ethanporcaro/eric-fulltext-meta huggingface dataset:
Federal Student Loan Amounts and Terms for Loans Issued in 2020-21
Author: Institute for College Access & Success, Project on Student Debt
Date: 2020-06-24
Type: Reports - Descriptive
Subjects: Student Financial Aid,Loan Default,Eligibility,Federal Aid,Fees,Loan Repayment,Paying for College,Income,Credit (Finance)

U.S. citizens or permanent residents, enrolled at least half time in a qualified program at a participating school, not in default on a prior federal student loan, and not previously convicted of a drug offense while receiving federal financial aid are eligible to apply for a student loan. This chart summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2020 through June 30, 2021. [For &quot;Federal Student Loan Amounts and Terms for Loans Issued in 2019-20,&quot; see ED609296.]
Federal Student Loan Amounts and Terms for Loans Issued in 2021-22
Author: Institute for College Access & Success, Project on Student Debt
Date: 2021-06-29
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Aid,Paying for College,Loan Repayment,Credit (Finance),Fees,Eligibility,Income,Loan Default

U.S. citizens or permanent residents, enrolled at least half time in a qualified program at a participating school, not in default on a prior federal student loan, and not previously convicted of a drug offense while receiving federal financial aid are eligible to apply for a student loan. This chart summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2021 through June 30, 2022. [For &quot;Federal Student Loan Amounts and Terms for Loans Issued in 2020-21,&quot; see ED615814.]
Design for Equity in Higher Education
Author: Culver, K. C.
Date: 2021-00-00
Type: Reports - Research
Subjects: Design,Program Design,Colleges,Universities,Equal Education,Educational Policy,Educational Practices,Case Studies,Educational Trends,Models,Program Implementation,Problem Solving,Decision Making,Empathy,Higher Education,Definitions,Data Collection,Concept Formation,Program Evaluation

A customized guide about liberatory design thinking processes that have been tested within college settings to support changes that enhance equity in policies and practices within institutions. This research is based on case studies of several institutions, including focus group interviews with the campus design teams and an analysis of artifacts. Profiles of two campuses that represent the trends of the data across a larger set of campuses is also included. A companion guide to facilitate implementation of this model is available. [For the companion guide, &quot;Using Design for Equity in Higher Education for Liberatory Change: A Guide for Practice,&quot; see ED615817.]
Using &quot;Design for Equity in Higher Education&quot; for Liberatory Change: A Guide for Practice
Author: Culver, K. C.
Date: 2021-03-00
Type: Guides - Non-Classroom
Subjects: Design,Program Implementation,Equal Education,Higher Education,Models,Problem Solving,Decision Making,Definitions,Concept Formation

This toolkit helps design teams engage in this process of implementing the &quot;Design for Equity in Higher Education&quot; model. For each phase of the model, this toolkit provides a short description and offers some questions and suggestions to guide practice. [For the companion report, &quot;Design for Equity in Higher Education,&quot; see ED615816.]
Degree of Difficulty: UWM&apos;s Challenges in a Turbulent Time
Author: Stein, Jason
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: State Universities,Research Universities,Educational Finance,Tuition,Declining Enrollment,Financial Problems,Endowment Funds,COVID-19,Pandemics,State Aid,Financial Support,Income,College Students,Outcomes of Education,College Programs,Research and Development,Urban Universities,Graduation Rate,Minority Group Students,Educational Policy,College Faculty,Teacher Salaries

As the largest university in the state's biggest city, the University of Wisconsin-Milwaukee (UWM) plays a crucial role in providing higher education to disadvantaged students. It also serves as the third-largest research institution in the state, behind only UW-Madison and the Medical College of Wisconsin. In 2013, an estimated $1.5 billion in overall economic impact and nearly 14,500 jobs were generated by UWM and its employees, students, visitors, and affiliated organizations. In addition, the university added to the regional economy in other ways by boosting local workers' skills and income and supporting local economic clusters in areas such as health care and freshwater science research. Given the local economy's need for innovation and for skilled workers such as nurses and programmers, UWM's contributions are perhaps more important than ever. Yet its critical role is jeopardized by the university's financial straits and its future contributions will depend heavily on decisions made at the state level as well as in response to the pandemic. In December, the Wisconsin Policy Forum published &quot;Falling Behind?,&quot; a comprehensive review of the state's public colleges and universities that gave particular attention to UW-Madison. This follow-up report builds on that previous work by examining the particular challenges facing the state's other major public research university. This report reviews the recent history of UWM and its finances, its outcomes compared to peer universities in other states, and challenges that include the tuition freeze and enrollment declines. [For the executive summary, see ED615823. This report was funded the UWM Foundation. For &quot;Falling Behind? The State of Wisconsin's Public Colleges and Universities,&quot; see ED612810.]
Degree of Difficulty: UWM&apos;s Challenges in a Turbulent Time. Executive Summary
Author: Wisconsin Policy Forum
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: State Universities,Research Universities,Educational Finance,Tuition,Declining Enrollment,Financial Problems,Endowment Funds,COVID-19,Pandemics,State Aid,Financial Support,Income,College Students,Outcomes of Education,Research and Development,Urban Universities,Graduation Rate,Minority Group Students,College Faculty,Teacher Salaries

