ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming the Educational Experience of Young Men of Color. School Counseling Series. Volume 2: Increase Partnerships
Author: College Board Advocacy & Policy Center
Date: 2012-00-00
Type: Collected Works - General
Subjects: Minority Groups,African American Students,Males,Educational Experience,Mentors,School Counselors,Counselor Role,School Community Relationship,Nontraditional Education,Hispanic American Students,School Business Relationship,Asian Americans,Pacific Islanders,Counseling Techniques,School Counseling,Expectation,College Readiness,Outcomes of Education,Social Support Groups,Teaching Methods,Church Role,American Indian Students,Informal Education,Nonformal Education,Student Behavior,English Language Learners

In 2011, the National Office for School Counselor Advocacy launched a journal series to support and build awareness of the issues and challenges raised by the College Board Advocacy &amp; Policy Center's research report, &quot;The Educational Experience of Young Men of Color&quot; (youngmenofcolor.collegeboard.org.) The intent of the series is to create a forum for school counselors to discuss, reflect on their practice and build their capacity to better serve young men of color. This second volume of the series contains the following: (1) Greater Than the Sum of Its Parts (Jennifer A. Dunn); (2) A Difference MADE: A Counselor's Partnership for College Readiness (Katherine Cortest); (3) Mi Futuro: Walmart's Youth Mentoring Program (L. Felipe Barahona); (4) Bridging Divides: Community Partnerships for Asian/Pacific Islander Youth (James Diokno and Vinh Tran); (5) A Journey of Faith (Frank B. Ashley III); (6) Talking with Counselors: Lillian Tsosie-Jensen; (7) Beyond Schools: Learning Outside the Classroom (Hal Smith); (8) An Asset Approach to Supporting Young Men of Color (Robert M. Francis); (9) Making College Real for Young Men of Color (Heather McDonnell); (10) Success Is Shared: A Teacher-Counselor Collaboration for ELL Students (Liliana Cuevas and Karen Lapuk); and (11) Building Partnerships: What Is the Return on Investment? (April E. Bell). Resource list is included. Individual articles contain footnotes.
The Role of High Schools in Students&apos; Postsecondary Choices. Research Brief
Author: Hurwitz, Michael
Date: 2012-10-00
Type: Reports - Research
Subjects: College Choice,School Role,High School Graduates,Enrollment Rate,Enrollment Trends,Standardized Tests,College Entrance Examinations,Data Analysis,Predictor Variables,Performance Factors,Student Placement,Educational Counseling,College Preparation,Postsecondary Education

This study focuses on the postsecondary choices of all SAT[R] takers in the high school graduation cohort of 2006, who graduated from 3,172 public high schools in 17 states where the preponderance of college-aspiring students take the SAT, rather than the ACT. The data set analyzed is constructed by merging the College Board's student-level SAT data to college enrollment data from the National Student Clearinghouse (NSC). The NSC, which is composed of 3,300 participating colleges enrolling 96 percent of American college students, allows the authors to document the postsecondary institutions where SAT takers enroll. Public high school demographic characteristics such as urbanicity and total student enrollment come from the National Center for Education Statistics' Common Core of Data (CCD) for the 2005-06 academic year. The authors restrict the sample to include only the high schools with 50 or more SAT takers. Factors that Determine High School Undermatch Rate are appended. (Contains 5 figures, 2 tables and 12 footnotes.)
Securing the Future: Retention Models in Community Colleges--Study of Community College Structures for Student Success (SCCSSS)
Author: College Board Advocacy & Policy Center
Date: 2012-00-00
Type: Reports - Research
Subjects: School Holding Power,Community Colleges,Focus Groups,Academic Achievement,Academic Persistence,Interviews,Student Surveys,National Surveys,Leadership,Administrative Organization,Student Financial Aid,Academic Support Services,Student Attitudes,Two Year College Students

