ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Road to Success: How States Collaborate and Use Data to Improve Student Outcomes. Executive Summary
Author: Jobs for the Future
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Comparative Analysis,Strategic Planning,Educational Improvement,Student Improvement,Partnerships in Education,Management Information Systems,Academic Persistence,Progress Monitoring,Information Utilization,Achievement Rating,Outcome Measures,Educational Assessment,Educational Indicators

Enrollment is rising across the nation's community colleges, but completion rates remain untenably low. Reformers are focusing on the importance of using comprehensive, high-quality data on student progress and completion to bring about change. A core tenet of Achieving the Dream: Community Colleges Count has been to embed a culture of data-informed decision making on campuses and in state capitals. To move this work forward, a group of data experts from Achieving the Dream's state policy teams came together in 2005 to design and test a valuable set of intermediate measures that demonstrate how community college students progress--or, as is too often the case, fail to progress--toward a credential or further education. Most important, this Cross-State Data Work Group showed the predictive power of interim indicators for identifying students in great need of intervention early enough to help boost their chances of staying in and finishing college. "On the Road to Success" presents the next step taken by the Cross-State Data Work Group: a comparative analysis of a comprehensive set of intermediate milestones and final measures of success that practitioners and policymakers can use to rethink and remake their approaches to increasing student achievement. Any institution in the country can use these "Benchmarks of Student Success"--a set of key indicators of community college student progression and completion--to frame strategic planning. This is one of the first times such comparative data are being reported publicly. The state-level data in this brief represent only part of what the members of the Data Work Group have collected and reported, and their cross-state conversations will continue. Perhaps an even more powerful impact will be derived as states turn this analytic approach inward and examine the comparative effectiveness of colleges within a single state. (Contains 4 figures.) [For the full report, "On the Road to Success: How States Collaborate and Use Data to Improve Student Outcomes," see ED537262.]
Launching Early College Districtwide: Pharr-San Juan-Alamo's &quot;College for All&quot; Strategy
Author: Le, Cecilia
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: College Credits,School Districts,High School Graduates,High Schools,Disadvantaged Schools,Economically Disadvantaged,Change Strategies,Educational Change,Developmental Studies Programs,Transitional Programs,College Preparation,Disadvantaged Youth,Effective Schools Research,Career Planning,Educational Planning,Articulation (Education),Alignment (Education),Instructional Leadership,Coaching (Performance),Achievement Need

Across the nation, early college schools are creating a path to college success for young people underrepresented in higher education. For a decade, these innovative public schools blending high school and college have proven that, with the right support, all high school students can tackle college work. Now, a Texas school district near the Texas-Mexico border is broadening the early college vision. The Pharr-San Juan-Alamo Independent School District is challenging and supporting all 32,000 young people in the school system to earn key college credits as they prepare to graduate from high school. Early college is central to the district's commitment that every high school graduate is prepared to succeed in college. This is the story of one district leading the way--a mid-sized, economically disadvantaged school district determined to offer every student the postsecondary opportunities that begin the pathway to family-sustaining wages. The first section of this paper describes the groundwork district leaders laid to enable successful reform and documents how the district created rigorous career pathways and a range of early college options for all. The second section explores the work Pharr-San Juan-Alamo has undertaken in the classroom so students have the academic preparation required to meet the challenges of college. (Contains 3 endnotes.)
Where to Begin? The Evolving Role of Placement Exams for Students Starting College
Author: Burdman, Pamela
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Grade 11,High School Seniors,College Entrance Examinations,High Stakes Tests,Role,Decision Making,Student Placement,Remedial Instruction,Developmental Studies Programs,Academic Achievement,Correlation,College Instruction,Alignment (Education),Community Colleges

For years, colleges have used placement exams to determine whether to deem incoming students &quot;college ready&quot; or assign them to developmental education. But emerging information reveals the tests have little correlation to students' future success, casting doubt on their use even as the high stakes for students of taking remedial courses become clear. Educators are rethinking whether the tests are fair and wondering if their traditional use constitutes a barrier to college completion. &quot;Where to Begin?&quot; explores the various ways states and systems are grappling with new, sometimes confusing, information about placement exams as part of broader student success initiatives. (Contains 22 endnotes.) [For &quot;Where to Begin? The Evolving Role of Placement Exams for Students Starting College. Executive Summary,&quot; see ED537252.]
High Flyers: Policies and Strategies that Boost Developmental Education Success in Florida's Community Colleges
Author: Ajose, Lande
Date: 2011-07-00
Type: Reports - Research
Subjects: Community Colleges,At Risk Students,Developmental Studies Programs,Effective Schools Research,College Mathematics,Articulation (Education),Focus Groups,Mathematics Achievement,Institutional Characteristics,Leadership Effectiveness,Academic Support Services,Information Utilization,Professional Development,Educational Innovation

