ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of U.S. Science &amp; Engineering 2022. National Science Board Science &amp; Engineering Indicators. NSB-2022-1
Author: Burke, Amy
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: STEM Education,National Organizations,Socioeconomic Status,Employment Opportunities,Public Agencies,Engineering,Science Careers,Labor Force,Research and Development,Innovation,Industry,Scientific Research,Publications,Kindergarten,Elementary Secondary Education,Higher Education,Student Mobility,Financial Support,Technological Advancement,Scientific Attitudes,Geographic Location,Foreign Students,Foreign Nationals,Comparative Analysis,Foreign Countries,COVID-19,Pandemics,Knowledge Economy,Information Technology

This report summarizes key indicators that assess the status of the science and engineering (S&amp;E) enterprise within the United States and that illustrate the U.S. global position in multiple aspects of the S&amp;E enterprise. This includes information about the geographic distribution of S&amp;E activities; science, technology, engineering, and mathematics (STEM) employment opportunities; geographic differences in STEM education; and the participation of demographic and socioeconomic groups in the S&amp;E enterprise within the United States. This report provides high-level findings from detailed analyses in nine thematic reports that together make up &quot;Science and Engineering Indicators 2022.&quot; The thematic reports rely on publicly available data, surveys performed by the National Center for Science and Engineering Statistics (NCSES) within the National Science Foundation (NSF), and surveys and analysis performed by a range of other federal and international organizations. Here, selected data from the nine reports are grouped into three major sections, and notes at the end of the report provide information about the specific reports that are the sources for each section. The first section describes the U.S. STEM education system from K-12 through doctoral level education and the STEM workforce, including the international composition of S&amp;E degree-seeking students and the contribution of foreign-born workers. The second section is on R&amp;D, which provides analysis of how various economic sectors fund and perform R&amp;D activities and compares the United States to other top R&amp;D-performing countries. This section also includes two sidebars: one on the revisions to the global R&amp;D estimates and one on the effects of the COVID-19 pandemic on the U.S. S&amp;E enterprise. The final section focuses on outputs of the S&amp;E enterprise to provide insight into how U.S. S&amp;E contributes to global knowledge, innovation, and products of knowledge- and technology-intensive (KTI) industries. Highlighting the global nature of the use of these outputs, this section focuses on comparisons between the United States and other major contributing regions, countries, or economies. [SRI International, Center for Innovation Strategy and Policy, assisted with report preparation. For the previous edition of this report (2020), see ED604762.]
Minority Public Administrators: Managing Organizational Demands While Acting as an Advocate
Author: Carroll, Kristen
Date: 2019-00-00
Type: Journal Articles
Subjects: Minority Groups,Public Administration,Administrators,Socialization,Race,Administrator Attitudes,Networks,Personnel Selection,Administrator Role,Role Perception,Administrator Behavior

Building on the work of Adam Herbert, this research examines how minority managers navigate the pressures of their organization versus the pressures of their community. Organizational socialization suggests that the socialization process will introduce employees to the goals and priorities of the organization and result in similar behaviors among managers. However, social identities (i.e., race, gender) also significantly influence the values, attitudes, and behaviors of a public servant. Navigating these two competing pressures, minority managers often experience role conflict in their work. We theoretically explore and empirically examine how race affects minority managers' perceptions, networking behaviors, and hiring outcomes. We test our hypotheses using 6 years of school superintendent survey data. We find that racial minority managers behave in similar ways to their White peers as they have similar perceptions of their role in the organization and engage in professional networking behavior at similar rates. However, minority managers separately address the interests of their same-race minority community by hiring same-race street-level bureaucrats. As public organizations have grown increasingly diverse, this research revisits the experiences of minority public administrators and contributes to our understanding of how race and social identities contemporarily influence public managerial behaviors.
Review of the WCPSS School Resource Officer Program
Author: Stephens, Sonya
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: County School Districts,Public Schools,Police,Police School Relationship,School Safety,Equal Education,Law Enforcement,Incidence,Referral,Disproportionate Representation,African American Students,Hispanic American Students,Discipline,Police Education,Training,Administrator Role,Parent Attitudes,High Schools,Middle Schools,Personnel Selection

In response to inquiries about the roles of School Resource Officers (SROs), the Wake County Public School System (WCPSS) conducted a review of the SRO program using data from several sources: SRO referral and incident data; a survey of WCPSS students, staff, and members of the community; and data from focus groups. Two major themes emerged from the review: equity and the use of a law enforcement officer in an SRO role. While student incidents and number of referrals have been trending down overall since 2017-18, disproportionality in referrals remains a concern particularly for Black/African American and Hispanic/Latino students. Referrals have also shifted toward less punitive consequences over the past few years. Data from focus group discussions indicated some participants also felt that the disproportionate impact on students of color points to a need for change in the SRO program. Survey results showed positive perceptions of SROs, although some respondents indicated a need to reduce ambiguity in SROs roles (e.g., increase awareness of the role and function of SROs, etc.). Survey respondents also indicated a need for SROs to receive more training on working in a school environment. Respondents were in agreement that school administrators should have more say about which SROs are assigned to their schools. However, some participants in the parent/community members focus group felt that sworn law enforcement officers (i.e., SROs) should not have a role in schools. Like survey respondents, focus group participants mentioned a lack of definition and clear communication about the SRO role; this insufficiency might be driving the negative and ambiguous responses on SROs in the survey data. Participants in the focus groups indicated WCPSS has missed opportunities of intentionally building positive relationships between SROs and stakeholders.
Universities Report Growth in U.S. Citizen and Permanent Resident Enrollment along with Declines in Enrollment of Temporary Visa Holders at Master&apos;s and Doctoral Levels Due to the COVID-19 Pandemic. InfoBrief. NSF 22-313
Author: Yamaner, Michael I.
Date: 2022-01-00
Type: Reports - Research
Subjects: Enrollment Trends,Graduate Students,Doctoral Students,Declining Enrollment,Masters Programs,Doctoral Programs,Foreign Students,COVID-19,Pandemics,Student Financial Aid,Time to Degree,School Policy,Postdoctoral Education,Researchers

The COVID-19 pandemic impacted the ability of colleges and universities to hold in-person classes and conduct vital research. After closures in March 2020, and the transition to largely online studies to complete the academic year, U.S. educational institutions made difficult decisions regarding how to hold classes in the fall 2020 semester. To understand the pandemic's effects on graduate science, engineering, and health (SEH) education, the 2020 Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS) included a COVID Impact Module. The module included questions about the pandemic's influence on institutional practices related to doctoral funding, time-to-degree completion, and postdoctoral appointees (postdocs) and nonfaculty researchers (NFRs). These questions provide valuable information about the institutional changes related to graduate students, postdocs, and NFRs. This InfoBrief presents data collected in the COVID Impact Module of the National Science Foundation--National Institutes of Health (NSF-NIH) 2020 GSS, fielded at the end of the fall 2020 semester or quarter. The GSS coordinators responded to the module before completing the standard GSS, answering a series of questions about changes in policies and student counts as a result of the COVID-19 pandemic. Key findings relate to graduate (i.e., master's and doctoral) enrollment in SEH programs, doctoral funding and time-to-completion policies, and the employment of postdocs and NFRs.
MacPhail Center for Music Afterschool Intensive Strings Program: 2016-17 Evaluation Results
Author: Connell, Emma
Date: 2017-09-00
Type: Reports - Research
Subjects: Musical Instruments,After School Programs,Program Effectiveness,Music Education,Skill Development,Musicians,Academic Achievement,Student Attitudes,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Participation,Program Implementation,Administrator Attitudes,Parent Attitudes,Attendance,Partnerships in Education,Low Income Students

This report presents findings about the MacPhail Afterschool Intensive Strings Program in 2016-17. It shows that students who participated in the program are regularly attending school, maintaining or improving their math and reading proficiency scores, and reporting that they enjoy school. [For the 2015-16 report, see ED619373.]
Special Education Funding in Charter Schools--18 City Snapshots
Author: Hall, Simone
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Charter Schools,Students with Disabilities,Special Education,Financial Support,Educational Finance,Public Schools,Elementary Secondary Education,Equal Education,Educational Legislation,Federal Legislation,State Aid,Local Government,Federal Aid,Urban Schools

This document provides the appendix to the report, &quot;Charter School Funding: Support for Students with Disabilities&quot; (see ED615383). &quot;Charter School Funding&quot; studies 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 appendix provides additional details regarding how special education services are provided to students with disabilities in each of the 18 cities.
Charter School Funding: Dispelling Myths about EMOs, Expenditure Patterns, &amp; Nonpublic Dollars
Author: Dills, Angela K.
Date: 2021-10-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,Misconceptions,School Administration,Institutional Characteristics,Expenditure per Student,Educational Equity (Finance),Low Income Students,Funding Formulas,Public Schools,Private Financial Support,Philanthropic Foundations

Three decades after the first charter school law passed in the United States, myths about these public schools not only persist but continue to fuel strong claims and divisive debates. Commentators point to education management organizations (EMOs), for-profit organizations which manage or operate a network of charter schools, as examples of private entities supposedly profiting off public education. In this report, the authors dispel three common myths about charter schools and their funding, spending, and management. They draw upon comprehensive school funding data collected from traditional public schools (TPS) and public charter schools in 18 cities during fiscal year (FY) 2018.
Determination of Middle School Students&apos; Misconceptions Related to the Unit of &quot;Structure and Properties of Matter&quot; Using a Two-Tier Diagnostic Test
Author: Avci, Filiz
Date: 2015-07-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Chemistry,Science Instruction,Diagnostic Tests,Achievement Tests,Test Items,Misconceptions,Scientific Concepts,Multiple Choice Tests,Science Tests,Units of Study,Test Validity,Test Reliability,Foreign Countries

Studies on science education show that students have many misunderstandings and misconceptions related to chemistry concepts. Many techniques have been used to determine those misconceptions such as multiple choice tests, interviews, drawing, etc. Two-tier diagnostic test is one of these techniques for using to determine misconceptions and their reasons. For this reason, in this study, it was aimed to determine middle school students' misconceptions related to the unit of &quot;Structure and Properties of Matter&quot; using a Two-Tier Diagnostic Test. The study was conducted with two hundred twenty five 7th grade students, who had already learned the unit of &quot;Structure and Properties of Matter&quot; and studied at three different middle schools in Istanbul. In this study &quot;Structure and Properties of Matter Achievement Test&quot;, which was developed by the researchers and ensured validity and reliability, was used to collect data. The test was a two-tier diagnostic test that consists 32 items. Reliability coefficient was found to be 0.90. According to the results, it was found that students had high level of misconceptions about the topics &quot;Stable Atom, Ion, Anion, Cation, Ionic Bond, Covalent Bond, Compound, Homogenous and Heterogeneous Mixtures, Concentrated and Dilute Solutions&quot;.
Does Chemistry Offer What I Want? Associations of Socio-Demographic Background, Perceived Affordances and Field Belonging
Author: Dicke, Anna-Lena
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Chemistry,Science Instruction,Student Attitudes,Scientific Attitudes,STEM Education,Undergraduate Students,Career Choice,Sense of Community,Gender Differences,Correlation,Health Sciences,Self Concept,State Universities,Socioeconomic Status

To address high STEM college attrition rates, it is critical to understand what motivates undergraduates' pursuit of STEM. The current study investigated the association of a diverse socio-demographic background with different types of perceived chemistry career affordances (prosocial, other communal, and agentic) and their association with students' feelings of field belonging. In a socio-demographically diverse sample of undergraduates in a gateway chemistry course, female and ethnic minority students showed a stronger endorsement of career affordances. All three types of career affordances were associated with students' feelings of belonging in the chemical and health sciences field. This study advances our understanding of ethnically diverse students' understanding of the affordances provided in a particular STEM career.
Prospective Chemistry and Science Teachers&apos; Metaphoric Perceptions of Science
Author: Aglarci, Oya
Date: 2015-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Science Instruction,Undergraduate Students,Figurative Language,Case Studies,Science Teachers,Student Attitudes,Language Usage,Scientific Attitudes,Content Analysis,Foreign Countries,Teacher Education Programs

The aim of this study is to determine freshmen and senior prospective teachers' views of science by using their metaphors. Case study as a qualitative research design was benefited in the study. 145 prospective chemistry and science teachers from a university in Istanbul have participated in the study. Participants were asked to complete some sentences about science (science is like...; because...). The meaning of metaphor was briefly explained in order to guide the participants to construct more relevant metaphors. The data of the study was analyzed with content analysis. It was found that prospective teachers constructed 69 different metaphors under 9 categories including &quot;science is open to change&quot;; &quot;science is infinite&quot;; &quot;science combines different areas of studies together&quot;; &quot;science enlightens/guides people&quot;. Among these, the most commonly constructed metaphors were sun (n=11), tree (n=11), light (n=10), ocean (n=7), space (n=7) and book (n=6). The findings of the study showed that most of the participants considered science as a tentative and infinite way. Some conclusions were discussed in the light of the findings.
Charter School Funding Inequities: Rochester, New York
Author: McGee, Josh B.
Date: 2022-01-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,Financial Support,Educational Equity (Finance),Expenditure per Student,Public Schools,School Effectiveness,Student Characteristics,Elementary Secondary Education,Federal Aid,State Aid,Special Education,Low Income Students,English Language Learners

This report looks at Rochester, New York, where, in the 2019-2020 school year, 11 public charter schools enrolled slightly more than 18 percent of public school students. Given that Rochester's charter schools educate a large proportion of that city's students, it is important to understand exactly how those schools are performing and whether students attending Rochester's charters are funded equitably. The authors review the evidence on charter performance and their previous work on funding equity. They then provide an in-depth analysis of the funding available to Rochester's public charter schools compared to the Rochester City School District (RCSD). The analysis uncovered a 42% charter school funding deficit, representing a gap of $14,280 per student. RCSD received $33,972 per pupil while Rochester's charters received only $19,691. Rochester's charter school funding gap is one of the largest among the nearly 20 urban areas that have been analyzed over the past decade.
2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. NCES 2021-476rev
Author: Burns, Rachel
Date: 2022-05-00
Type: Reports - Research
Subjects: Student Financial Aid,Postsecondary Education,Institutional Characteristics,Federal Aid,State Aid,College Students,Paying for College,Higher Education,Federal Legislation,Educational Legislation,Undergraduate Students,Graduate Students,Grants,Student Loan Programs,Work Study Programs,Private Financial Support,Scholarships,Geographic Location,Eligibility

This First Look publication provides the first results of the 2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC), the most comprehensive national study of student financing of postsecondary education in the United States. The study includes information for about 245,000 undergraduate students and 21,000 graduate students attending 1,900 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. NPSAS:18-AC also provides state-level estimates for undergraduate students in 30 states. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended and institution state (for undergraduate students), and by type of institution, attendance pattern, graduate program, and income level (for graduate students). [This report is a revision of ED614851. For the Summary, see ED619355.]
2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. Summary. NCES 2021-476rev
Author: Burns, Rachel
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Postsecondary Education,Institutional Characteristics,Federal Aid,State Aid,College Students,Paying for College,Higher Education,Federal Legislation,Educational Legislation,Undergraduate Students,Graduate Students,Grants,Student Loan Programs,Work Study Programs,Private Financial Support,Scholarships,Geographic Location,Eligibility

This Summary presents selected findings from &quot;2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. NCES 2021-476rev.&quot; The study includes information for about 245,000 undergraduate students and 21,000 graduate students attending 1,900 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. NPSAS:18-AC also provides state-level estimates for undergraduate students in 30 states. This report describes the percentages of students receiving various types of financial aid and average amounts received. [This Summary is a revision of ED614852. For the full report, see ED619354.]
For-Profit Colleges and the Myth of Institutional Equity
Author: Whitman, David
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Private Colleges,Grants,Federal Aid,Higher Education,Federal Legislation,Educational Equity (Finance),Low Income Students,Student Loan Programs,Public Policy,Educational History,Minority Group Students,Veterans,Educational Legislation,Educational Finance,COVID-19,Pandemics

Congress has legislation before it to increase the maximum Pell Grant by $550 for low-income students. But students would not be allowed to use the extra Pell dollars at for-profit colleges and universities. This has the for-profit higher education industry claiming discrimination against them in their lobbying campaign insisting that any federal laws and regulations for higher education should apply to &quot;all&quot; institutions, not just for-profit ones. While this may sound like a reasonable &quot;equity&quot; concern, it in fact is not. In reality, the history of federal regulation of for-profit colleges shows that differential regulation of the for-profit sector has happened repeatedly. And if differential regulation is not quite the norm, it is far from being the exception. This pattern ranges from federal student loan policy to several federal institutional aid programs. This report aims to distinguish between the myth and the reality of the faux equity campaign spreading among higher education policy thinkers. The author takes a deep dive both into the history of differentiated laws and regulations in higher education and debunks the myth that all institutions must compete on a &quot;level playing field.&quot; Once the curtain is pulled away from the false idol of &quot;institutional equity&quot;, it opens the door to exploring universal regulations that would better protect taxpayers and students.
Student Demographics and Academic Achievement: Evaluation of New City Charter School in 2014-2015
Author: Cha, Monzong
Date: 2015-05-00
Type: Reports - Research
Subjects: Student Characteristics,Academic Achievement,Charter Schools,Program Evaluation,Elementary School Students,Middle School Students,Achievement Tests,Standardized Tests,Scores

This report describes New City Charter School student achievement in the 2014-2015 school year, the school's twelfth operating year. To assess student achievement progress, the school participates in a rigorous evaluation. The school contracted with Wilder Research to administer the individual assessments with first- and second-grade students, and with the University of Minnesota's Office of Measurement Services and the Minnesota Statewide Testing Program to administer the group assessments with third- through eighth-grade students. Wilder Research uses the Woodcock-Johnson III Tests of Achievement and the University of Minnesota uses the Iowa Tests of Basic Skills. This report describes students' academic achievement in the 2014-2015 school year. One-year student academic progress, from the 2013-2014 to 2014-2015 school year, is also included for those who remained enrolled in the school and completed the same tests. Student assessments were conducted in November 2013 for the 2013-2014 school year and November/December 2014 for the 2014-2015 school year.