In a state where most higher education institutions are working to address financial and enrollment challenges, the University of Wisconsin-Milwaukee (UWM) faces some of the greatest difficulties of all. UWM's steep enrollment drop has exacerbated the effects of an eight-year tuition freeze and lagging state funding, forcing cuts to faculty, eroding reserves and research spending, and threatening efforts to raise retention and graduation rates. COVID-19 has added to those difficulties, racking up costs and lost revenues that not even three generous rounds of federal aid have been able to cover. In December, the Wisconsin Policy Forum published &quot;Falling Behind?&quot;, a comprehensive review of the state's public colleges and universities with a particular focus on UW-Madison. This report builds on that work by examining the successes and difficulties for the state's other major public research university, including how its fiscal health compares to peer public urban research institutions. [For the full report, see ED615822. For the executive summary of &quot;Falling Behind? The State of Wisconsin's Public Universities and Colleges,&quot; see ED612823.]
Getting the Boards Involved: Challenges and Opportunities for Equity at the Highest Level of University Governance
Author: Rall, Raquel M.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Governing Boards,Trustees,Diversity,Equal Education,Inclusion,Educational Policy,Educational Practices,Educational Change,Accountability,Audits (Verification),College Administration,Higher Education

This report provides research and practical advice on how boards of trustees can influence diversity, equity, and inclusion practices and policies. The report argues that boards must be strategically woven into the conversation in order to guide intentional changes to policies, practices, procedures, behaviors, and attitudes towards racial equity.
Region 1 Comprehensive Center Reimagining Education Series: Strategies for Student-Directed Learning
Author: Huckle, Erin
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Learner Controlled Instruction,Individualized Instruction,Personal Autonomy,Students,Elementary Secondary Education,Educational Strategies

Historically, students have had little influence over the design of education institutions or opportunities (Benner et al., 2019; Lac &amp; Cumings Mansfield, 2018). Decisions about school policies, programs, and structures are primarily steered by administrators, policymakers, and teachers. In recent years, however, educators and policy advocates have amplified calls for education systems to grant students--the primary beneficiaries of these systems--more capacity to direct and personalize their learning (Project Tomorrow, 2020; Schwartz, 2020). As school leaders plan the transition to the 2021-2022 school year, there is an opportunity to strengthen and incorporate promising practices to increase student agency and ownership in the classroom, which is refer to throughout this paper as student-directed learning. Two promising strategies to promote student-directed learning are described in this paper: (1) Personalized learning plans; and (2) Supporting student voice and choice The paper is organized by strategy and offers a brief description of each strategy, a summary of the evidence supporting the strategy, and common barriers to implementing the strategy. Stakeholders will also find actionable steps for implementation in schools. Although this paper describes each strategy separately, implementation of both strategies within an education system holds promise to further increase student-directed learning opportunities.
Program Profile Description
Author: Region 9 Comprehensive Center (R9CC)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Profiles,Program Descriptions,Teacher Persistence,Tables (Data),Public Schools

Program &quot;profiles&quot; are one-page summaries that highlight the components of each teacher retention strategy or program. Similar to a logic model, program profiles make it easy to understand what components define the program; the direct results of the program component(s); and what the program is collecting, documenting, or measuring to discern if what we are doing is working. This tool helps districts streamline their approach to amassing data--including data planning, coordination, and collection--to reduce the burden on school and district staff. It also offers a format and a common language that allows leaders to collaborate more easily. This 3-page report explains why program profiles are used, how they were developed, and how to begin an iterative process for creating a state or district program profile with a data inventory.
An Overview of the Alternative Teacher Certification Sector Outside of Higher Education
Author: Yin, Jessica
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Alternative Teacher Certification,Enrollment Trends,Proprietary Schools,Electronic Learning,Educational Quality,Teacher Education Programs,Elementary Secondary Education,Ethnicity,Racial Differences,Gender Differences,Minority Group Students,Disproportionate Representation,School Districts,Charter Schools,Nonprofit Organizations,Education Service Centers,State Policy,Policy Formation,Educational Legislation,Federal Legislation

Despite the importance of teachers, the preparation programs intended to train them and provide them with the foundational skills they need to grow into high-quality educators vary in format, curriculum offered, quality, and more. Alternative teacher certification programs that are run outside of institutions of higher education (IHE) are an especially varied group that have enjoyed steady growth in enrollment in the past decade. Unfortunately, analysis from this report has found that a majority of students in the non-IHE alternative certification sector are enrolled in programs run by for-profit organizations, the largest of which operates fully online. Online, for-profit entities have been problematic actors in the higher education space for years: This means that their prevalence in the non-IHE alternative certification sector may be cause for concern for policymakers. Therefore, the Center for American Progress analyzed the non-IHE alternative certification sector to find which types of operators manage programs, the role of for-profit organizations, in which states these programs are operating, and how enrollment in these programs varies by race and ethnicity and gender. One notable finding is that large programs operated by for-profit organizations dominate enrollment in the sector. Given existing concerns about the practices of for-profit operators in higher education, the existence of large for-profit, non-IHE alternative certification programs presents a red flag for the states in which they are located and for states into which they are looking to expand. This report provides a preliminary analysis, but state policymakers should build off the findings to identify areas for further research and data collection in order to create targeted solutions to improve the teacher preparation programs in their state.
Lost Transitions: &quot;The Cost of Inter-Sector Misalignment for English Learners in Community Colleges.&quot; Research Brief IV
Author: Melguizo, Tatiana
Date: 2021-05-00
Type: Reports - Research
Subjects: English Language Learners,Two Year College Students,Community Colleges,Classification,Native Language,Race,Ethnicity,College Readiness,Educational Policy,State Policy,State Legislation,Student Evaluation,Student Placement

Most English Learners (ELs)care reclassified as English proficient well before graduating from high school based on meeting multiple district-identified proficiency standards, an important achievement on the path to college access, completion, and success in the labor market. Many former ELs also meet separate benchmarks indicating readiness for success in postsecondary English coursework. However, misalignment between the K-12 and postsecondary sectors may undermine college-ready students' academic achievements. Less is known about misalignment in English, including how misalignment shapes the academic trajectories of college-ready former English Learners. This brief summarizes results from a study focusing on English Learner classification, home language, race, and ethnicity, in California. As home to the largest population of English Learners and a center of debate over the education of multilingual students, California is a critical site for understanding the links between English Learners' K-12 and postsecondary opportunities. ELs in the state, like the rest of the nation, are concentrated in large, urban, public school districts. Former EL students disproportionately enter community colleges which have historically started most students in developmental courses. However, recent policy developments including AB 705, have sought to create a more direct pathway to college-level coursework for the majority of students. This policy brief provides some indication of the breadth of college-ready students who have the potential to benefit from these policy goals. [For the full version of this paper, &quot;Lost in the Transition: The Cost of College-Readiness English Standards Misalignment for Students Initially Classified as English Learners,&quot; see EJ1302945.]
Building Back for Equity: Guidance to Inform 2021 Early Childhood Grantmaking
Author: Bridgespan Group
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Grants,Equal Education,Social Differences,Low Income Students,Minority Group Students,COVID-19,Pandemics,Educational Change,Disadvantaged,Early Childhood Education,Capacity Building,Public Policy,Advocacy,Financial Support,Parent Attitudes,Electronic Publishing,Reports,Seminars,Preschool Teachers,Child Care,Teacher Attitudes,State Policy,Inclusion,Feedback (Response),Community Development,Decision Making