In 2010, Jobs for the Future (JFF) contracted BTW &quot;informing change&quot; (BTW) to conduct a study on developmental education (DevEd) practices and policies in the state of Florida. This study was undertaken with two purposes. First, JFF wanted to see what common threads could be identified among the strategies and approaches of community colleges that outperformed their peers in advancing developmental mathematics students into college-level courses. In addition to an interest in the institutional stories themselves, JFF had a second purpose in commissioning this research. JFF has served as the state policy lead for two ambitious multi-institution and multi-state community college improvement efforts in the past few years: Achieving the Dream (ATD) and the Developmental Education Initiative (DEI). This study used focus groups, interviews and supplementary data to explore the extent to which selected colleges exhibit characteristics of DevEd success and how statewide policies may contribute to strong DevEd performance in relation to these characteristics. The first part of this report is a brief on Florida's DevEd policies, as seen from the perspective of state administrators, college leaders and college staff. The second part is a set of case studies on the practices of three community colleges in Florida that were particularly successful in serving students in need of developmental math, compared to other colleges in the state during the years 2002 to 2008. Methodology for Selecting High-performing Colleges is appended. Individual sections contain exhibits and footnotes.
Financial Aid, Access &amp; Equity, and State Policy: An Interview with Richard Freeland, Commissioner of Higher Education for Massachusetts
Author: Jobs for the Future
Date: 2012-02-00
Type: Opinion Papers
Subjects: College Students,Incentives,Financial Support,State Aid,Higher Education,Achievement Gap,Racial Differences,Student Motivation,Academic Persistence,Cost Effectiveness,Decision Making,Resource Allocation,Low Income Groups,Public Policy,Educational Policy

Many states are looking at effective ways to use financial incentives to encourage students to complete a postsecondary credential. JFF's new report, &quot;Statewide Aid Policies to Improve College Access and Success&quot;, originally commissioned by the Massachusetts Department of Higher Education's Vision Project, has provided valuable background for that project's Working Group on Graduation and Student Success Rates. In February 2012, Diane Ward, director of state education policy at JFF, interviewed Richard M. Freeland, Commissioner of Higher Education for Massachusetts, on the context of the report in this era of increasingly constrained financial resources as the state pursues a dual goal: increasing the number of low-income students completing a credential, while also closing the racial achievement gap in postsecondary attainment. Working with the Board of Higher Education, Dr. Freeland provides overall direction to public higher education and helps shape state-level policies that maximize the benefits of higher education to the Commonwealth and its citizens. Previously, he was president of Northeastern University for ten years. Under his leadership, Northeastern pursued excellence as a national research university that is student centered, practice oriented, and urban.
How Do We Know? The Educational Path of Our Nation
Author: US Census Bureau
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Early Childhood Education,Elementary Secondary Education,Higher Education,Enrollment,Age,Educational Finance,Public Schools,Expenditures,Expenditure per Student,Outcomes of Education,Income,Education Work Relationship,Educational Attainment,Gender Differences

Education plays a fundamental role in American society. This paper takes a look at school enrollment, costs and educational outcomes. How does school enrollment today compare with 1970, when the baby boom generation was in its prime years of school attendance (age 6 to 24) and made up 90 percent of all students enrolled in school? What do people earn with a college degree? How much does one spend on schools? The American Community and other Census Bureau surveys provide information to answer these and other valuable questions. Education statistics are vital to communities in determining funding allocations and guiding program planning.
Work-Life Earnings by Field of Degree and Occupation for People with a Bachelor's Degree: 2011. American Community Survey Briefs. ACSBR/11-04
Author: Julian, Tiffany
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Bachelors Degrees,Majors (Students),Educational Attainment,Income,Occupations,Education Work Relationship,National Surveys

