ethanporcaro/eric-fulltext-meta huggingface dataset:
Executive Summary of the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Fast Facts. Issue No. 26
Author: Grigal, Meg
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Intellectual Disability,Students with Disabilities,Access to Education,Demonstration Programs,Grants,Student Characteristics,Transitional Programs,Dual Enrollment,Inclusion,Student Personnel Services,Academic Support Services,Age Differences,Gender Differences,Enrollment,Social Services,Paying for College,Course Selection (Students),Student Employment,Career Development,College Housing,College Transfer Students,Vocational Rehabilitation

This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. Conclusions drawn suggest the TPSID model demonstration program has shown that students with intellectual disability can enroll in college, attend courses, and work for competitive wages. The quality of the services provided to students while enrolled in IHEs implementing TPSID programs continues to improve; as do the outcomes of these students. [For &quot;Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Reports,&quot; see ED611254.]
Accelerating Quality Credential Pathways: Higher Ed Policy in the COVID Era
Author: Lumina Foundation
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Policy,State Policy,Credentials,Economic Climate,Unemployment,Equal Education,Educational Quality,Access to Education,Labor Force Development,Alignment (Education),Demand Occupations

The COVID-19 pandemic has decimated the United States economy and left a record number of individuals unemployed. In slightly under five months, more than 54 million people applied for unemployment for the first time, while the economy contracted by 33 percent, the largest dip in history. While the impact will likely be short-term for some career fields, for others, hastened automation will restructure the economy and permanently eliminate many jobs. In other fields, such as hospitality, COVID-19 dealt such a harsh blow that recovery is not expected until 2023 or beyond. For states, an investment in building quality short-term credential pathways will pay dividends. States have gradually increased their investment in short-term credentials, but it remains a complex area of state policy, and the sheer number of credential types and providers complicates efforts to ensure transparency regarding program quality and outcomes. That said, the current crisis should lead states to wade further into these murky waters. Short-term credentials are not the only solution, but if appropriately leveraged, they can play a key role in recovery by aligning workers to jobs. Their affordability and short-term nature make them particularly useful tools as states grapple with the enormous economic and social impacts of COVID-19. This report provides high-level guiding principles for states, policy questions state policymakers and institutional leaders can use to guide and assess ongoing efforts with credential programs, examples of states' efforts as valuable guidance to navigate ongoing changes, and state and institutional data to assess progress and consider programs' equity implications.
State Funding for Student Mental Health. Policy Brief
Author: Rafa, Alyssa
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: State Aid,Mental Health,Elementary Secondary Education,Child Health,Access to Health Care,Holistic Approach,Resource Allocation,Federal Aid,Educational Legislation,Federal Legislation,Federal Programs,Grants,Welfare Services,Taxes

Research suggests that there are several positive impacts of mental health programming in K-12 educational settings, including improvements in students' overall health, academic and social outcomes. Additionally, comprehensive and effective school mental health systems can lead to a variety of beneficial outcomes for schools and communities, including improved school climate and safety, reduced exclusionary discipline, and improved youth, family and educator engagement. Recognizing that education systems can support the full continuum of student mental wellness in many ways -- including universal prevention and wellness promotion, early identification, targeted intervention and treatment -- state education leaders continue to make student mental health a priority. Underscoring how crucial it is that education systems address the mental wellness of students, research shows that of those students who access the treatment they need, at least 70% begin their journey to treatment at school. In order to support the whole child throughout their educational experience, state leaders may explore how to effectively use financial resources to provide mental health services and supports to students. Funding for student mental health is used to support a variety of activities and comes from several sources, including various state and federal funding streams. This Policy Brief explores and describes common sources of funding that states use to support K-12 school-based mental health programming and provides an overview of how states use those sources of funding to serve students.
Bridge Builders: How Intermediaries Can Connect Education and Work in a Postpandemic World
Author: Marcus, Jon
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Labor Force Development,Job Skills,Public Agencies,Foreign Countries,Universities,Equal Education,Apprenticeships,Networks,Program Descriptions,Supply and Demand,Barriers,Employees,Employers,Unions,Philanthropic Foundations,Skilled Workers,Higher Education,Nonprofit Organizations,Economic Factors,School Business Relationship,Labor Needs,Economic Development,Employer Attitudes,Employment,Unemployment,Underemployment,Talent Development,Educational Attainment,Educational Needs,Government Role