The COVID-19 pandemic has exacerbated longstanding systemic and structural inequities in early childhood, particularly for Black, Latinx, Indigenous, and low-income families and providers. Through the remainder of 2020, it is anticipated that the pandemic will continue to disproportionately impact these communities. In July and August, the authors spoke with parents of young children, child care providers, and community and field leaders, with a particular focus on people of color, to understand what funders might do in 2021 to build back early childhood systems for equity. Those that the authors had spoken with highlighted three types of investments funders can make to build back for equity: (1) Build community power and capacity locally and nationally; (2) Advance state and federal policy advocacy; and (3) Build infrastructure and capacity to connect efforts and create feedback loops. This memo intends to inform conversations, decisions, and actions that funders might take in 2021 from the perspective of what families, providers, and community and field leaders have named as being most critical. It is intended to be neither a comprehensive list of needed investments nor an exact blueprint of the tactics funders might take. Instead, the authors elevate types of investments funders can make, example organizations doing that kind of work, and grant-making principles to consider. This memo draws from reports, blog posts, webinars, and panels as well as targeted interviews with over a dozen parents, providers, and community and field leaders who are predominantly people of color.
A Policymaker&apos;s Guide to Virtual Schools. Policy Guide
Author: Erwin, Ben
Date: 2021-11-00
Type: Guides - Non-Classroom
Subjects: Educational Policy,Virtual Schools,Pandemics,COVID-19,Educational Quality,Educational Change,School Closing,Policy Formation,Institutional Characteristics,Outcomes of Education,Guides,Governance,Charter Schools,Blended Learning,State Policy,Equal Education,Attendance,Learner Engagement,Educational Finance,Elementary Secondary Education

Virtual learning has grown significantly over roughly the last decade and, more recently, was thrust into the spotlight because of the shift to remote instruction caused by the COVID-19 pandemic. In the 2019-20 school year, full-time virtual schools enrolled more than 330,000 students, and statewide programs provided over 1 million courses, continuing a trend of year-to-year growth. During the 2020-2021 pandemic year, full- and part-time virtual enrollment dramatically increased, accounting for nearly 40% of enrollment declines in traditional public schools. With the rapid expansion of virtual learning, state policymakers have sought to develop a virtual school policy framework to ensure that students accessing these options have a rigorous, high-quality educational experience. States are at various stages of virtual school policy development. While there has been a substantial amount of legislative action over the last five years, some virtual schools are still governed by policies developed for brick-and-mortar schools that are not necessarily conducive to meaningful oversight of a virtual school. This Policy Guide takes a comprehensive look at virtual schools, including an overview of the various types of virtual schools, research on virtual school outcomes, characteristics of effective virtual instruction, and state policy levers to improve virtual school quality and student outcomes. Despite virtual schools and coursework being inextricably linked to the recent extended interruptions in schooling, this Policy Guide focuses specifically on virtual schools and programs that offer full- or part-time instruction to students -- rather than remote learning that is necessitated by public health crises or inclement weather.
Empowering and Engaging Student Voice to Create Equity in Education: Five Questions Every K-12 Education Leader Should Ask Today. Findings from the 2020-21 Speak Up Research Project
Author: Project Tomorrow
Date: 2021-00-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Elementary Secondary Education,Student Attitudes,Teaching Methods,School Role,Board of Education Role,COVID-19,Pandemics,Administrator Role,Distance Education,Online Courses,Learner Engagement,School Closing,Access to Computers,Conventional Instruction,Blended Learning,Student Characteristics,Racial Differences,Racial Composition,Ethnicity

Each year since 2003, Project Tomorrow, a global education nonprofit organization, facilitates the annual Speak Up Research Project on Digital Learning. A key aspect of the research project is to track the growth in student, educator, and parent interest in digital learning, as well as how our nation's schools and districts are addressing that interest by supporting innovative learning experiences in and out of the classroom. Since 2007, Project Tomorrow has collaborated with Blackboard to create a series of annual reports that focus on the year-to-year trends in the use of digital learning tools to change the classroom-learning paradigm through an in-depth analysis of the latest Speak Up data findings. The 2020-21 school year was a year of unprecedented challenges and difficult decisions for most education leaders. As the pandemic raged on, school and district leaders struggled with decisions about school formats, making accommodations and adjustments to meet the changing health conditions in their community and new safety mandates. To help inform critical decisions for the 2021/2022 school year and beyond, this year's digital learning trends report from Project Tomorrow® and Blackboard focuses on &quot;Five Important Questions Every Education Leader Should Ask Today.&quot; The questions propel us to think critically about what student agency and engagement really mean for today's students. To support that critical reflection, we tap into the authentic feedback of over 50,000 K-12 students, parents, teachers, and administrators who participated in Speak Up 2020-21. This data provides research-based insights that can both clarify the needs of students and help educators see new solutions. The 5 important questions every education leader should ask today include: (1) How does technology support student learning and agency across a variety of educational settings and classroom formats?; (2) What has been the impact of remote learning and digital learning formats on students' perceptions of school and education?; (3) Are our students more or less engaged in school today?; (4) What types of learning experiences do students want and prefer?; and (5) What can your school or district do to meet the needs, expectations, and aspirations of students for a more equitable and engaging learning experience?