Individuals make a variety of choices over the course of their careers that impact their earning potential. These choices include how far to go in school, what to study in school, and what job to take. This brief explores the relationship between how far one goes in school (educational attainment) and how much money one might make over the course of a career (work-life earnings). It goes into further detail for people whose highest degree is a bachelor's by investigating how college major (field of degree) and occupation impact these work-life earnings. The U.S. Census Bureau has developed an estimate of the amount of money a person might expect to make over the course of a career called the Synthetic Work-Life Earnings (SWE) estimate. This estimate is an illustrative example of the magnitude of differences in earnings based on factors such as education and occupation added up over a work life. This brief uses data from the American Community Survey (ACS) to demonstrate that educational attainment, college major, and occupation all affect work-life earnings. (Contains 1 figure, 1 table, and 4 footnotes.)
American Overseas Research Centers Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Higher Education,Area Studies,Nonprofit Organizations,Federal Aid,Foreign Countries,Grants,Consortia,International Education,International Educational Exchange,Research,Financial Support

The American Overseas Research Centers Program provides grants to overseas research centers that are consortia of U.S. institutions of higher education to enable the centers to promote postgraduate research, exchanges, and area studies. Eligible applicants are those consortia of U.S. institutions of higher education centers that: (1) Receive more than 50 percent of their funding from public or private U.S. sources; (2) Have a permanent presence in the countries in which the centers are located; and (3) Are tax-exempt nonprofit organizations described in Section 501(c)(3) of the Internal Revenue Code of 1986. Grants may be used to support: (1) Faculty and staff stipends and salaries; (2) Faculty, staff and student travel; (3) Operation and maintenance of the overseas center; (4) Teaching and research materials; (5) Acquisition, maintenance, and preservation of library collections; (6) Visiting scholars to teach or to conduct research at the center; (7) Conferences; and (8) Publication and dissemination of outreach materials. Duration of grant is four years. Since the inception of the American Overseas Research Centers Program in 1994, the U.S. Department of Education has awarded grants to centers in Africa, Central Asia, the Middle East, South Asia, and Western Europe. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act.
Business and International Education Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,International Education,Educational Improvement,Improvement Programs,Outreach Programs,Incentive Grants,Business Education,School Business Relationship,Performance Contracts,Educational Objectives,International Studies,College Programs,Eligibility,Second Language Learning

This paper presents an overview of the Business and International Education Program of the International Education Programs Service (IEPS). This program provides funds to institutions of higher education that enter into an agreement with a trade association, a business, or both for the purpose of improving business curriculum and as a means of conducting outreach activities that expand the capacity of the business community to engage in international economic activities. The purpose of this program is to promote education and training in order to enable U.S. business activity to prosper in an international economy. The legislation has authorized the secretary of education to award grants to institutions of higher education to provide suitable international training to business personnel in various stages of professional development. Programs assisted with federal funds are required to enhance the international academic program of the institution and provide appropriate services to the business community to expand its capacity for engaging in commerce abroad. As a statutory requirement, the institution must match 50 percent of the total cost of the program. Each grant application must be accompanied by an agreement between the institution and a business enterprise, trade organization or association engaged in international economic activity.
Fulbright-Hays Doctoral Dissertation Research Abroad Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Doctoral Dissertations,Area Studies,Fellowships,Grants,Graduate Students,International Education,Doctoral Programs,International Educational Exchange,Global Education,Eligibility,Research Projects,Student Research,Second Language Learning,Second Language Programs,Study Abroad

The Fulbright-Hays Doctoral Dissertation Research Abroad program provides grants to colleges and universities to fund individual doctoral students to conduct research in other countries in modern foreign languages and area studies for periods of six to 12 months. This program holds an annual competition. Institutions of higher education in the United States are eligible to apply for grants under the Fulbright-Hays Doctoral Dissertation Research Abroad Program. Students must apply through their institutions. A student is eligible to receive a fellowship if he or she meets all of the following criteria: (1) Is a citizen or national of the United States or is a permanent resident of the United States; (2) Is a graduate student in good standing at an institution of higher education in the United States who, when the fellowship begins, is admitted to candidacy in a doctoral program in modern foreign languages and area studies at that institution; (3) Is planning a teaching career in the United States upon graduation; and (4) Possesses adequate skills in the language(s) necessary to carry out the dissertation project. Students may propose research for six to 12 months. This fellowship may not be renewed. A final report is due from each fellow 90 days after the end of the grant period. Students should contact their institution's project director for electronic reporting instructions. Lists of the terms and conditions of the grant and the expenses covered by the award are provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act.
Fulbright-Hays Faculty Research Abroad Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Area Studies,Second Language Learning,Language Skills,Fellowships,Grants,Eligibility,Participant Characteristics,College Faculty,Faculty Development,Second Language Programs,Teacher Exchange Programs,Study Abroad,Global Education

The Fulbright-Hays Faculty Research Abroad program provides grants to colleges and universities to fund faculty to maintain and improve their area studies and foreign language skills by conducting research in other countries for periods of three to 12 months. This program holds an annual competition. Institutions of higher education in the United States are eligible to apply for grants under the Fulbright-Hays Faculty Research Abroad Program. An individual is eligible to receive a fellowship if he or she meets all of the following criteria: (1) Is a citizen, national, or permanent resident of the United States; (2) Is employed by an institution of higher education; (3) Has been engaged in teaching relevant to his or her foreign language or area studies specialization for the two years immediately preceding the date of the award; (4) Proposes research relevant to his or her modern foreign language or area studies specialization, which is not dissertation research for a doctoral degree; and (5) Possesses sufficient foreign language skills to carry out the research project. Faculty may propose research for three to 12 months. This fellowship may not be renewed. A final report is due from each fellow 90 days after the end of the grant period. Faculty should contact their institution's project director for electronic reporting instructions. Lists of the terms and conditions of the grant and the expenses covered by the award are provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act.
Fulbright-Hays Group Projects Abroad Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Higher Education,College Faculty,Student Financial Aid,Languages,Area Studies,Curriculum Development,Social Sciences,Graduate Students,International Education,Humanities,Study Abroad,Grants,Second Language Learning,Undergraduate Students,Advanced Students,Intensive Language Courses,Elementary School Teachers,Secondary School Teachers,Modern Languages,Program Descriptions

The Fulbright-Hays Group Projects Abroad program provides grants to support overseas projects in training, research, and curriculum development in modern foreign languages and area studies by teachers, undergraduate and graduate students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or study, or advanced intensive language programs that focus on the humanities, social sciences, or languages. This program holds an annual competition, except the language projects, which compete every three years. Eligible applicants are institutions of higher education, state departments of education, and private, nonprofit educational organizations. A participant in the group must be a citizen, national, or permanent resident of the United States and also: (1) A faculty member in modern foreign languages or area studies; or (2) A teacher in an elementary or secondary school; or (3) An experienced education administrator responsible for planning, conducting, or supervising programs in modern foreign languages or area studies at the elementary, secondary, or postsecondary level; or (4) A graduate student, or a junior or senior in an institution of higher education, who plans a teaching career in modern foreign languages or area studies. A list of the expenses covered by the award is provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act.
International Education Programs: Access to the World and Its Languages
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Audiences,International Education,Second Language Learning,Program Descriptions,Fellowships,Business Education,Second Language Instruction,Graduate Study,Public Policy,College Faculty,Doctoral Dissertations,Research,Foreign Countries

The International Education Programs Service (IEPS) administers 14 education programs. These programs are complementary in nature and designed to benefit a variety of audiences through training programs, research, start-up or enhancement projects, and fellowships. This paper provides brief descriptions of these programs.
Institute for International Public Policy Program
Author: Office of Postsecondary Education (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Higher Education,Minority Groups,Minority Group Students,Federal Aid,Grants,Consortia,International Education,Public Policy,Federal Legislation,Educational Legislation,Colleges,Black Colleges,Disproportionate Representation,Voluntary Agencies,Volunteers,College Programs,College Second Language Programs

The Institute for International Public Policy program provides a single grant to assist a consortia of institutions of higher education in establishing an institute designed to increase the representation of minorities in international service, including private international voluntary organizations and the Foreign Service of the United States. A consortia of institutions of higher education consisting of one or more of the following entities is eligible to apply for the grant: (1) an institution eligible for assistance under Part B of the Title III of the Higher Education Act of 1965, as amended (HEA); (2) an institution of higher education that serves substantial numbers of African Americans or other underrepresented minority students; or (3) an institution of higher education with programs in training Foreign Service professionals. Activities to be implemented by the grantee include the following: (1) Sophomore Year Summer Policy Institute; (2) Junior Year Abroad; (3) Junior Year Summer Policy Institute; (4) Internships; (5) Junior Year, Senior Year, Post-Baccalaureate; (6) Senior Language Institute; (7) Master's Degree Program in International Affairs; and (8) Institutional grants to strengthen undergraduate international affairs programs at selected campuses. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act.