ethanporcaro/eric-fulltext-meta huggingface dataset:
Master&apos;s Degree Debt and Earnings: New Federal Data Expose Risks for Students and the Government. Research Report
Author: Delisle, Jason
Date: 2022-12-00
Type: Reports - Research
Subjects: Masters Degrees,Debt (Financial),Wages,Income,Salaries,Student Loan Programs,Risk,College Students,College Graduates,Policy,Change,Federal Programs,Data,Student Costs,Income Contingent Loans

Policymakers enacted a series of reforms in the mid-2000s that significantly expanded benefits in the federal student loan program for students pursuing graduate degrees. These reforms allow students to borrow up to the full cost of attendance for their degrees and use an Income-Driven Repayment (IDR) program that offers loan forgiveness after 20 years of payments or as early as 10 years for those who use the Public Service Loan Forgiveness Program. Despite virtually unlimited access to federal loans and the availability of a generous IDR program, policymakers have done little to prevent institutions from offering high-cost programs and those that consistently leave students with high debts relative to their incomes. To inform the future development of quality assurance policies, this report analyzes debt and earnings data in the Department of Education's College Scorecard for master's degree programs. Although federal loan policies increase access to graduate degrees and the economic payoff they provide, these policies also entail risks for both students and taxpayers. The College Scorecard provides a new source of information that policymakers can use to determine where those risks are greatest and gauge the potential effects of quality assurance policies that target programs where borrowers take on high debt relative to what they can expect to earn with their degrees.
Improving Institutional Education Outcomes: Final Report. Report to the Legislature
Author: Daniels, Ada
Date: 2022-12-01
Type: Reports - Descriptive
Subjects: State Schools,Special Schools,Juvenile Justice,Delinquent Rehabilitation,Educational Quality,Governance,Accountability,Equal Education,Race,Social Justice,Student Centered Learning,Educational Policy,Educational Practices,Dropout Prevention

Over the past decade, the Washington State Legislature has made significant progress in juvenile justice reforms. However, these investments have not been balanced by equal changes in education. This report provides 10 recommendations for the Legislature to reform institutional education in Washington focused on the following: (1) An organizational and accountability structure that is focused on meeting complex student needs and improving student outcomes; (2) An equitable, long-term funding model that sustainably supports the instructional, organizational, and accountability structure; and (3) A regular and ongoing review of system performance and education outcomes. Implementing the recommendations in this report will allow the state to meet the complex educational needs of students and to change the immediate and long-term trajectory for the young people that move through the state's system.
Running Start Summer School Pilot Program. Report to the Legislature
Author: McClain, Tim
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Summer Schools,Pilot Projects,State Legislation,Community Colleges,Technical Education,Elementary Secondary Education,COVID-19,Emergency Programs,Federal Aid,Pandemics,Grants,Program Effectiveness,Outcomes of Education,High School Students,College Students,Feedback (Response),Program Implementation

The Running Start Summer School Pilot program was established in 2020 by House Bill 2864 and enacted as Revised Code of Washington (RCW) 28A.630.600. To determine whether the summer term should be funded under the Running Start Program, a summer pilot was created to evaluate interest in and barriers to expanding the Running Start program to include the summer term. The pilot program was implemented at Skagit Valley College, South Puget Sound Community College, and Yakima Valley College in the summer of 2021, but was not funded for a second year. In the summer of 2022, Summer Running Start was made available at all community and technical colleges through a combination of state proviso and federal Elementary and Secondary School Emergency Relief (ESSER) funding. While some recommendations draw from the experience of scaling Summer Running Start in 2022, the outcomes and data presented in this report are reflective of the 2021 pilot only. As required by the statute, the State Board of Community and Technical Colleges (SBCTC) and Office of Superintendent of Public Instruction (OSPI) have collaborated on this report to document pilot highlights and provide recommendations for future consideration.
Parent and Caregiver Support for Social-Emotional Learning Programs. ACT Research. Data Byte
Author: Daley, Nola
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Emotional Development,Social Development,Skill Development,Interpersonal Competence,Caregiver Attitudes,Parent Attitudes,21st Century Skills,Emotional Intelligence,Behavior,Child Development,Programs

