ethanporcaro/eric-fulltext-meta huggingface dataset:
Kentucky&apos;s Strategies and Recommendations to Address Students&apos; Basic Needs
Author: Kentucky Council on Postsecondary Education
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: College Students,Student Needs,Food,College Housing,Access to Computers,Low Income Students,State Aid,College Role,Access to Education,Program Effectiveness,Educational Attainment,Adults,Social Support Groups,Child Care,Hunger

Nearly three in five undergraduate students on U.S. campuses experience basic needs insecurity, which means they lack access to stable sources of food, housing, or other living or educational essentials, like affordable childcare or technology. Basic needs insecurity unequivocally jeopardizes student success, increasing the likelihood of leaving college without a degree. As Kentucky approaches 2030 with the goal of increasing the state's educational attainment rate to 60%, the state must do more to enroll a greater proportion of low-income adults into postsecondary education and support them with campus-based services throughout their academic careers. With funding support from Lumina Foundation, the Kentucky Student Success Collaborative (KYSSC) embarked upon a year-long project focused on student basic needs. The primary objectives of the project were to increase access to basic needs support for postsecondary students and to increase access to postsecondary education for individuals receiving state support. [This report was co-produced with Kentucky Student Success Collaborative (KYSSC).]
Institutional Practices of Implementing Lifelong Learning in Higher Education. Research Report
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2023-00-00
Type: Reports - Research
Subjects: Higher Education,Lifelong Learning,School Community Relationship,Private Sector,Foreign Countries,Learner Engagement,Continuing Education,Adult Students,Partnerships in Education,Educational Finance,Educational Technology,Quality Assurance,Public Colleges,Private Colleges,Educational Practices

Higher education institutions are key players in promoting lifelong learning. By offering a variety of educational programmes in different modalities, they address the diverse needs and interests of learners. By establishing flexible learning pathways, they help ensure continuity of learning throughout life. And by maintaining close interaction with the private sector and local communities, they contribute to socially relevant teaching and research, fulfilling an important social function. This research report presents six case studies of universities in different regions of the world and offers insights into the practical implementation of lifelong learning in the higher education context. It examines regulations and strategic frameworks that support universities' commitment to lifelong learning, describes how they are responding to new learning demands, and provides examples of specific programmes and initiatives that promote lifelong learning. The report also discusses the challenges these institutions face and how they are addressing them.
Total Degrees &amp; Credentials: Kentucky Public &amp; Independent Institutions. 2021-22
Author: Kentucky Council on Postsecondary Education
Date: 2023-01-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Private Colleges,Academic Degrees,Credentials,Community Colleges,School Holding Power,Low Income Students

The Kentucky Council on Postsecondary Education (CPE) annually produces a report examining degree and credential production in Kentucky in the previous academic year (July 1 through June 30) and over time. Using data from the Kentucky Postsecondary Education Data System (KPEDS), the report details the number and types of credentials earned at Kentucky's eight public universities, the 18 institutions of the Association of Independent Kentucky Colleges and Universities (AIKCU), and the sixteen campuses of the Kentucky Community and Technical College System (KCTCS). This report disaggregates degrees and credentials by level, sector, underrepresented minority status, low-income status, in-state status and by working-age adults. Findings reveal that total degrees and credentials awarded in 2021-22 increased 0.6% over the previous year, following a slight dip at the height of the COVID-19 pandemic. Since 2016-17, total degrees and credentials have risen 16.6%, impressive considering that total headcount enrollment grew by only 0.6% during that same time frame. Climbing retention rates suggest that campuses are increasing their efficiency in moving students through academic programs.
Best Practices in Diversity, Equity and Inclusion: A Review of Progress Made by Kentucky Public Postsecondary Institutions
Author: Kentucky Council on Postsecondary Education
Date: 2023-07-00
Type: Reports - Evaluative
Subjects: Public Colleges,Educational Change,Educational Improvement,Diversity (Institutional),Diversity (Faculty),Student Diversity,Inclusion,Equal Education,Best Practices,Educational Policy