The Study of Community College Structures for Student Success (SCCSSS) was launched in 2010 with three goals at its center: (1) To explore a set of promising institutional practices and organizational structures identified through theory and research as having the potential to support community college student success; (2) To present a synthesized overview, or matrix, of these promising practices and structures as a tool for community college leaders and practitioners; and (3) To collect national empirical data on the practices and structures that community colleges currently have in place to improve key student success outcomes, including student retention, successful transfer, and degree or certificate completion. The SCCSSS investigation began with an exploration of the research and practice-oriented literature, augmented by findings from focus groups and interviews with community college leaders and practitioners. A survey, developed from the results of this initial exploration, was then conducted, with the participation of community colleges nationwide. This early phase of the study produced two of the project's central resources: (1) A matrix of promising institutional practices and organizational structures that can be used to facilitate campus discussions, professional development, and institutional planning; and (2) Results from a nationwide survey of community college leaders that provide an accurate, research-based view of how and to what extent the practices and structures in the matrix are currently in place at community colleges across the country. This report first discusses the national context for this work and reviews the key elements in the set of promising practices and organizational structures that were the foundation for the SCCSSS national survey. Next, it reports the survey results to explore the extent to which community colleges have these practices and structures in place. The matrix of promising institutional practices and organizational structures for community colleges, along with other key resources, to serve as a practical tool generated by the SCCSSS effort are included in the appendix. A bibliography and a list of resources are included. (Contains 18 figures and 3 footnotes.)
Riding the Storm out: Developmental Education Reform as a Key Component of Common Core Implementation. The College Board Advocacy &amp; Policy Center Affinity Network Background Paper
Author: Vandal, Bruce
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,State Standards,Educational Change,Elementary Secondary Education,Career Readiness,Community Colleges,Academic Standards,College Readiness,Developmental Studies Programs,Program Implementation,College Preparation,Intervention,Predictor Variables,Student Evaluation,Grade Point Average,Academic Support Services

The Common Core State Standards provide a unique opening for K-12 and higher education institutions to work together to ensure that high school students are better prepared for postsecondary education. The college and career readiness assessments will provide educators the opportunities to intervene with students while still in high school to maximize the likelihood that students will be college ready. The assessments can also open the door to a more nuanced assessment system that considers a variety of variables that can help predict student success in college-level courses. In addition, the standards provide a platform for collaborative work to create clear curricular pathways so students can enter their programs of choice. To assist states with their preparations for the implementation of the Common Core State Standards and the assessments, the author offers several suggestions on how to meet the needs of students who are assessed below college ready. (Contains 11 notes.)
A Review of the Causes and Consequences of Students&apos; Postsecondary Choices. Literature Brief
Author: Smith, Jonathan
Date: 2012-10-00
Type: Information Analyses
Subjects: Social Science Research,Literature Reviews,College Choice,Decision Making,Decision Making Skills,Alignment (Education),Achievement Rating,Student Characteristics,Performance Factors,Etiology,Change Strategies,College Entrance Examinations

In 2010, 21 million students across the United States enrolled in one of nearly 4,500 postsecondary degree-granting institutions (Snyder &amp; Dillow, 2011). Students of all academic backgrounds selected institutions they wanted to attend and, likewise, institutions made decisions about which students they wanted to admit. The resulting student-college pairs, observed following students' matriculation decisions, may be evaluated based on the quality of the academic match. In the social science research literature, an &quot;academic match&quot; occurs when a student chooses a postsecondary alternative that is aligned with his or her observable academic credentials (e.g., GPA, SAT[R], etc.). This review of the research literature describes the current state of research on student-college academic undermatch. (Contains 1 table and 14 footnotes.)
Supporting Collaboration between K-12 and Higher Education: Year One, Interim Report One
Author: College Board Advocacy & Policy Center
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Postsecondary Education,Cooperation,Social Support Groups,Academic Standards,State Standards,Alignment (Education),Role,Educational Improvement,Influences,Curriculum Design,Remedial Instruction,Colleges,School Districts,Educational Change,Advisory Committees,Expertise,Goal Orientation,Educational Practices

In April 2012, more than 100 educators and administrators from across the nation came together in Reston, Virginia, for a full day of meetings and discussions to launch the College Board Advocacy &amp; Policy Center Affinity Network. The Affinity Network's mission is to facilitate students' successful transition from high school to college by: (1) Helping educators across the K-12 and postsecondary sectors understand and agree on common expectations for the nation's students; (2) Serving as an incubator for ideas and solutions for College Board members and for the education field at the institutional, state, and national levels; and (3) Establishing an ongoing process to encourage creative problem solving and strengthen the links between education sectors. Each year, one cohort of educators will be selected to work intently on one major issue for 9-12 months; at the end of this period, both a new cohort and a new issue will be selected. The College Board Advocacy &amp; Policy Center is providing technical assistance, information, research, policy expertise, and facilitation, as well as an online forum to assist Affinity Network participants in their work together. This report is the first in a series to document the process, progress, and outcomes of the teams engaged in the first cohort of the College Board Advocacy &amp; Policy Center Affinity Network. For this inaugural cohort, College Board Advocacy assembled strong teams drawn from 15 institutions (districts, two-year, and four-year colleges) in five states. They are dedicated to addressing the initial charge: how the Common Core State Standards will result in changes in expectations and alignment across the education sectors. This will not be an easy endeavor, but it is an extremely important one if the nation is going to prepare all students to be college and career ready. The Affinity Network will focus on the following key questions: (1) How might the Common Core State Standards result in improvements to the alignment of high school exit expectations with postsecondary entry expectations? What supports need to be in place to successfully accomplish this alignment?; and (2) How might the Common Core State Standards affect the design of remedial education courses on college campuses? Appended are: (1) The Affinity Network Advisory Committee; and (2) Cross-Segment Challenges and Opportunities of the Common Core State Standards. (Contains 11 notes.
Academic Preparation for College: Evidence on the Importance of Academic Rigor in High School. Advocacy &amp; Policy Center Affinity Network Background Paper
Author: Kurlaender, Michal
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Labor Market,Evidence,Difficulty Level,High Schools,Outcomes of Education,Course Selection (Students),Enrollment,College Attendance,Racial Differences,Socioeconomic Influences,Alignment (Education),Academic Standards,Educational Policy