Social and emotional (SE) skills are interpersonal, self-regulatory, and task-related behaviors that are important for adaption to and successful performance in educational and workplace settings (Casillas et al., 2015). These skills are related to important outcomes such as academic achievement and job satisfaction (e.g., Judge et al., 2002; Mammadov, 2022; Poropat, 2009). Additionally, students can improve these skills through social and emotional learning (SEL) interventions: programming designed to teach SE skill development to students in school settings (e.g., Mahoney et al., 2018). Despite research showing the benefits of SE skills and SEL programming, recent research with parents suggests that the term &quot;social-emotional learning&quot; is relatively unpopular (Tyner, 2021). To examine caregiver support, the authors surveyed a group of parents and caregivers, asking them to rate their support for the 12 programs examined in the Tyner (2021) study. Parents/caregivers were informed that the survey was voluntary, and no incentives were given. The results show overall support was high for all the programs. Support ranged from 77.8% for Soft Skills to 90.7% for Life Skills, and 84.5% of parents/caregivers reported some level of support across programs. Additionally, 81.8% of parents/caregivers supported the Social-Emotional Learning program. [For the 2021 study &quot;How to Sell SEL: Parents and the Politics of Social-Emotional Learning,&quot; see ED616280.]
Student Loan Debt and Access to Homeownership for Borrowers of Color. Research Report
Author: Blagg, Kristin
Date: 2022-11-00
Type: Reports - Research
Subjects: Blacks,African Americans,Debt (Financial),Student Loan Programs,Real Estate,Ownership,Policy,Change,Young Adults,Housing,Social Justice,College Students,College Graduates,College Attendance

Research finds a weak causal relationship between student loan debt and homeownership. Still, less access to generational wealth among young Black adults is a root cause of higher student debt burden and a substantial barrier to accessing homeownership. The inability to repay debt, or to build wealth through homeownership, in turn, contributes to the persistence and widening of the racial wealth gap. In this report, we describe policy efforts to mitigate the effects of student loan debt on mortgage lending and homeownership and discuss the impact they have on closing the racial homeownership gap. These efforts include flexibility in treatment of student loan debt for mortgage lending, merging student loans into mortgage debt, and state programs to subsidize borrowers' down payments. The current policies will have only marginal impacts on Black homeownership. To continue to lower barriers to homeownership for student loan borrowers and reduce the barriers created by student loan debt overall, we urge consideration of additional interventions. We also encourage policymakers to examine, and possibly pilot, special purpose credit programs aimed at Black student loan borrowers who are otherwise mortgage ready. Finally, we recognize that both the decline in Black homeownership and the burden of student loan debt on Black borrowers are side effects of a broader multigenerational racial wealth gap that has been influenced by both direct and indirect racial discrimination. Ambitious policies aimed at closing this gap overall, outside of the mortgage and student lending spheres, are also needed to reduce disparities within these two areas. [This report was produced by the Urban Institute's Housing Finance Policy Center with funding provided by the Federal Home Loan (FHL) Bank of San Francisco.]
Update: Educational Technology Assessments. Report to the Legislature
Author: Urness-Straight, Bre
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Elementary Secondary Education,State Standards,Computer Assisted Testing,Teaching Methods,School Districts,Technology Integration

In the 2020-21 school year, school districts provided data on classroom-level use of educational technology assessments. Districts also reported data about instructional opportunities in educational technology at the elementary, middle, and high school levels. The educational technology assessments developed by the Office of Superintendent of Public Instruction (OSPI) are administered voluntarily in the elementary, middle, and high school grades. The past year has demonstrated how essential educational technology is to students' ability to learn and educators' ability to meet the multitude of needs of students and their families. Students' technology skills were fully utilized for learning in all content areas and grades. This update highlights the results of the 2020-21 assessments. [For the previous report (2019), see ED601784.]
Knowledge of and Support for Social and Emotional Learning Programs: Perspectives of Parents and Caregivers. ACT Research Report. 2022-09
Author: Daley, Nola
Date: 2022-08-00
Type: Reports - Research
Subjects: Social Emotional Learning,Emotional Development,Social Development,Skill Development,Interpersonal Competence,Caregiver Attitudes,Parent Attitudes,21st Century Skills,Emotional Intelligence,Caregiver Role,Parent Role,Political Attitudes,Child Development,Behavior,Programs,Knowledge Level

