ethanporcaro/eric-fulltext-meta huggingface dataset:
What&apos;s Next: A Policy Agenda for Education Equity in California
Author: Education Trust-West
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Elementary Secondary Education,Higher Education,Minority Group Students,Low Income Students,English Language Learners,Educational Change,Educational Policy,Accountability,Educational Equity (Finance),College Readiness,Career Readiness,Access to Education,Student Financial Aid

Nearly 10 million students are enrolled in California's schools, colleges, and universities. These students will benefit from the steps California policymakers have taken to shift more systems toward equity -- including adopting more rigorous K-12 standards, adopting an English learner roadmap, implementing the Local Control Funding Formula for K-12 schools, and creating the Student Success Funding Formula for community colleges. Yet there is far more work to be done to dismantle the inequities far too many students face. California needs to make swift and significant policy changes to ensure the schools and colleges provide the best possible education to the state's underserved students of color, low-income students, and English learners. The policy recommendations in this agenda are intended to serve as a roadmap for how California's leaders can accelerate change at a crucial time in California. The authors recommend seven policy actions policymakers should take at both the K-12 and higher education levels. This will ensure the prioritization of the needs of students of color, low-income students, English learners, and other historically underserved student groups.
Equity Alert: Improving Cal Grant Equity
Author: Education Trust-West
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Grants,State Aid,Access to Education,Higher Education,Low Income Students,Noninstructional Student Costs,College Bound Students,Enrollment

During California's 2017-18 legislative cycle, 75 introduced bills mentioned the Cal Grant program -- evidence of lawmakers' strong interest in the state's free college aid program. Unfortunately, the majority of the bills that would have made the most significant changes for low-income and vulnerable students did not become law. The Cal Grant was designed to ensure that eligible students with financial need can attend any California postsecondary institution they choose, but today's college affordability crisis has denied many students this opportunity. To make college more accessible and affordable for more low-income Californians and students of color, lawmakers should tackle three main fixes to the Cal Grant program: (1) Fully fund and guarantee access to the Cal Grant program; (2) Adjust the Cal Grant to address non-tuition expenses; and (3) Expand the Cal Grant to support student transitions from high school to college. This Equity Alert provides an overview of why each of these issues is critical to address, describing current limitations of the Cal Grant program and providing recommendations that state policymakers can immediately advance.
Paving the Path to College Aid: Expanding Access to the Cal Grant Program
Author: Wheatfall-Lum, Natalie
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Grants,State Aid,State Legislation,Educational Legislation,Financial Aid Applicants,High School Seniors,Higher Education,State Policy,School Districts,Counties

&quot;Paving the Path to College Aid: Expanding Access to the Cal Grant Program&quot; looks at promising practices for increasing Cal Grant application rates, including the initial implementation of AB 2160, a new law introduced by Assembly member Phil Ting and sponsored by Ed Trust-West, to streamline the Cal Grant application process by requiring that high schools submit GPAs electronically. The brief outlines tangible practices that county offices of education, districts, and schools are using to meet this new requirement and increase Cal Grant access, and concludes with recommendations for ways state and local leaders can further improve access to financial aid.
Closing the Gap: The Future of Apprenticeship in California
Author: Koller, Vinz
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Talent Development,State Programs,Youth Programs,Labor Force Development,High School Students,Educational Finance,Nontraditional Education,Vocational Education,Educational Change

The driving force of California's growing innovation economy is talent. However, there is also a growing mismatch between the type of talent in demand and the type of talent in supply. This paper describes why one of California's best options for closing this talent gap is to expand and modernize the State's apprenticeship system. [Additional funding for this paper was provided by Salesforce.org.]
Opportunity Works: Four Ways to Help Young Adults Find Pathways to Success
Author: Steinberg, Adria
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Young Adults,Out of School Youth,National Programs,Regional Cooperation,Disadvantaged Youth,Success,Credentials,Males,Educational Attainment,Barriers,Partnerships in Education,Community Organizations,Outcomes of Education,Strategic Planning,Race,Ethnicity,Employment Potential,Coaching (Performance),Sustainability,Youth Employment,Secondary Education,Postsecondary Education

