ethanporcaro/eric-fulltext-meta huggingface dataset:
Community College Workforce Education Study: Kansas
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Kansas technical colleges participated in a national study of community and technical college workforce education. Kansas was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Kansas to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Kentucky
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Kentucky community and technical colleges participated in a national study of community college workforce education. Kentucky was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Kentucky to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Louisiana
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Louisiana community and technical colleges participated in a national study of community college workforce education. Louisiana was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Louisiana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Maine
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Maine community colleges participated in a national study of community college workforce education. Maine was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Maine to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Montana
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Montana two-year campuses participated in a national study of community college workforce education. Montana was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Montana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Nevada
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Nevada community colleges participated in a national study of community college workforce education. Nevada was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Nevada to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: New Hampshire
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, New Hampshire community colleges participated in a national study of community college workforce education. New Hampshire was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares New Hampshire to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Pennsylvania
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Pennsylvania community colleges participated in a national study of community college workforce education. Pennsylvania was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Pennsylvania to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Rhode Island
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, the Community College of Rhode Island participated in a national study of community college workforce education. Rhode Island was one of 14 states where education authorities encouraged colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Rhode Island to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Texas
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Texas community and technical colleges participated in a national study of community college workforce education. Texas was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Texas to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Community College Workforce Education Study: Virginia
Author: MartinRogers, Nicole
Date: 2021-01-00
Type: Reports - Research
Subjects: Community Colleges,Vocational Education,Job Training,Noncredit Courses,College Credits,Labor Force Development,Institutional Characteristics,Enrollment Trends,Certification,Credentials,Occupations,Educational Finance,Quality Assurance,Two Year College Students,School Business Relationship,Employers,Internship Programs,Apprenticeships,Experiential Learning,Employment Level,Industry,Federal Legislation,Labor Legislation

In late 2020, Virginia community colleges participated in a national study of community college workforce education. Virginia was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Virginia to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For &quot;Community College Workforce Education Study. Methodology Report and Data Book,&quot; see ED616824.]
Report of the Commissioner of Education. 1873
Author: Department of the Interior, Bureau of Education (ED)
Date: 1873-00-00
Type: Historical Materials
Subjects: Public Education,Urban Education,Superintendents,Costs,Education,Police,Ventilation,Employed Women,Womens Education,Foreign Countries,Elementary Secondary Education,Teacher Education,American Indian Education,Religious Education,Art Education,Deafness,Special Education,Industrial Education,Family and Consumer Sciences,Business Schools,Colleges,Science Education,Theological Education,Legal Education (Professions),Medical Education,Dentistry,Pharmaceutical Education,College Entrance Examinations,Military Schools,Libraries,Museums,Blindness,Special Schools,Correctional Institutions,Educational Finance,Publications,Kindergarten,Intellectual Property,Furniture,Educational Facilities,Educational Equipment

In this report, the Commissioner of Education comments on data on city and state education, school superintendence, cost of education and police, increased attention to schoolhouse ventilation, women as school officers, women's education, the Vienna Exposition and awards to American educational exhibitors, American educators' European visits, foreign educational statistics, office correspondence, and his recommendations and conclusion. State and territorial education officers' reports are abstracted in an appendix. The state and territorial abstracts generally address elementary and secondary instruction, teacher training, superior, professional, and special instruction educational conventions, noteworthy benefactions, brief educator obituaries, and lists of school officials. Other appendices address Indian education, educational work of Sunday schools and foreign missions, and educational conventions and institutes. Special articles discuss art education, deaf-mute education, and girls' industrial training featuring practical lessons in household economies taught in Germany. Statistical tables present data on state, territorial, and city schools; normal schools commercial and business colleges; secondary education institutions; preparatory schools; institutions for the superior instruction of women; universities and colleges; schools of science, theology, law, medicine, dentistry, and pharmacy; degrees confirmed in all institutional categories; admissions examinations for the U.S. Military Academy and U.S. Naval academy; libraries; museums; institutions for the blind and for the deaf and dumb; orphan asylums; reform schools; schools and asylums for feeble-minded children; educational benefactions; educational, historical, and other publications; kindergartens; and patentees in school furniture, apparatus, and ventilation.
Kidogo: Addressing the Childcare Needs of Low-Income Families in East Africa. Carsey School of Public Policy White Paper
Author: Howard, Jill
Date: 2020-09-28
Type: Reports - Research
Subjects: Child Care,Need Gratification,Low Income Groups,Foreign Countries,Early Childhood Education,Program Development,Child Care Centers,Mothers,Program Effectiveness

Ninety percent of brain development takes place before the age of five, and while universally agreed to be pivotal in defining the trajectory of a child's life, access to high-quality Early Childhood Care and Education (ECCE) is often inaccessible for the world's most vulnerable populations. For the 2.5 million children living in East Africa's informal settlements, there is an urgent need for an affordable, high-quality childcare option that is able to scale quickly to serve the masses (Black et al., 2016). To unlock the potential of this region's millions of children, Kidogo, an innovative East African social enterprise, is harnessing the power of social sector franchising. Kidogo partners with women running informal daycares in Kenya's urban slums to better the condition and profitability of their micro-businesses. This case study explores how Kidogo was first formed as well as the current business and franchising model by which it operates. By discussing Kidogo's combination of best-practice early childhood Centres of Excellence with a social franchising method that supports the quality improvement and growth of local childcare micro-businesses, this case study provides insight into Kidogo's expansion and success and looks forward to the future of the organization. [This report was funded by the Peter T. Paul Innovation Fund at the Peter T. Paul College of Business &amp; Economics at the University of New Hampshire.]
Typologizing Teacher Practice: How Teachers Integrate Culturally Responsive, Ambitious, and Traditional Teaching Approaches. EdWorkingPaper No. 22-506
Author: Comstock, Meghan
Date: 2022-01-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Mathematics Instruction,Self Efficacy,Equal Education,Teaching Methods,Classification,Faculty Development,Middle School Students,Minority Group Teachers,Mathematics Teachers,Teacher Characteristics

As states and districts expand their goals for equitable mathematics instruction to focus on cultural responsiveness and rigor, it is critical to understand how teachers integrate multiple teaching approaches. Drawing on survey data from a larger study of professional learning, we use mixture modeling to identify seven unique ways that middle school mathematics teachers integrate ambitious, traditional, and culturally responsive (CR) mathematics instruction. The resulting typology is driven almost exclusively by variation in CR teaching. About half of teachers reported rarely engaging in CR teaching. Teachers who emphasized CR teaching tended to be teachers of color and have high CR teaching self-efficacy. Findings suggest that tailoring teacher development to how teachers blend multiple approaches may best support equitable mathematics instruction.
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. EdWorkingPaper No. 22-507
Author: Sims, Sam
Date: 2022-01-00
Type: Information Analyses
Subjects: Faculty Development,Meta Analysis,Educational Theories,Comparative Analysis,Instructional Design,Teacher Effectiveness,Teaching Methods,Teacher Attitudes,Educational Objectives,Academic Achievement,Outcomes of Education,Correlation

Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based on combinations of causally active components targeted at developing teachers' insights, goals, techniques, and practice. We test two important implications of the theory using a systematic review and meta-analysis of 104 randomised controlled trials, finding qualified support for our framework. While further research is required to test and refine the theory, we argue that it presents an important step forward in being able to offer actionable advice to those responsible for improving teacher PD.
Do Long Bus Rides Drive down Academic Outcomes? EdWorkingPaper No. 21-504
Author: Cordes, Sarah A.
Date: 2021-12-00
Type: Reports - Research
Subjects: School Buses,Student Transportation,Urban Schools,Racial Differences,Disproportionate Representation,Institutional Characteristics,Attendance,School Choice,Charter Schools,Time,Academic Achievement,Public Schools,Student Diversity,Neighborhoods,Proximity,Socioeconomic Status,Poverty,Gender Differences,Student Characteristics,English Language Learners,Special Education,Tests,Scores,Grade 3,Grade 4,Grade 5,Grade 6,Place of Residence

School buses may be a critical education policy lever, breaking the link between schools and neighborhoods and facilitating access to school choice. Yet little is known about the commute for bus riders, including the average length of the bus ride or whether long commutes harm academic outcomes. We begin to fill this gap using data from New York City to explore the morning commutes of over 120,000 bus riders. We find that long bus rides are uncommon and that those with long bus rides are disproportionately Black and more likely to attend charter or district-choice schools. We find deleterious effects of long bus rides on attendance and chronic absenteeism of district-choice students.
Tightening the Leaky Pipeline(s): The Role of Beliefs about Ability in STEM Major Choice. EdWorkingPaper No. 22-509
Author: Rury, Derek
Date: 2022-01-03
Type: Reports - Research
Subjects: STEM Education,Majors (Students),College Students,Academic Ability,Academic Persistence,College Entrance Examinations,Grade Point Average,Scores,Student Characteristics,Beliefs,Student Attitudes,Intellectual Disciplines

To study beliefs about ability and STEM major choice, I conduct a field experiment where I provide students with information that they are above average in their top fields of study. I find that STEM students are more likely to switch out of their major and that non-STEM students fail to switch into STEM at the same rates as other fields. I also find that learning you are above average in your top field of study increases STEM major choice by almost a third, as STEM students appear more like to persist and non-STEM students increase their switching into STEM fields.