The Kentucky Council on Postsecondary Education's (CPE's) diversity, equity and inclusion (DEI) efforts help ensure that all students, no matter their story, succeed in college. This is achieved through statewide policy that fosters strategic planning and accountability at the campus level and facilitates improvement in three key areas: (1) recruitment and enrollment of diverse students; (2) student progression and success; and (3) campus climate, inclusiveness and cultural competency. This report reviews statewide and institutional progress made in fostering diversity, equity and inclusion from 2015-16, the first year of implementing the policy, through 2020-21, the most recent year of data available. This period corresponds to the last statewide strategic agenda for postsecondary education, &quot;Stronger by Degrees.&quot; The analysis described in this report will guide the next DEI planning process, which will correspond to the current statewide strategic agenda for postsecondary education, &quot;Higher Education Matters&quot; (2022-2030). [For &quot;Stronger by Degrees: A Plan to Create a More Educated &amp; Prosperous Kentucky. 2016-2021 Strategic Agenda for Postsecondary and Adult Education,&quot; see ED572271. For &quot;Higher Education Matters: A Statewide Strategic Agenda for Kentucky Postsecondary Education, 2022-2030,&quot; see ED618735. ]
Promoting Skills for Work and Life. Education 2030
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Technical Education,Sustainable Development,Objectives,Futures (of Society),Educational Quality,Educational Innovation,Advocacy,Capacity Building,Inclusion,Youth,STEM Education,Sex Fairness,Private Sector,Foreign Countries,Knowledge Management,Skill Development,Job Skills

The UNESCO-UNEVOC International Centre for TVET actively supports Member States in strengthening and upgrading their technical and vocational education and training systems. This booklet provides up-to-date information on UNESCO-UNEVOC's capacity-building programmes and projects, key thematic areas, online knowledge resources and databases, and engagements across the global UNEVOC Network of more than 230 UNEVOC Centres in 150 countries.
Investigating the Financial Tipping Point: The Effect of Unmet Financial Need on Retention of First-Time, In-State Students at Kentucky Public Colleges &amp; Universities
Author: Ledford, Christopher
Date: 2023-03-00
Type: Reports - Research
Subjects: First Generation College Students,In State Students,Public Colleges,Financial Needs,Student Needs,School Holding Power,Paying for College,Student Costs,Influences

In Kentucky and around the nation, the cost of college attendance has risen steadily over the past two decades, while total undergraduate enrollment has leveled off or declined. Kentucky has taken aggressive measures to limit tuition increases and increase state and institutional aid; nevertheless, increasing college costs may be constricting our postsecondary enrollment pipeline, with negative consequences for Kentucky's educational attainment rates and economic well-being. This study investigates the relationship between affordability, unmet financial need, and retention to discern the precise values at which affordability concerns influence students' continued enrollment at Kentucky public institutions.
Career Academies: Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood
Author: Kemple, James J.
Date: 2008-06-00
Type: Reports - Research
Subjects: Career Academies,Outcomes of Education,Educational Attainment,Adjustment (to Environment),High School Students,School Effectiveness,Labor Market,Employment Potential,Student Experience,Income,Gender Differences,Racial Differences

Established more than 30 years ago, Career Academies have become a widely used high school reform initiative that aims to keep students engaged in school and prepare them for successful transitions to postsecondary education and employment. Typically serving between 150 and 200 students from grades 9 or 10 through grade 12, Career Academies are organized as small learning communities, combine academic and technical curricula around a career theme, and establish partnerships with local employers to provide work-based learning opportunities. There are estimated to be more than 2,500 Career Academies operating around the country. Since 1993, MDRC has been conducting a rigorous evaluation of the Career Academy approach that uses a random assignment research design in a diverse group of nine high schools across the United States. Located in medium- and large-sized school districts, the schools confront many of the educational challenges found in low-income urban settings. The participating Career Academies were able to implement and sustain the core features of the approach, and they served a cross-section of the student populations in their host schools. This report describes how Career Academies influenced students' labor market prospects and postsecondary educational attainment in the eight years following their expected graduation. The results are based on the experiences of more than 1,400 young people, approximately 85 percent of whom are Hispanic or African-American. The findings demonstrate the feasibility of improving labor market preparation and successful school-to-work transitions without compromising academic goals and preparation for college. Investments in career-related experiences during high school can produce substantial and sustained improvements in the labor market prospects and transitions to adulthood of youth. In fact, Career Academies are one of the few youth-focused interventions that have been found to improve the labor market prospects of young men. At the same time, Career Academies have proven to be challenging to implement on a large scale with high levels of fidelity, and the evidence from this evaluation may not apply to programs that are partially implemented or that use only selected features of the Academy approach. [This report was written with Cynthia J. Willner. An additional funder to the report is the Citigroup Foundation. For the technical resources, see ED631372.]
Technical Resources for Career Academies: Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood
Author: Kemple, James J.
Date: 2008-07-00
Type: Reports - Research
Subjects: Vocational Education,Labor Market,Partnerships in Education,School Business Relationship,Program Effectiveness,Outcomes of Education,Career Academies,Educational Attainment,High School Graduates,Education Work Relationship,Income,Employment Potential,Employment Patterns,Social Adjustment,Gender Differences