This study examines the perceptions of parents and caregivers on Social and Emotional Learning (SEL), or in-school programs designed to teach social and emotional skills. The study aims to replicate the main findings from the Fordham report (Tyner, 2021) and examine how the rank-order method used in the study may have influenced the interpretation of parents'/caregivers' support for SEL. Aside from replication, the first goal was to examine if the results would differ based on the response options provided for the rank-order questions. Specifically, both Social-Emotional Learning and Social-Emotional &amp; Academic Learning were included in the list of 12 programs as response options. The second goal was to examine what parents and caregivers knew about the program labels examined. The third goal was to provide a direct measure of support for each of the program labels. Due to the rank-order nature of the questions in the previous study, the overall level of support for each of the programs was unclear because individuals could only select up to three of the 12 programs. Finally, a fourth goal of the study was to examine potential subgroup differences based on political affiliation. [For the 2021 Fordham report &quot;How to Sell SEL: Parents and the Politics of Social-Emotional Learning,&quot; see ED616280.]
Student Loan Default Patterns: What Different Paths through Default Can Tell Us about Equitably Supporting Borrowers. Research Report
Author: Cohn, Jason
Date: 2022-11-00
Type: Reports - Research
Subjects: Student Loan Programs,Debt (Financial),Loan Default,Behavior Patterns,Social Justice,Social Discrimination,At Risk Persons,Neighborhoods,Racial Composition,Credit (Finance),Health Care Costs,Medical Services,Utilities,Policy,Racial Differences

Racial inequities in higher education and the labor market have led to disparate outcomes in student loan borrowing and repayment by race, with Black borrowers holding more student debt and being more likely to default on it compared with white borrowers. Student loan default, which helps perpetuate the racial wealth gap by disproportionately hindering Black borrowers' access to credit, follows different pathways for different borrowers. Some exit default quickly while others remain in default for years or default multiple times. Examining the characteristics and circumstances of these different types of defaulters is critical to supporting borrowers most at risk of default and helping them recover when they enter default. This report uses 2010-21 data from one of the three major credit bureaus to describe student loan default patterns, the associations between these patterns and other financial circumstances, and context for how circumstances differ by race. Findings show that borrowers who default multiple times are substantially more likely to hold utility and medical collections debt than other defaulters, have lower credit scores on average, and struggle to recover financially after entering default. Findings also reveal that medical and utility collections debt are stronger predictors of a borrower's default pattern in predominantly white neighborhoods than in predominantly Black neighborhoods. These findings provide evidence of the long-lasting financial hardships long-term and persistent defaulters experience.
Korea&apos;s Economic Vulnerability Group Analysis of Mental Health Differences According to Health Behavior
Author: Cho, Jeong Hyung
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Informed Consent,Health Behavior,Mental Health,At Risk Persons,Attitudes,Social Cognition,Socioeconomic Status,Physical Activity Level,Work Environment,Smoking,Drinking

In this study, the 2016 Korea National Health and Nutrition Survey was used to determine if there was a difference in mental health according to the group's (Korea's Economic Vulnerability Group and Normal Groups) health behaviors. The subjects of the study were 367 economic vulnerability group and 708 normal groups, and data analysis was performed by two-way ANOVA. The results of the study are as follows. The results showed that there was statistically significant difference in the subjective health form (F = 6.181, P &lt;0.01), and no significant difference was found in the drinking, smoking, leisure physical activity and work physical activity. These results indicate that the mental health of the economic vulnerability group and the normal groups differ depending on the type of health that individuals think. This suggests that health care campaigns or programs that individuals perceive should be different for the economic vulnerability group. [For the complete proceedings, see ED625798.]
Stakeholders&apos; Perception and Attitude Based Framework for Developing Responsible Management Education (RME) Program
Author: Mohamed, Abdalla K. A.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Program Development,Management Development,Masters Programs,Doctoral Programs,Graduate Students,Doctoral Students,Student Attitudes,Marketing,Finance Occupations,Business Administration Education,Guidelines,Foreign Countries,Sustainability,Corporations,Ethics,Social Responsibility

This paper is attempted to contribute in the effort to foster business postgraduate students' development towards becoming responsible business leaders. Specifically, this paper is seeking, in Sudan, to examine the state of responsible management education in business postgraduate programs, examine the perception and attitude towards responsible management and responsible management education among MBA and DBA students, and construct a comprehensive framework appropriate for developing responsible management education program in under-developing countries. The data for this study had been gathered through a structured questionnaire. In total, 106 postgraduate business students answered the survey from the largest four business schools or faculties in Sudan. The students are distributed among management, finance and marketing specializations. It is worth mentioning that none of the schools covered is a signatory to the principles of responsible management education developed by UN Global Compact. The students exhibited positive CSR perception and attitude, with a heightened focus on acting ethically and a diminished focus on financial considerations. One of the key lessons learned from this study is the need for continued evolution and development of CSR and ethics more generally across business schools' curriculums in Sudan. The students are seeking the knowledge, skills, exposure and experience they need through responsible management education to be as effective as possible in the real world. Hence, business schools can foster the capabilities of students to be future generators of sustainable value for business and society at large. To that end, this paper proposed a co-created and shared value framework conceptualized to develop and implement an effective responsible management education program in business postgraduate programs. [For the complete proceedings, see ED625798.]
Parent and Caregiver Conceptualizations of Social and Emotional Skill Programs. ACT Research. Data Byte
Author: Murano, Dana
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,Emotional Development,Social Development,Skill Development,Interpersonal Competence,Caregiver Attitudes,Parent Attitudes,21st Century Skills,Emotional Intelligence,Behavior,Programs

Social and emotional (SE) skills are interpersonal, self-regulatory, and task-related behaviors that are important for adaption to and successful performance in educational and workplace settings (Casillas et al., 2015). Students can improve these skills through social and emotional learning (SEL) interventions or programming designed to teach SE skill development to students in school settings (e.g., Mahoney et al., 2018). While teaching SEL shows promising results and continues to gain traction in the K-12 education space, little consensus exists on what label should be used to describe this skill set (e.g., Berg et al., 2017). A recent study with parents suggests that, although support for social and emotional learning (SEL)-related skills is relatively strong, the label &quot;social-emotional learning&quot; itself is unfavorable (Tyner, 2021). This conclusion was based on a rank order item which presented parents with a list of 12 undefined, SEL-related program titles and asked them to select three school programs they would most and least want their child enrolled in. To test the assumption that respondents perceived all program labels as teaching SEL, the authors conducted a survey with parents and caregivers of ACT® test takers. Results from this follow-up study demonstrate that the program label &quot;life skills&quot; represents a far broader range of skills than those we would typically conceptualize as SE skills. While skills such as financial management, completing taxes, and taking care of homes and automobiles are undoubtedly important, they are fundamentally different from SE skills such as persistence, empathy, and resilience. [For the 2021 study &quot;How to Sell SEL: Parents and the Politics of Social-Emotional Learning,&quot; see ED616280.]
Pilot Research of Teacher Placement: Are Industry and STEM Classroom Different Learning Environments?
Author: Argyri, Panagiota
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Pilot Projects,Teacher Placement,Teaching Methods,Educational Quality,Participatory Research,Food Service,Industry,STEM Education,Comparative Analysis,Education Work Relationship,Theory Practice Relationship,Educational Planning,Educational Innovation,Faculty Development,Knowledge Level,Pedagogical Content Knowledge,Job Skills,Employee Attitudes

The rapidly changing modern world is creating new demands in the workplace. This connected with challenges in educating young people. Teachers are called to provide high quality teaching and learning methodologies so that young people can develop knowledge, skills and attitudes to be able to transfer safely into the world of work. This article describes the objectives and the results of the pilot participatory research with my placement in the food industry as a unique professional development opportunity that links the classroom to the workplace. Through the data collected and analyzed from active participation in tasks, services or activities in the workplace and interviews with different sections of the food industry, this article analyzes the similarities and differences in industry with classroom instruction. The main result of this paper is that such teacher placements increase the teacher's ability to link theory and practice with the proper planning of learning and teaching activities, understanding of workplace practices (e.g. problem solving methods, practical applications of theory) the importance of student learning. This completely and comprehensive view of occupational tasks needed in industry, provide as proposals innovative teaching methodologies and evaluation form based on the activities and tasks performed into industry in relation with required skills. [For the complete proceedings, see ED625798.]
Caseworker Guide to Transition Planning for Youth
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2021-08-00
Type: Guides - General
Subjects: Caseworkers,Caseworker Approach,Foster Care,Youth,Transitional Programs,Planning,Social Support Groups,Guidance

What do youth need from their caseworkers to succeed as they prepare for their transition from foster care? Youth need a place to live, a job, money, medical and dental care, a postsecondary education plan, personal records, an adult or adults to turn to for help over time, information about how to accomplish their short and long-term goals for the future, and many other resources. A skilled caseworker starts on transition planning early. For foster youth to experience a successful transition to adulthood, caseworkers need to develop a good transition plan with each youth. This report offers steps in guiding caseworkers for transition planning for youth.
Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis. Technical Report
Author: Bulkley, Katrina E.
Date: 2023-01-10
Type: Reports - Research
Subjects: Charter Schools,School Administration,Administrator Role,Accountability,Student Needs,Minority Group Students,Disadvantaged,Equal Education,Access to Education,Institutional Mission,Administrator Characteristics,Educational Objectives,Educational Planning,Governance

Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications' attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations towards equity and the ways in which they signal that orientation to charter applicants. Our analysis suggests a robust relationship between authorizer mission and the content found in charter applications, demonstrating the influence of authorizing practices on the contents of charter school applications. [For the policy brief, see ED625865.]