Opportunity Works is a national initiative to dramatically improve the life trajectories of low-income young people ages 16 to 24 who are not in school or working. This population, often called &quot;opportunity youth,&quot; comprises a significant segment of America's potential workforce. Yet they are also the young men and women who face the greatest barriers to entering and advancing in the labor market. Launched in 2015, Opportunity Works has demonstrated how to make a difference in the lives of young people who find themselves without a clear path forward. Opportunity Works served more than 2,000 teens and young adults. Their successes include: (1) More than 800 individuals earned a high school credential; (2) Nearly 1,000 participants enrolled in postsecondary education or training; and (3) Almost half of all participants were young men of color. These initial results are particularly powerful for a population that has had limited access to effective programs in the past. In this report, the authors highlight lessons learned from the initiative, which was based on Jobs for the Future's (JFF) &quot;Back on Track&quot; model to reconnect opportunity youth and guided by JFF coaching to local anchor organizations and service providers. The authors also describe the complex nature of what it takes to reach these positive results and the many interlocking pieces that are part of the solution. [This report was produced by the Aspen Institute Forum for Community Solutions. Additional funding was provided by the Andrus Family Fund and the Ballmer Group.]
Fall 2013 Enrollment Fact Book and a Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Atchison, Eric S.
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,In State Students,Ethnicity,Sex,Place of Residence,Age,College Freshmen,State Universities,College Programs,Counties,Multicampus Colleges,Extension Education

The Fall 2013 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [This report was produced by the Mississippi Institutions of Higher Learning Office of Academic &amp; Student Affairs.]
Fall 2014 Enrollment Fact Book and a Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Atchison, Eric S.
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,In State Students,Ethnicity,Sex,Place of Residence,Age,College Freshmen,State Universities,College Programs,Counties,Multicampus Colleges,Extension Education

The Fall 2014 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [This report was produced by the Mississippi Institutions of Higher Learning Office of Strategic Data Management. For the Fall 2013 Enrollment Fact Book, see ED594005.]
Using Caregiver Strain to Predict Participation in a Peer-Support Intervention for Parents of Children with Emotional or Behavioral Needs
Author: Duppong Hurley, Kristin L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Stress Variables,Parent Participation,Children,Emotional Disturbances,Behavior Disorders,Intervention,Mental Health Programs,Family Programs,Predictor Variables,Parents,Special Education,Special Needs Students,Child Caregivers

Children receiving services for severe emotional and behavioral difficulties are less likely to have parents who are involved in their education and support services. Peer-to-peer family support programs are one approach to increasing the self-efficacy and empowerment of parents' engagement in the treatment of a child's mental health conditions. Furthermore, programs providing parental support may reduce the strain and negative consequences caregivers may experience due to the stress of caring for a child with emotional and behavioral needs. Although much is known about the relation between caregivers' strain and children's use of mental health services, less is known about caregiver strain and parents' participation in family support programs. This study evaluated whether caregiver strain predicted parents' (N = 52) participation in a phone-based, peer-to-peer support intervention. Results of the regression analysis indicated that highly strained parents participated in four to seven more phone conversations over the course of intervention, which occurred across the academic year. Therefore, findings have implications for the school and mental health providers aiming to increase the involvement of parents of children with emotional and behavioral disorders.
Fall 2015 Enrollment Fact Book and a Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Atchison, Eric S.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,In State Students,Ethnicity,Sex,Place of Residence,Age,College Freshmen,State Universities,College Programs,Counties,Multicampus Colleges,Extension Education

The Fall 2015 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2014 Enrollment Fact Book, see ED594006.]
Fall 2016 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Atchison, Eric S.
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,In State Students,Ethnicity,Sex,Place of Residence,Age,College Freshmen,State Universities,College Programs,Counties,Multicampus Colleges,Extension Education

The Fall 2016 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2015 Enrollment Fact Book, see ED594008.]
The 2013 National School Climate Survey: Key Findings on the Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation&apos;s Schools. Executive Summary
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Culture,Academic Achievement,Academic Aspiration,Well Being,Social Bias,Bullying,Victims,School Safety,Student Organizations,Social Discrimination,National Surveys,Attendance Patterns,Violence,Middle School Students,High School Students,Language Usage,Student Personnel Services,Disclosure,Clubs,LGBTQ People

Started in 1999, the biennial National School Climate Survey has documented the unique challenges lesbian, gay, bisexual, and transgender (LGBT) students face and identified interventions that can improve school climate. The 2013 survey examines the experiences of LGBT students with regard to indicators of negative school climate. It also examines: (1) the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being; (2) whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and (3) how the school experiences of LGBT students differ by personal and community characteristics. In addition, the survey demonstrates the degree to which LGBT students have access to supportive resources in school, and explores the possible benefits of these resources: (1) Gay-Straight Alliances (GSAs) or similar clubs; (2) school anti-bullying/harassment policies; (3) supportive school staff; and (4) curricula that are inclusive of LGBT-related topics. Given that the Gay, Lesbian and Straight Education Network (GLSEN) has been conducting the survey for over a decade, the 2013 survey also examines changes over time on indicators of negative school climate and levels of access to LGBT-related resources in schools. This summary highlights the findings. [For the full report, see ED570433.]
Fall 2017 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Atchison, Eric S.
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,In State Students,Ethnicity,Sex,Place of Residence,Age,College Freshmen,State Universities,College Programs,Counties,Multicampus Colleges,Extension Education

The Fall 2017 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2016 Enrollment Fact Book, see ED594009.]
Fall 2018 Enrollment Fact Book and Ten-Year Enrollment Comparison and Selected Information on Diversity
Author: Atchison, Eric S.
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Undergraduate Students,Graduate Students,Student Diversity,Student Characteristics,Full Time Students,Part Time Students,College Entrance Examinations,Scores,Out of State Students,In State Students,Ethnicity,Sex,Place of Residence,Age,College Freshmen,State Universities,College Programs,Counties,Multicampus Colleges,Extension Education

The Fall 2018 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2017 Enrollment Fact Book, see ED594011.]
Putting Vocation at the Center of the Curriculum: The Student Experience in CUNY&apos;s Ethnographies of Work Course
Author: Gatt, Mary
Date: 2018-10-18
Type: Reports - Research
Subjects: Student Experience,Ethnography,Community Colleges,Required Courses,College Freshmen,Minority Group Students,Low Income Students,First Generation College Students,Career Exploration,Course Descriptions,Student Research,Experiential Learning,Field Trips,Social Capital,Student Attitudes,Work Environment,Employer Attitudes,Professionalism,Job Skills,Employment Potential,College Curriculum

Students in CUNY Guttman's Ethnographies of Work course become researchers, observing and analyzing workplace culture, expectations, racial norms, and other dynamics. In this report, student and employer participants share their perspectives on this unique learning experience.
The California Career Pathways Trust: Sustaining Cross-Sector Partnerships
Author: McLaughlin, Milbrey
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Grants,State Aid,Vocational Education,College School Cooperation,School Business Relationship,Consortia,Sustainability,Community Colleges,Elementary Secondary Education,Program Effectiveness,Barriers