A college degree is more important than ever before for ensuring the economic prosperity of individuals and for society at large. Individuals with a bachelor's degree who worked full time, year-round in 2008 had median earnings of $55,700, compared to the $21,900 earned by their peers with only a high school diploma (Baum, Ma, and Payea 2010). Despite the many additional benefits associated with college completion, including better health, improved job security, and stronger families and communities, too few college students complete their postsecondary schooling. While there are many determinants of college degree completion, arriving at college academically prepared to do college-level work is among the most predictive factors of collegiate success. The purpose of this brief is to review the evidence on the role of rigorous high school course-taking on students' subsequent college and labor market success. A bibliography is included. (Contains 2 tables and 4 footnotes.)
Using Cross-Segmental Data Effectively to Support Alignment: How K-12 and Postsecondary Educators Can Access, Examine, and Use Cross-Segmental Data to Frame Discussions about Student Transition and Success in College. Advocacy &amp; Policy Center Affinity Network Background Paper
Author: Radwin, David
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,State Standards,Alignment (Education),Incidence,Remedial Instruction,College Readiness,Postsecondary Education,Data Analysis,Data Collection,Data Interpretation,Data Processing,Efficiency,Shared Resources and Services,Academic Achievement,Goal Orientation

The implementation of the Common Core State Standards (CCSS) over the coming years will provide an opportunity for K-12 and postsecondary educators to share and use data effectively to support alignment between the sectors and reduce the need for remedial education. This brief describes how these groups can work together to make the most of data and their shared expertise to increase the proportion of students who are college ready. It also provides a framework for collecting data and information on the critical goal of improving college readiness, including data on related outcomes, processes, and inputs. In an upcoming report, the authors will provide recommendations for key data and other information that can be used to support specific goals and strategies being developed by Affinity Network teams. (Contains 9 references and resources and 2 footnotes.)
Meeting Notes: The College Board Advocacy &amp; Policy Center&apos;s Symposium on Admissions in the 21st Century (Reston, VA, July 2012)
Author: College Board Advocacy & Policy Center
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Advocacy,College Admission,Administrative Policy,Governing Boards,Planning Commissions,Strategic Planning,Program Implementation,Program Evaluation,Program Administration,Intercollegiate Cooperation,Policy Formation,Improvement Programs,Evidence

On July 24 and 25, 2012, members of the Task Force on Admissions in the 21st Century gathered in Reston, Virginia, to discuss the progress made by the implementation team in addressing action items from the Task Force's Preserving the Dream of America 2008 report; the current environment for admission; and actions to be taken to further the task force's work in the months ahead.
Maryland Early Head Start Initiative
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Extended School Day,Extended School Year,State Programs,State Aid,Early Childhood Education,Access to Education,Change Strategies,Educational Change,Accountability,Governance,Financial Support,Infants,Toddlers,Child Care,Program Evaluation,Disadvantaged

Since 2000, Maryland has provided state supplemental funds to Head Start and Early Head Start (EHS) programs to improve access. Local EHS programs may use funds, through child care partnerships, to extend the EHS day or year. Maryland's approach to building on EHS includes: (1) Increase the capacity of existing Head Start and EHS programs to expand services for the extended day/year; (2) Develop partnerships between EHS and community-based child care providers to provide EHS services to additional children in child care settings;and (3) Extend the day or year of existing EHS services. (Additional information is provided.)
Maine: Early Head Start Initiatives
Author: Center for Law and Social Policy (CLASP)
Date: 2012-12-00
Type: Reports - Descriptive
Subjects: Early Intervention,Family Programs,Disadvantaged Youth,Access to Education,State Aid,Eligibility,At Risk Persons,Pregnancy,Young Children,Federal Aid,Financial Support,Child Care Centers,Early Childhood Education,Governance,Agency Cooperation,Program Evaluation,Program Effectiveness,Federal Programs,State Programs