Intermediaries--also referred to as bridge builders, boundary spanners, conveners, and other names--fill the critical role of connecting all the parties in the system to empower people with the skills required in the labor force. Those parties generally include employers, educators, workers, and prospective workers. Within these categories may fall many other interests, such as unions, philanthropic and faith-based organizations, advocates for low-income people and racial and ethnic minorities, civic groups, chambers of commerce, political leaders, schools that place students in apprenticeships, and public agencies that help people find jobs.
Enhancing Social Safety Nets: Higher Ed Policy in the COVID Era
Author: Lumina Foundation
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Welfare Services,Higher Education,Educational Policy,Student Personnel Services,State Policy,Student Financial Aid

By themselves, colleges and universities cannot tackle all of the challenges facing students. They must collaborate with other organizations and state agencies to coordinate support and effectively communicate with students in need. Amid the global COVID-19 pandemic and ensuing economic recession, institutions must also provide emergency financial aid. State policymakers can help support institutions by improving access to state programs as well as providing funding to help close gaps in support. This report provides: an overview of state policy priorities; questions to inform state policy considerations; examples of states' efforts that can serve as valuable guidance for state policymakers as they navigate ongoing changes; and indicators and resources that may be helpful for state policymakers as they continue to monitor state and institutional data--disaggregated by race and ethnicity when available--to assess progress and consider programs' equity implications.
Ewing Marion Kauffman School Year 8 Impacts
Author: Johnson, Matthew
Date: 2020-09-00
Type: Reports - Research
Subjects: Charter Schools,School Effectiveness,Middle Schools,High Schools,High School Graduates,Enrollment,Colleges,Graduation Rate,Academic Achievement,Attendance,Suspension

The Kauffman School is a public, tuition-free charter school serving Kansas City students. In the 2018-19 school year, the school enrolled 1,127 students in grades 5 through 12. Most (89 percent) of the students were low income, and 89 percent were Black or Hispanic. This report evaluates the impact of the Kauffman School on student college enrollment, high school graduation, achievement, attendance, and suspensions.
Changing the Narrative on Student Borrowers of Color
Author: Lumina Foundation
Date: 2021-02-00
Type: Collected Works - General
Subjects: Minority Group Students,Ethnicity,Debt (Financial),African American Students,Hispanic American Students,American Indian Students,Comparative Analysis,Racial Differences,Asian American Students,Pacific Islanders,Equal Education,Money Management,Paying for College,Educational Policy,Loan Repayment,College Graduates,Student Loan Programs

Differences by race and ethnicity exist in student borrowing trends. Statistics about debt loads, repayment trends, default rates, and forgiveness opportunities routinely appear in research papers, policy briefs, talking points, and news reports. But real progress over time depends on setting up the right conversation and narrative. So far, too much of the discussion has been framed in deficits, included too few voices of color, and been marked by monolithic characterizations that reveal deep systemic flaws--including ignorance of root causes and the failure to investigate differences among racial and ethnic groups. This collection explores the complexities of student debt; focuses on systems change and not blaming individuals; puts experts of color at the center; and emphasizes important differences among Black, Hispanic, and Indigenous populations. The collection includes: (1) &quot;Black Borrowers: Building from a Better Narrative&quot; (Fenaba R. Addo and Dominique J. Baker); (2) &quot;Latino Borrowers: Moving beyond the 'Debt Aversion' Truism&quot; (Denisa Gándara and Desiree Zerquera); (3) &quot;Borrowing and Repayment: A Household Finances Perspective&quot; (Sarah Sattelmeyer); (4) &quot;Native Borrowers: Recognize It's Our Land, and Honor the Treaties&quot; (Christine A. Nelson, Amanda R. Tachine, and Jameson D. Lopez); and (4) &quot;Equity and Visibility for Asian American and Pacific Islander Students&quot; (Joanna Darcus). [For the summary, see ED611551.]
A Comparison of Novice and Veteran Mathematics Teachers: Data from the 2018 NSSME+
Author: Craven, Laura M.
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Comparative Analysis,Beginning Teachers,Experienced Teachers,Mathematics Teachers,Textbooks,Teaching Methods,Enrollment Trends,Teacher Attitudes,Elementary School Teachers,Kindergarten,Middle School Teachers,High School Teachers,Error of Measurement,Data Collection,Reports,Institutional Characteristics,Teacher Characteristics,Teacher Education,Pedagogical Content Knowledge,Faculty Development,Educational Resources