These are the technical resources for the report, &quot;Career Academies: Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood.&quot; Established more than 30 years ago, Career Academies have become a widely used high school reform initiative that aims to keep students engaged in school and prepare them for successful transitions to postsecondary education and employment. Typically serving between 150 and 200 students from grades 9 or 10 through grade 12, Career Academies are organized as small learning communities, combine academic and technical curricula around a career theme, and establish partnerships with local employers to provide work-based learning opportunities. There are estimated to be more than 2,500 Career Academies operating around the country. Since 1993, MDRC has been conducting a rigorous evaluation of the Career Academy approach that uses a random assignment research design in a diverse group of nine high schools across the United States. Contents included in this document: (1) Survey Response Rates, Sample Characteristics, and Analysis Issues; (2) Comparison of Academy and Non-Academy Students with National Data; (3) Impacts for the Full Sample; (4) Impacts for Gender Subgroups; and (5) Impacts for Risk Subgroups. [An additional funder to the report is the Citigroup Foundation. For the full report, see ED631371.]
[MCCS First-Generation Enrollment Report 2021]
Author: Daigler, David
Date: 2022-01-15
Type: Reports - Evaluative
Subjects: Community Colleges,First Generation College Students,Community College Students,Enrollment Rate,Graduation Rate,College Students,Intervention,Program Effectiveness,College Attendance,College Transfer Students

The Maine Community College System is providing this letter in accordance with 20-A MRSA §10013. This law requires the Maine Community College System (MCCS), University of Maine System (UMS), and Maine Maritime Academy (MMA) to provide the following information about first-generation college students by January 15th of each year: (1) data regarding enrollment of first-generation college students and educational outcomes, including graduation rates for first-generation college students compared with other college students; and (2) a summary of strategies used, and activities undertaken to increase enrollment and graduation rates of first-generation college students and any available data indicating the effect of those strategies and activities; and (3) plans for or recommendations regarding new strategies or actions designed to increase enrollment and graduation rates of first-generation college students. To meet the requirements of the legislation, MCCS worked with the University of Maine System and Maine Maritime Academy to coordinate data collection and reporting to promote a common framework for determining enrollment and educational outcomes of first-generation college students. Additionally, the three institutions agreed that for the purpose of this report, a first-generation student is defined as one with neither parent having completed a college degree. Each institution determined the level of college completion appropriate to its mission. For MCCS, a student is first-generation if neither parent has earned an associate degree. For UMS and MMA, a student is first-generation if neither parent has earned a bachelor's degree. For consistency, data is also provided on MCCS students with neither parent having earned a bachelor's degree. [For the 2020 report, see ED624096.]
Baby&apos;s Space Child Development Center: Community Resource Hub
Author: Amherst H. Wilder Foundation, Wilder Research
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Young Children,Pregnancy,Child Development,Family Programs,At Risk Persons,School Community Programs,Public Housing,Low Income Groups,Family Environment,Parents,Partnerships in Education,Early Intervention,Family Needs,Indigenous Populations,Minority Groups,Services,Resources

In 2021, Baby's Space became a Community Resource Hub. Funded by Minnesota's federally-funded Preschool Development Grant (PDG), the Community Resource Hubs help pregnant and parenting families with children under age 9 connect with needed resources. Baby's Space: A Place to Grow is a child development center that works to create a cycle of academic success and prosperity for families dealing with the systemic impacts of poverty, racism, and exclusion. Through the Strong Families, Strong Bonds project, they collaborate with Hennepin County, Minneapolis Public Schools, and other community partners to deepen and more effectively coordinate support for children and families who live in the Little Earth housing development. Through this work, they aim to better meet families' intersecting needs and help families achieve or maintain stability to create home environments in which they and their children can thrive. This report summarizes program successes and challenges; the hub's reach and family needs; and shares parent stories.
Best Practices and Challenges for Embedding Equity in Education Research. Technical Working Group Summary, November 30-December 1, 2022
Author: National Center for Education Research (NCER) (ED/IES)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Best Practices,Barriers,Equal Education,Educational Research,Standards,Research Design,Bias,Community Involvement

In June 2022, the Institute of Education Sciences (IES) introduced a new equity standard and associated recommendations to its Standards for Excellence in Education Research (SEER). On November 30 and December 1, 2022, IES convened a technical working group (TWG) of 15 experts on education equity. The goal of the TWG was to gather input for IES's consideration regarding the existing tools and resources that the education community could use as they implement the SEER equity standard in their research, along with identifying any notable gaps where tools and resources are needed.
MacPhail Center for Music -- Online Sing Play Learn. 2022-23 Evaluation Results
Author: Miller, Julia
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: Music Education,Early Childhood Education,Child Development,Program Effectiveness,Listening Skills,Self Management,Learner Engagement,Partnerships in Education,Teacher Collaboration,Music Teachers,Skill Development,Social Development,Emotional Development

Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in greater Minnesota. The program is designed so that student participants benefit developmentally with gains in executive functioning, social-emotional skills, foundation in musical concepts, and cognition and language development through musical learning experiences. The evaluation gathers qualitative and quantitative data to answer outcome and implementation research questions.
First Year Recap: PDG Indigenous Evaluation
Author: Amherst H. Wilder Foundation, Wilder Research
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Preschool Education,Grants,Alignment (Education),Program Evaluation,Indigenous Populations,At Risk Persons,American Indians,Individual Characteristics,Family Characteristics,Cultural Relevance,Program Effectiveness,Indigenous Knowledge

Minnesota's Preschool Development Birth through Five grant (PDG) is a partnership of the Minnesota departments of Education, Health, and Human Services, along with the Children's Cabinet, to align education and care systems?across the state.?The three-year, $26.7 million grant from the U.S. Department of Health and Human Services supports expecting families and families with children age 5 and younger. Wilder Research was contracted to conduct an Indigenous evaluation of the grant activities, focused on the experiences of and impacts on Indigenous families. The evaluation plan guiding the work was developed collaboratively with Indigenous grantees and partners, and the State. In December 2022, Wilder Research analyzed administrative data, which are presented here, along with highlights of the first year of evaluation.
Off to Learn: Making Offline Digital Learning Work for Vulnerable Girls in Mauritania. Research Brief
Author: Valenza, Marco
Date: 2023-10-00
Type: Reports - Research
Subjects: Foreign Countries,Barriers,French,Language Skills,Adolescents,Females,Social Bias,Language Proficiency,Disadvantaged Youth,Womens Education,Educational Technology,Blended Learning,Social Emotional Learning,Internet,Access to Computers,Attendance

In Mauritania, many learners struggle with French, one of the official languages of instruction at school. This language barrier hinders student progress with the curriculum, increasing the chances of leaving school. This risk disproportionately affects adolescent girls due to discriminatory social norms undermining their continued education, even in urban areas of the capital, Nouakchott. To address these challenges, UNICEF Mauritania, in collaboration with the Akelius Foundation and national partners, has initiated a blended course to improve French proficiency for girls in a disadvantaged neighbourhood of Nouakchott. The blended course, which takes place at a community-based facility during afternoons, integrates regular teaching with the offline use of the Akelius Digital Learning app. This research brief presents evidence on how the blended course supported vulnerable girls' learning and other socio-emotional skills. It highlights lessons learnt for practitioners in implementing digital learning in resource-constrained environments, including the reliance on offline solutions and the co-design of digital content with the teachers.
Navigating Digital Learning: Insights into the &quot;Pasaporte al Aprendizaje&quot; Programme in Mexico. Research Brief
Author: Carnelli, Marta
Date: 2023-09-00
Type: Reports - Research
Subjects: Foreign Countries,Electronic Learning,Learning Management Systems,COVID-19,Pandemics,Achievement Gains,Scores,Academic Achievement,Secondary School Students,Program Design,Program Implementation,Educational Technology

In 2021, Mexico introduced &quot;Pasaporte al Aprendizaje,&quot; a localized version of the Learning Passport digital learning platform, to mitigate learning loss after widespread school closures due to the COVID-19 pandemic. Between October 2021 and February 2023, almost 100,000 students utilized it for upper-secondary courses. The research explores the key design and implementation steps undertaken for the successful deployment and use of the &quot;Pasaporte al Aprendizaje.&quot; In addition, analysis of data from the digital learning platform shows that students assessment scores improved as they progressed through courses, in subjects such as mathematics, Spanish, chemistry and physics. The overall goal of this research is to inform improvements in the &quot;Pasaporte al Aprendizaje&quot; and provide key lessons learned for other countries implementing national digital learning programmes.
A National Portrait of Unlisted Home-Based Child Care Providers: Provider Demographics, Economic Wellbeing, and Health. HBCCSQ NSECE Analysis Brief. OPRE Brief 2022-280
Author: Schochet, Owen
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Child Care,Child Caregivers,Family Environment,Profiles,Demography,Well Being,Health,National Surveys,Grandparents Raising Grandchildren,African Americans,Hispanic Americans,Low Income Groups,Access to Health Care,Economic Factors,Employment

In 2019, more than 5 million providers cared for one or more children either in their own home or in a child's home. Home-based child care (HBCC) providers are a varied group that includes both listed providers and unlisted providers who do and do not receive payment. HBCC is especially prevalent in communities of color, communities with high concentrations of people from immigrant backgrounds, areas of concentrated poverty, and rural communities. Yet, research on HBCC lags behind research on center-based child care and early education (CCEE), and the least is known about unlisted providers who do not appear on state or national provider lists and work outside the formal systems supporting CCEE programs. Using the 2019 National Survey of Early Care and Education (NSECE), this brief focuses on the demographic, educational, economic, and health and wellbeing characteristics of unlisted HBCC providers.