Maine has two initiatives that build on Early Head Start (EHS). The first initiative, Fund for a Healthy Maine, has since 2001 provided tobacco settlement money to existing Head Start and EHS programs to expand the number of children who receive full-day, full-year services. Local programs have the option of using these funds for EHS, depending on the needs in the community. While funds are generally used to expand the day and year of existing slots, some programs have used Fund for a Healthy Maine dollars to add new slots. The second Supplemental initiative has since the 1980s provided state general revenue funds to all Head Start programs to add additional slots, some of which may be used for EHS. Maine's approach to Building on EHS includes: (1) Extending the day and/or year of existing Head Start/EHS services and expanding numbers of children/families served. (Fund for a Healthy Maine); and (2) Increasing the capacity of existing Head Start and EHS programs to serve additional children and pregnant women (Supplemental). (Additional information is provided.)
Teacher Preparation Programs and Teacher Quality: Are There Real Differences across Programs? Working Paper 79
Author: Koedel, Cory
Date: 2012-07-00
Type: Reports - Research
Subjects: Teacher Education Programs,Teacher Effectiveness,Educational Quality,Comparative Analysis,Differences,Correlation,Statistical Analysis,Program Evaluation,Value Added Models,College Graduates

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are very small. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs for several reasons, most notably because some sampling variability in the data has been incorrectly attributed to the preparation programs. (A supplementary table is appended.)
Section 619 Profile, 19th Edition
Author: Lazara, A., Ed.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Disabilities,Federal Legislation,Equal Education,Preschool Education,Grants,Federal Aid,Preschool Children,Educational Administration,Educational Finance,Agency Cooperation,Professional Personnel,Accreditation (Institutions),Individualized Education Programs,Individualized Family Service Plans,Family Programs,Standards,Outcome Measures,Special Needs Students,Special Education,State Policy,State Programs,Educational Environment,Tables (Data)

This 2012 edition of this publication updates information provided by state coordinators on state policies, programs, and practices under the Preschool Grants Program (Section 619 of Part B) of the Individuals with Disabilities Education Act (IDEA). Information includes: (1) program administration; (2) funding; (3) interagency coordination; (4) personnel; (5) transition; (6) accreditation and monitoring; (7) use of Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs); (8) family-centered services; (9) standards and outcomes measures; (10) pre-kindergarten programs; (11) initiatives for special populations; (12) and preschool Least Restrictive Environment (LRE). [For the 18th edition, &quot;Section 619 Profile, 18th Edition,&quot; see ED575671.]
An Analysis of States&apos; FFY 2010 Annual Performance Report Data for Indicator B2 (Dropout)
Author: Office of Special Education Programs (ED/OSERS)
Date: 2012-06-00
Type: Reports - Research
Subjects: Dropout Prevention,Disabilities,Dropouts,Special Education,Dropout Rate,Educational Improvement,Evidence Based Practice,Geographic Regions,Technical Assistance,Training,Professional Development,Data Collection,Intervention,Educational Policy,Graduation Rate,State Programs,Computation,Change Strategies,Data Analysis,Program Development,Cooperative Planning,Evaluation,Secondary School Students,Educational Indicators,Agency Cooperation,Transitional Programs,Reentry Students

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2010 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP) in February of 2012. The text of the indicator is as follows: Percent of youth with IEPs dropping out of high school. This report summarizes the NDPC-SD's findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies.
An Analysis of States&apos; FFY 2010 Annual Performance Report Data for Indicator B1 (Graduation)
Author: National Dropout Prevention Center for Students with Disabilities (NDPC-SD)
Date: 2012-06-00
Type: Reports - Research
Subjects: Dropout Prevention,Disabilities,Dropouts,Special Education,Dropout Rate,Educational Improvement,Evidence Based Practice,Geographic Regions,Technical Assistance,Training,Data Collection,Intervention,Graduation Rate,State Programs,Computation,Change Strategies,Data Analysis,Program Development,Cooperative Planning,Evaluation,Educational Indicators,Agency Cooperation,Transitional Programs,Reentry Students,High School Students,Positive Behavior Supports,Literacy Education,Response to Intervention,Mentors,Vocational Education,Parent Participation,Required Courses,Individualized Education Programs

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2010 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education Programs (OSEP) on February 1st of 2012. The text of the indicator is as follows: Percent of youth with IEPs graduating from high school with a regular diploma. This report summarizes NDPC-SD's findings for Indicator 1 across the 50 states, commonwealths, and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies.