ethanporcaro/eric-fulltext-meta huggingface dataset:
Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Reports
Author: Grigal, Meg
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Program Content,Access to Education,Student Needs,Student Characteristics,Partnerships in Education,Educational Finance,Students with Disabilities,Intellectual Disability,COVID-19,Pandemics,Academic Advising,Postsecondary Education,Financial Support,Grants,Institutional Characteristics,Program Effectiveness,Enrollment Trends,Age Differences,Gender Differences,Racial Differences,Ethnicity,Dual Enrollment,Adult Students,Mentors,Time,Course Selection (Students),Academic Support Services,Educational Technology,College Housing,Commuting Students,Employment Services,Student Employment,Resources,Inclusion,Outcomes of Education,Credentials

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides an overview of descriptive program and student-level data provided by Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) during the 2019-2020 academic year. Program data includes program characteristics, academic access, student supports, and integration of the program within the institute of higher education (IHE) during the fifth and final year of the 2015-2020 funding. Student data include student demographics, course enrollments, employment activities, and engagement in student life. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Additionally, the report provides trends over time as well as descriptive data on the outcomes of students who exited TPSID programs in previous years. Finally, the report will highlight the impact of COVID-19 on student experiences and outcomes. [For the executive summary, see ED627033. For &quot;Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Reports,&quot; see ED611254.]
Using Universal Design for Learning for Inclusive Apprenticeships: How UDL Can Ensure Greater Inclusion and Diversity in Registered Apprenticeships
Author: DiBiase, Mary
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Apprenticeships,Inclusion,Diversity,Students with Disabilities,Student Needs,Preferences,Program Implementation,Educational Benefits,Educational Environment

Universal Design for Learning (UDL) is a way of organizing learning environments to accommodate people with a wide array of learning preferences, needs, and ways of expressing and receiving information and demonstrating competency. This brief provides an overview of how applying UDL to Registered Apprenticeships can result in a more welcoming environment that better includes people with disabilities and others with varied learning needs and preferences. [This product was developed as a contribution to the National Innovation Hub for Diversity, Equity, Inclusion, and Accessibility in Registered Apprenticeship.]
Executive Summary of the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Fast Facts. Issue No. 30
Author: Grigal, Meg
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Program Content,Access to Education,Student Needs,Student Characteristics,Partnerships in Education,Educational Finance,Students with Disabilities,Intellectual Disability,COVID-19,Pandemics,Academic Advising,Postsecondary Education,Financial Support,Grants,Institutional Characteristics,Program Effectiveness,Enrollment Trends,Academic Support Services,Educational Technology,College Housing,Commuting Students,Employment Services,Student Employment,Resources,Inclusion,Outcomes of Education,Vocational Rehabilitation,Graduation Rate

Between 2010 and 2020, the Office of Postsecondary Education in the U.S. Department of Education funded 52 model demonstration projects called Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs). These grantees created or expanded inclusive higher education programs, enrolling 4,279 students with intellectual disability (ID) on 103 college or university campuses in 31 states. This Fast Fact provides an executive summary of the findings shared in the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year Five 2019-2020). In mid-March of 2020, the emergence of COVID-19 throughout the United States led to changes in the implementation of services in most institutions of higher education, including those involved in TPSID projects. Throughout this summary, the authors reflect on the impact the pandemic had on students attending TPSIDs. [For &quot;Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Reports,&quot; see ED627031.]
Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Think College Reports
Author: Grigal, Meg
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Program Content,Access to Education,Student Needs,Student Characteristics,Partnerships in Education,Educational Finance,Students with Disabilities,Intellectual Disability,COVID-19,Pandemics,Academic Advising,Postsecondary Education,Financial Support,Grants,Institutional Characteristics,Program Effectiveness,Enrollment Trends,Age Differences,Gender Differences,Racial Differences,Ethnicity,Dual Enrollment,Adult Students,Mentors,Time,Course Selection (Students),Academic Support Services,Educational Technology,College Housing,Commuting Students,Employment Services,Student Employment,Resources,Inclusion,Outcomes of Education,Credentials

Think College Reports present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2020-2021 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the first year of FY 2020-2025 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment activities, and engagement in student life. [For the executive summary, see ED627037. For &quot;Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Reports,&quot; see ED627031.]
Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Executive Summary. Think College Reports
Author: Grigal, Meg
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Program Content,Access to Education,Student Needs,Student Characteristics,Partnerships in Education,Educational Finance,Students with Disabilities,Intellectual Disability,Academic Advising,Postsecondary Education,Financial Support,Grants,Institutional Characteristics,Program Effectiveness,Enrollment Trends,Academic Support Services,Educational Technology,College Housing,Commuting Students,Employment Services,Student Employment,Resources,Inclusion,Outcomes of Education,Vocational Rehabilitation,Graduation Rate

This Executive Summary provides a brief overview of the entire Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Information is provided about the TPSID projects about program characteristics, students characteristics, academics, academic supports, employment, vocational rehabilitation, residential services, and program completion and credential attainment. [For the full report, &quot;Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Think College Reports,&quot; see ED627036.]
A Better Deal? Comparing Alumni&apos;s Experiences with Online Degrees at For-Profit and Nonprofit Colleges
Author: Silliman, Rebecca
Date: 2023-00-00
Type: Reports - Research
Subjects: Alumni,Adults,Certification,Academic Degrees,For Profit Colleges,Public Colleges,Private Colleges,Experience,Virtual Universities,Electronic Learning,Satisfaction,Outcomes of Education,Cost Effectiveness

This report summarizes survey findings from representative samples of 217 adult Americans 18 years and older who completed a degree or certificate program from a public or private nonprofit college and 169 adult Americans 18 years and older who completed a degree or certificate program from a for-profit college. For both groups, alumni were included in the sample if they completed their degrees or certificates within 15 years of survey fielding. A separate report summarizes findings from representative samples of current for-profit college students, for-profit non-completers, for-profit alumni, and community college students. The survey was designed by Public Agenda and fielded March 17 to May 31, 2022 by SSRS. Respondents completed the survey online in English and Spanish. The margin of error for the 217 nonprofit online alumni is ± 11.3 percentage points. The margin of error for the 169 for-profit online alumni is ± 12.4 percentage points. Margins of error for subgroups are larger.
Opinions of Preschool and Classroom Teachers on Using Music in Mathematics Teaching
Author: Ozen, Cenk Onder
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,Mathematics Instruction,Music,Interdisciplinary Approach,Teaching Methods,Teacher Attitudes,Content Analysis,Student Attitudes,Learning Motivation,Student Participation,Social Bias,Negative Attitudes,Mathematics Achievement,Foreign Countries,Music Education

Purpose: The present study aims to examine the opinions of preschool and classroom teachers about the use of music in mathematics teaching. Research Methods: This research was conducted using a case study method and the data were obtained through semi-structured face-to-face interviews consisting of open-ended questions. In this study, 30 teachers, of whom 15 were classroom teachers and 15 were preschool teachers participated. The obtained data were analysed using a content analysis method. Findings: Findings obtained in this study showed that students' attitudes towards mathematics were high. However, teachers faced difficulties in teaching abstract topics in maths and they suggested that music could have positive effects on mathematics lessons. Results indicated that most teachers used music in mathematics lessons yet did not consider themselves competent to utilize music in mathematics lessons. Implications for Research and Practice: Findings obtained in this study suggest that the use of music in mathematics teaching has positive contributions concerning motivation, permanence, participation in class and the elimination of prejudices and negative attitudes towards the lesson. It is suggested that courses, in-service training and seminars for the use of music in mathematics courses can be organized. Finally, mathematics teaching activities with music can be designed and applied, and whether these activities affect students' attitudes and achievement can be investigated by experimental methods.
America&apos;s Hidden Common Ground on Public Higher Education: What&apos;s Wrong and How to Fix It
Author: Schleifer, David
Date: 2022-07-00
Type: Reports - Research
Subjects: Adults,National Surveys,Student Costs,Cost Effectiveness,Paying for College,State Aid,African American Students,Hispanic American Students,Low Income Students,Higher Education,Public Education,Political Attitudes,College Students,Educational Finance

Americans think higher education can help people economically, particularly in their home states, according to this Public Agenda/USA TODAY Hidden Common Ground (HCG) research. But by a variety of measures, Americans question whether the benefits of college are worth the cost. This report summarizes findings from a nationally representative survey of 1,662 adult Americans 18 years and older. The survey was designed by Public Agenda, fielded May 3-6, 2022, by Ipsos. Public Agenda conducted three demographically diverse online focus groups in January 2022. The sample was randomly drawn from Ipsos' online panel, partner online panel sources, and &quot;river&quot; sampling. Post-hoc weights were made to the population characteristics on gender, age, race/ethnicity, region, and education. Findings from the research include: (1) Strong cross-partisan, cross-racial majorities believe that higher education can benefit working adults. The consensus is weaker on how much it benefits the economy overall or our democracy, but when people focus on their states, more are confident about the economic benefits of higher education; (2) While recognizing its potential benefits, many Americans question whether a college education is worth it; (3) Very strong cross-partisan and cross-racial majorities agree on a broad range of approaches to making public higher education more affordable; (4) There is surprising cross-partisan and cross-racial agreement on state investments to support Black and Latino students as well as low-income students; and (5) When people know what they are paying for, substantially more are willing to invest in public higher education. [This report was co-produced by USA TODAY. This report is based on research funded in part by the Bill &amp; Melinda Gates Foundation.]
Federal Support for Attracting, Training, and Retaining Educators: How Districts Receiving Teacher and School Leader Grants Use Their Funds. Evaluation Report. NCEE 2023-002
Author: Wellington, Alison
Date: 2023-03-00
Type: Reports - Research
Subjects: Equal Education,Access to Education,Incentive Grants,Federal Aid,School Districts,Teacher Selection,Diversity (Faculty),Performance Based Assessment,Compensation (Remuneration),Feedback (Response),Educational Finance,Educational Improvement

Ensuring students' equitable access to talented educators remains a national priority. Congress established the Teacher and School Leader (TSL) Incentive competitive grant program in 2015 to help address this goal, providing financial support to selected school districts to improve their systems for hiring, supporting, and retaining educators, particularly in high-need schools. Grantees can use TSL funds flexibly, for either or both of the two main components of those systems: basic infrastructure for generating and managing data, and a set of strategies that use these data to improve their educator workforce. However, the TSL program requires applicants to already be using two specific data-driven strategies that research has shown to be promising: performance-based compensation and personalized support and feedback to educators. As part of the 2017 competition, the program also incentivized the use of grant funds to address equity and educator diversity. With those initial 3-year grants having now drawn to a close, this report provides the first comprehensive review of the activities 2017 TSL grantee districts prioritized with their TSL funds, and how well these activities aligned with the key aspects of the program. The report is based on interviews conducted near the end of the grant period for the 24 districts that were part of the 2017 TSL cohort and is part of a broader evaluation of TSL required by Congress. [For the Study Highlights, see ED627049.]
Federal Support for Attracting, Training, and Retaining Educators: How Districts Receiving Teacher and School Leader Grants Use Their Funds. Study Highlights. NCEE 2023-002H
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Federal Aid,Educational Finance,Incentive Grants,School Districts,Teacher Selection,Educational Improvement,Performance Based Assessment,Equal Education,Diversity (Faculty)

Ensuring students' equitable access to talented educators remains a national priority. Congress established the Teacher and School Leader (TSL) Incentive competitive grant program in 2015 to help address this goal, providing financial support to selected school districts to improve their systems for hiring, supporting, and retaining educators, particularly in high-need schools. Grantees can use TSL funds flexibly to improve their basic infrastructure for generating and managing data or on strategies that use these data to improve their educator workforce. This report provides the first comprehensive review of the activities 2017 TSL grantee districts prioritized with their TSL funds and how well these activities aligned with the key aspects of the program. The report is based on interviews conducted near the end of the initial 3-year grant period for the 24 districts that were part of the 2017 TSL cohort and is part of a broader evaluation of TSL required by Congress. [For the full report, see ED627048.]
California Workforce Framework for Regional Plan Implementation
Author: JFF (Jobs for the Future)
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Labor Force,Labor Force Development,Data Use,Economic Development,Inclusion,Employment Opportunities,Regional Planning,Statewide Planning,Sustainability

The Framework is designed to support workforce boards in building regional data capacity to identify, coordinate, and track the impact of regional activities. In addition, the Framework outlines how workforce boards can strategically align to statewide goals focused on increasing equitable upward mobility. Demonstrating equitable economic growth requires the identification of key terms including equity, inclusion, and job quality, as well as associated metrics and a data infrastructure plan to ensure sustainability across mutually reinforcing investments. The California Framework for Regional Plan Implementation breaks down key decisions and provides conversation guides, a menu of metrics, and case studies to support workforce boards and their state leaders in implementing inclusive economic advancement for all Californians. [This report was produced by JFF for the California Workforce Development Board and the 15 Regional Planning Units.]
Michigan Student Opportunity Scholarships: Overview and Fiscal Analysis
Author: DeGrow, Ben
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Scholarships,State Legislation,Educational Finance,Tax Credits,Tuition,School Choice,Money Management,Economic Impact

The Michigan Legislature passed legislation in October 2021 to create the Student Opportunity Scholarship Program, which would give thousands of families across the state more spending power to help meet their children's educational needs. This report unpacks this proposed education savings account program and analyzes its potential fiscal impacts.
Fast Facts 2022-2023
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,School Personnel,Gender Differences,Racial Differences,Ethnicity,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,Student Certification,Educational Finance,Budgets,Costs,Educational Facilities,Academic Degrees,Student Financial Aid

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. In Fall 2022, 75,739 students enrolled in Mississippi's Universities, with an operating budget of $5.25 billion. The system awarded 19,861 degrees in Academic Year 2021-22. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2022 Headcount Enrollment; (5) 2022-23 Financial Information; (6) 2022-2023 Student Financial Aid; (7) 2022-23 Annual Cost of Education; (8) 2022-23 Buildings/Facilities; (9) 2021-2022 Degrees Awarded (by Degree); and (10) 2021-2022 Degrees Awarded (by Ethnicity and Gender). [For &quot;Fast Facts 2021-2022,&quot; see ED617849.]
Research Catalog, FY 2022
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,School Catalogs,State Legislation,Financial Support,Research Administration,Intellectual Disciplines,Reputation,Scientific Research,Institutional Characteristics,Technology Transfer,Economic Development,State Aid,Competition,Institutional Mission,Resource Allocation,Federal Aid,Trend Analysis,Consortia

The Mississippi Public Universities &quot;Research Catalog&quot; is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs, and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The Research Catalog includes only external awards and non-appropriated state awards for research and sponsored programs. External funds for student financial aid are not included in the totals. The external resources identified in the &quot;Research Catalog&quot; are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities. [For the FY 2021 catalog, see ED617851.]