The California Career Pathways Trust (CCPT), established in July 2014 by Assembly Bill 86 and administered by the California Department of Education (CDE), funded new regional consortia to establish career pathways that would lead high school students to a postsecondary credential or certification aligned with regional workforce needs. The California State Legislature allocated $500 million to finance two CCPT rounds for three years each, making it one of the largest CTE investments across all states. The Legislature also intended that new CCPT partnerships and programs ultimately would be sustained by grantees. The CCPT grant required recipients to identify and set aside funds within their own budgets, or secure funding from education and business partners, in order to underwrite program costs for at least two years beyond state funding. This report considers the experiences of the 39 Round One grantees. CCPT Round One funded 12 consortia at around $600,000 (awards ranged between $527,000 and $875,000), 17 consortia at around $6 million (awards ranged between $1.2 million and $9.9 million), and 10 consortia at approximately $15 million (awards ranged between $13.2 million and $15 million), for a grant total of $250 million. Consortia fiscal agents included K-12 school districts, community college districts, county offices of education, and one charter school. This report takes up questions of sustainability: (1) Were grantees able to identify resources necessary to sustain CCPT work and relationships?; (2) To what extent were career pathways, partnerships, and regional relationships continued at grant's end?; (3) Which elements remain in place?; (4) Which have been curtailed or eliminated?; and (5) But first, what did Round One consortia accomplish?
Evaluation of Learning by Making i3 Project: STEM Success for Rural Schools
Author: Li, Linlin
Date: 2018-11-00
Type: Reports - Research
Subjects: STEM Education,Rural Schools,Curriculum Development,High School Students,Science Curriculum,Core Curriculum,Curriculum Implementation,Active Learning,Student Projects,Science Process Skills,Problem Solving,Student Participation,Learner Engagement,Outcomes of Education,Science Achievement,Mathematics Achievement,Achievement Gains,Secondary School Science,Thinking Skills

The Learning by Making (LbyM) project is funded by the U.S. Department of Education's Investing in Innovation Fund (i3). As a five-year development project (2014-2018), Sonoma State University (SSU), in partnership with high-need schools and districts, has been developing an innovative, integrated high school Science, Technology, Engineering, and Mathematics (STEM) curriculum. The curriculum consists of Disciplinary Core Ideas (DCIs) in earth science and biology as described in the Next Generation Science Standards (NGSS, 2013) and utilizes an easy-to-use Logo programming language that conducts data transfer and network communications in support of student-designed investigations. The purpose of this study is to understand how LbyM is implemented in high school classrooms in rural environments, to observe the influences of this curriculum on student learning and engagement, and to explore how teachers' instructional practices and technological capacities evolve while using the curriculum. The study used a quasi-experimental design. One hundred thirty-seven students were recruited to enroll in eight LbyM STEM classes in six participating high schools. Three of the participating high schools are small schools, and it is not possible to find comparison students from these small schools. Therefore, all comparison students were recruited from the larger schools, with a total of 141 comparison students from six classrooms in three out of six participating high schools. The results from the study indicated that the LbyM curriculum that was developed by SSU helped teachers integrate NGSS and project-based learning into classroom instruction. Teachers reported spending more instructional time supporting students to collect, organize, display, and present data. Students were highly engaged with the LbyM curriculum and demonstrated increased confidence and problem solving stamina. Teachers reported that some students who typically struggle to participate in class exhibited higher levels of participation in LbyM and even demonstrated leadership. They also reported that some students with special needs, while still requiring extra attention, remained engaged with the curriculum and were even quicker to complete certain activities than the other students. The LbyM curriculum was positively associated with significant gains in students' science content knowledge. It helped low-achieving students improve math understanding.
Advancing Equity &amp; Opportunity: Prioritizing Public Education in Michigan&apos;s State Budget. Brief on the Fiscal Year 2020 Executive School Aid Budget Recommendation
Author: Hubbard, Lauren
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Public Education,Budgets,State Aid,Equal Education,Educationally Disadvantaged,Educational Finance,Equalization Aid,Emergent Literacy,Access to Education,Postsecondary Education,Elementary Secondary Education,Educational Equity (Finance)

In the Fiscal Year 2020 Executive Budget Recommendation, Governor Whitmer proposes a series of investments which prioritize access to opportunity for students who have historically been left behind and underserved in Michigan's public education system. This includes students of color, students from low-income families and students with disabilities. This document is intended to highlight key pieces of Governor Whitmer's budget recommendation and how these priorities can advance equity and excellence in Michigan schools.