The 2018 NSSME+ was based on a national probability sample of schools and computer science, mathematics, and science teachers in grades K-12 in the 50 states and the District of Columbia. The sample was designed to yield national estimates of course offerings and enrollment, teacher background preparation, textbook usage, instructional techniques, and availability and use of facilities and equipment. This report describes novice and veteran mathematics teachers in the United States, with particular emphasis on the similarities and differences between these two groups. Although the focus of the 2018 NSSME+ was not on novice teachers, the dataset contains 863 teachers who reported being in their first five years of teaching mathematics, including 235 elementary grades teachers (defined as teaching any grade K-5 or teaching a self-contained 6th grade class), 285 middle grades teachers (teaching 6th grade non-self-contained or grades 7-8), and 343 high school teachers (grades 9-12). Because of the sample design and the use of design weights in analysis, results of the 2018 NSSME+ are nationally representative. Consequently, the results presented in this report should be interpreted as indicative of all novice and veteran mathematics teachers, not just those who participated in the study. The standard errors for the estimates presented in this report are included in parentheses in the tables. Details on the survey sample design, data collection and analysis procedures, and creation of composite variables are included in the &quot;Report of the 2018 NSSME+&quot; (ED598121). This report is divided into five main topic areas. Following the introduction in chapter 1, chapter 2 provides data about the school contexts in which teachers worked. Chapter 3 highlights characteristics of teachers themselves, including sex, race/ethnicity, age, and experience. The fourth chapter describes preparation for teaching mathematics, including college degrees, college-level mathematics coursework, and professional development experiences. Chapter 5 provides data about teachers' beliefs about teaching and learning and perceptions of preparedness to teach mathematics. The sixth chapter describes the nature of instruction in teachers' classrooms, including objectives for instruction, instructional strategies used, and availability of resources. The report concludes with a summary.
Using Opportunity-to-Learn Data to Support Educational Equity
Author: Marion, Scott
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Equal Education,Data Collection,COVID-19,Pandemics,Educational Quality,Educational Resources,Data Use,Program Design,Audits (Verification),Program Evaluation

In March 2020, the coronavirus pandemic and attending shift to remote schooling initiated a dramatic impact on student learning, an impact that state and district leaders feel a sense of urgency to understand and address. These leaders are accustomed using state and district test data to shed light on student achievement and growth. But without state test data last year, and justifiable concerns about the trustworthiness of state assessment scores in the 2020-2021 school year, state leaders may feel they are in an almost impossible bind. These conditions warrant an expanded indicator system. Opportunity to learn (OTL) data can be helpful in this regard, and education leaders therefore should focus on designing and implementing OTL data-collection strategies. There is a long tradition of collecting such data as part of surveys of educational conditions and as components of large-scale testing programs. These data have been important for understanding varying levels of educational resources, such as access to high-quality curricular and instructional materials, as well as opportunities to learn in safe and healthy contexts. In this report, the author describes the importance of collecting opportunity-to-learn (OTL) data and provides a framework to help states begin an OTL data collection and reporting system.
Higher Ed Budgets for the Post-COVID Era: Now&apos;s Our Chance to Do This Right
Author: Lumina Foundation
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Higher Education,Educational Finance,Budgets,Economic Climate,Resource Allocation,Minority Group Students,Low Income Students,At Risk Students,Student Financial Aid,Academic Persistence,Economic Development,Costs,Budgeting,Institutional Cooperation,State Aid,Institutional Characteristics,Federal Aid,Federal Legislation

The COVID-19 pandemic has disrupted the global and U.S. economy more profoundly than any other event since World War II. Just as the subprime mortgage crisis ushered in an 18-month economic decline and an ensuing state budget crisis, the current economic slide threatens to leave us in an even larger fiscal hole. Since COVID-19 hit, millions of Americans have lost their jobs, with low-income, Black, Hispanic, and Native Americans hardest hit. Recognizing the urgency of the moment, the authors have solicited advice from leading experts in higher education policy and finance and developed a framework to help a wide range of state leaders face the crisis. Reductions in state support to postsecondary education may be unavoidable, and they will cause harm. However, by rejecting the customary &quot;across-the-board&quot; approach and prioritizing what works, states can implement longer-term solutions that create equitable, accessible, affordable paths to postsecondary credentials that provide upward economic mobility for the most vulnerable populations. This report is a detailed framework to help policymakers make strategic budget decisions. This framework includes an assessment of states' economic and policy contexts and applies the following principles: (1) Principle 1: Prioritize funding for institutions that can best serve Black, Hispanic, Native American, and low-income students and those institutions that provide timely opportunities for unemployed or underemployed individuals to reskill; (2) Principle 2: Protect and expand need-based financial aid through increased or reallocated investment; (3) Principle 3: Support programs and strategies that advance students' ability to complete credentials; (4) Principle 4: Expand resources and invest differently to drive economic growth; and (5) Principle 5: Evaluate and improve system and institutional cost structures. Each of the principles is described in more detail in this report and is accompanied by a recommended framework for how states can examine current practices against these principles and make strategic decisions over the long run.
COVID&apos;s Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future
Author: Salmi, Jamil
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Trend Analysis,Higher Education,Coping,Futures (of Society),Educational Trends,Equal Education,Educational Policy,Financial Support,Capacity Building,Online Courses,Educational Change,Distance Education,School Closing,Educational Innovation,Academic Failure,Academic Achievement,Governance,International Education,Instructional Leadership,Testing

