Lastly data on credentials awarded by credential type for the academic and calendar years (January 1 to December 31) are provided. University of British Columbia, University of Victoria, Simon Fraser University, and University of Northern British Columbia are not included in this report.
Forum Guide to Virtual Education Data: A Resource for Education Agencies
Author: National Forum on Education Statistics (ED/IES)
Date: 2021-06-00
Type: Guides - Non-Classroom
Subjects: Electronic Learning,Elementary Secondary Education,Data Collection,Data Use,Best Practices,Educational Technology,Educational Policy,Information Management,COVID-19,Pandemics

In spring 2020, nearly all school districts across the nation transitioned to virtual education during extended school closures caused by the coronavirus disease (COVID-19) pandemic. K-12 education agencies pivoted to virtual education in a short amount of time with limited options available for developing a virtual education program. This resource builds upon and supplements the Forum's 2016 virtual education resource (see ED565838), reflects lessons learned by state and local education agencies (SEAs and LEAs) during the COVID-19 pandemic, and incorporates new content in this rapidly emerging area. The information is intended to help education agencies review current virtual education offerings and incorporate virtual education data into data governance processes and policies. This document focuses on virtual education, with a specific emphasis on data, from the perspective of the education data community. Chapter 1 provides an overview of virtual education by examining common terminology and organizational structures, discussing the importance of high-quality data collection, and highlighting potential policy implications. Chapter 2 identifies opportunities available through virtual education data; delineates challenges to collecting virtual education data; and supplies best practices for collecting, managing, and using virtual education data. Chapter 3 identifies data elements commonly used in virtual education data systems. Chapter 4 introduces key topic areas and examples, policy questions, and common practices designed to aid SEAs and LEAs as they collect data elements and deploy systems to deliver virtual education. Appendices include examples of SEA and LEA policies and a list of SEA virtual and distance learning websites.
Associations between Predictive Indicators and Postsecondary Science, Technology, Engineering, and Math Success among Hispanic Students in Texas. Policy Brief
Author: Borman, Trisha
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,STEM Education,Majors (Students),Disproportionate Representation,Correlation,Educational Policy,Outcomes of Education,Educational Indicators,High School Students,Racial Differences,Science Achievement,Mathematics Achievement,Advanced Courses,Standardized Tests,Attendance,Scores,High School Graduates,Academic Persistence

Hispanic students continue to be underrepresented among employees in the fields of science, technology, engineering, and math (STEM) in the United States. Among students who decide to major in a postsecondary STEM field, Hispanic students persist at lower rates than non-Hispanic White students (Higher Education Research Institute, 2010). Concern about underrepresentation of Hispanic individuals in STEM majors and fields is particularly acute in Texas, where Hispanic students represent 51 percent of the K-12 student body. This policy brief describes a full report that was a series of investigations to identify indicators of STEM-related postsecondary outcomes specifically for Hispanic students in Texas. Identifying academic indicators that may differ specifically for Hispanic students relative to other racial/ethnic groups could help educators and policymakers understand the reasons for lower levels of attaining STEM postsecondary outcomes among Hispanic students. The study addresses the following research questions: (1) Which high school academic indicators predict whether Texas high school graduates will enroll, persist, or complete a degree in a STEM field? and (2) Do high school academic indicators of postsecondary outcomes function differently for Hispanic students (of any racial group) than for non-Hispanic White students? [For the full report, &quot;Associations between Predictive Indicators and Postsecondary Science, Technology, Engineering, and Math Success among Hispanic Students in Texas. REL 2018-279,&quot; see ED577564.]