Our international well-being has never felt so fragile for most of us alive today. Amid this backdrop, the international perspective--which this report offers--is critical to our understanding of emerging trends, issues, and priorities in higher education. Author Jamil Salmi thoroughly catalogs the global issues in higher education that have been caused--or in some cases just intensified--by the pandemic. He offers insight into what is working and not working in very different contexts across the globe, and summarizes lessons learned for higher education leaders and policymakers at the institutional and national levels.
Equitable Funding and Financing: Higher Ed Policy in the COVID Era
Author: Lumina Foundation
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Educational Equity (Finance),Equal Education,State Policy,Low Income Students,Minority Group Students,Financial Support,Educational Finance,Budgeting,Higher Education,Resource Allocation,Student Financial Aid,College Students,Adult Students,Student Needs,Tuition,Fees,Federal Aid,Access to Computers,Internet,State Aid,Enrollment,Outcomes of Education,Employment Level,Needs Assessment,COVID-19,Pandemics

While funding cuts are often necessary during economic downturns, reducing state investments in higher education will hamper recovery. If cuts are inevitable, a one-size-fits-all approach will undermine states' ability to meet future talent needs and ensure equitable opportunity. State leaders should evaluate funding decisions based on their impact on low-income students and students of color, preserving and improving affordability and protecting institutions that serve those learners. This report provides: an overview of state policy priorities; policy questions that state leaders can leverage to understand challenges and examine whether current and potential new policies meet student needs; examples of states' efforts that can serve as valuable guidance for policymakers as they navigate ongoing changes; and data and sources that may be helpful for state policymakers as they continue to monitor state and institutional data to assess progress and consider programs' equity implications.
The Annual Condition of Iowa&apos;s Community Colleges, 2020
Author: Jepsen, Alison
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Student Characteristics,Graduation Rate,Costs,Tuition,Fees,Student Financial Aid,Vocational Education,Governance,Labor Force Development,College Readiness,Career Readiness,Experiential Learning,College Credits,Adult Education,Literacy Education,College Admission,College Attendance,Developmental Studies Programs,Noncredit Courses,College Transfer Students,Economic Development,Partnerships in Education,Community Involvement,State Programs,Federal Programs,Human Resources,Educational Finance,Gender Differences,Ethnicity,Socioeconomic Status

Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation (division) has compiled and published &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the &quot;Condition Report.&quot; The intent of this report is to provide clear, objective data about Iowa's community colleges for policymakers, governing bodies and other community college stakeholders. This year's Condition Report contains seven sections designed to tell a cohesive story about the programs and services offered by Iowa's 15 community colleges. These sections focus on the following broad themes: (1) The Evolution of Iowa's Community Colleges; (2) Programs that Meet Student and Workforce Needs; (3) College Admission and Enrollment; (4) Student Success and Institutional Performance; (5) College Costs and Affordability; (6) Programs that Serve Local Communities; and (7) Systems and Infrastructure. In addition, the report contains an executive summary that provides a snapshot of the data highlights, stories and pictures to highlight student successes and a conclusion to summarize the year in review. [The following were contributing authors to this report: Vladimir Bassis, Katy Blatnick-Gagne, Jane Bradley, Elizabeth Campbell, Joe Collins, Kelly Friesleben, Lisa Gard, Dennis Harden, Alex Harris, Dan Li, Paula Nissen, Jen Rathje, Chris Russell, Eric St Clair, Kristy Volesky, Jeff Fletcher, Becky Scott, and Mike Williams. For the 2019 report, see ED603399.]