ethanporcaro/eric-fulltext-meta huggingface dataset:
Attrition Cost Model Instruction Manual
Author: Yanagiura, Takeshi
Date: 2012-09-11
Type: Guides - Non-Classroom
Subjects: Student Attrition,Higher Education,Academic Persistence,Graduation Rate,Costs,Enrollment,Colleges,College Students,Models

This instruction manual explains in detail how to use the Attrition Cost Model program, which estimates the cost of student attrition for a state's higher education system. Programmed with SAS, this model allows users to instantly calculate the cost of attrition and the cumulative attrition rate that is based on the most recent retention and graduation behaviors of students. This document provides readers with a step-by-step guide to use this program while allowing them to learn the concept of attrition cost, its calculation method, and its policy implications. Appended are: (1) How is the "Cost of Attrition" Calculated? (2) SAS Procedure Outline; and (3) Assumptions and Limitations. (Contains 7 tables. Appended tables A-1 through A-6 provide a detailed description of how an attrition cost is calculated.)
Diminishing Funding and Rising Expectations: Trends and Challenges for Public Research Universities. A Companion to Science and Engineering Indicators 2012. NSB-12-45
Author: National Science Foundation, National Science Board
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Research Universities,Public Colleges,Educational Trends,Enrollment,Science Education,Engineering Education,Research and Development,Innovation,Institutional Mission,Educational Finance,Income,Financial Support,State Aid,Tuition,Fees,Student Financial Aid,Federal Aid,Expenditures

Research universities, both public and private alike, are the leading producers of science and engineering (S&E) bachelor's, master's, and doctoral degrees. They are contributors to economic development at the local, state, and national levels, performing over half of the Nation's total basic research in 2009, and they educate and train our Nation's next generation of scientists and engineers. The S&E talent and knowledge produced by academic research form crucial building blocks to innovation that improve the quality of life for our Nation's citizens, create jobs and in some cases even new industries, and are vital to maintaining U.S. global leadership in S&E. The focus of this companion report to "Science and Engineering Indicators 2012" ("Indicators") is public research universities, which are subject to greater financial and legislative pressure than private counterparts. The purpose of this companion is two-fold: (1) to highlight the importance of these universities to states and the Nation and describe the challenges posed by recent trends in student population growth and university revenue and costs, and (2) to preface the Board's intent to gather and synthesize trend data on higher education institutions, particularly public research universities, by presenting consistent and well-defined data in future editions of "Indicators" that will facilitate comparisons over time. The Board seeks to provide a factual basis for sound policy deliberations and support existing and future national initiatives. (Contains 8 figures, 1 table, and 132 endnotes.)
The Institutional Costs of Student Attrition. Research Paper
Author: Johnson, Nate
Date: 2012-09-00
Type: Information Analyses
Subjects: Higher Education,Student Attrition,Credits,Educational Attainment,Costs,Graduation Rate,Academic Degrees,Budgets

Previous research on attrition has focused on the economic consequences of low graduation rates in terms of costs to students and families (from tuition and fees that do not culminate in a credential), lost time, and income and tax losses from low educational attainment in the workforce. However, no systematic attention has been given to another critical aspect of the cost of attrition, which is the cost to institutions (and to their financial supporters) from the &quot;lost&quot; credits that do not lead to degrees or certificates. Attrition clearly adds to the expense of producing college degrees, thus reducing it is crucial to enhancing productivity and increasing educational attainment. How big is this lost investment, and what do these &quot;unfinished degrees&quot; from student attrition look like? Just as completed degrees come in different shapes and sizes, unfinished degrees vary widely from student to student, although there has not been a common language to talk about them nor a method to analyze their costs. The development of a simple definition of attrition, as well as a methodology that can be used with existing data to assign costs to it, is the focus of this effort. Guided by advice from a group of postsecondary education policy and data experts, this work sets forth the following: (1) A clear definition of attrition that can be used by institutions and policymakers to develop benchmarks and measure performance; (2) A methodology for assigning institutional production costs to attrition, both for national data sets and for states that wish to pursue a similar analysis; (3) Identification of benchmarks that can serve as the basis for setting goals and measuring performance in reducing attrition; (4) Suggestions of ways to use data on attrition and its costs to inform state-and system-level policy choices and budgets, including performance funding; and (5) Dissemination of the project's findings to leaders and decision makers around the country. &quot;Beginning Postsecondary/Integrated Postsecondary Education Data System Analysis: Definitions and Methodology&quot; is appended. (Contains 7 tables, 2 figures, and 4 footnotes. A static illustration (a spreadsheet) accompanies this report.)
Not Your Mother's College Affordability Crisis. Issue Brief
Author: Kirshstein, Rita J.
Date: 2012-09-11
Type: Opinion Papers
Subjects: Student Financial Aid,Paying for College,Public Colleges,Private Colleges,Educational Finance,Student Diversity,Tuition

Like many of her classmates, the author was a first-generation student, but that meant something quite different in the late 1960s than it does now. When she attended,  college, the jobs parents had with high school degrees allowed them to provide considerable support for college educations. Paying for college was difficult but not as difficult as it is today. Today's affordability crisis affects many more students and families than earlier ones. Public colleges and universities enroll three of every four undergraduates, and these institutions have suffered major cutbacks in state appropriations in recent years, forcing tuitions to increase faster than those in private schools. Hurt by stubbornly high unemployment rates, many parents can give their children only limited financial support. Some parents are even competing with their offspring for space in bulging classrooms by returning to school, particularly community colleges, to retread or sharpen their skills. Yes, students today have many more financial aid options to offset tuition, and colleges and universities are now required to feature net price calculators on their websites to help prospective students and families estimate what the actual price is likely to be. Even financial aid, including loans that can burden young workers for decades, hasn't made college affordable enough. (Contains 1 table, and 4 figures.)
Capacity Building Indicators & Dissemination Strategies: Designing and Delivering Intensive Interventions--A Teacher's Toolkit
Author: Center on Instruction
Date: 2012-10-03
Type: Guides - Classroom - Teacher
Subjects: Learning Problems,Intervention,Professional Development,Elementary Secondary Education,Capacity Building,Class Activities,Learning Disabilities,Elementary School Students,High School Students,Information Dissemination,Educational Resources,Reading Instruction,Mathematics Instruction

This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K-12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction's "Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide." Although this toolkit is intended primarily for classroom teachers, regional comprehensive centers, state departments of education, and other technical assistance providers might find that the tools and structured activities enhance their professional development sessions. In addition, teacher educators might apply these activities and tools in their work with preservice teachers. This toolkit includes the following resources: (1) a professional development activity that illustrates how to intensify instructional delivery within interventions; (2) an intervention planning worksheet that (a) guides practitioners through recommendations and considerations for intensifying interventions and (b) asks practitioners to record specific actions they will use to intensify interventions; (3) a lesson reflection template for teachers to reflect on the instruction they provided during a particular intervention session and outline improvements for subsequent sessions; and (4) a matrix of supplemental resources that practitioners can consult to extend learning about particular aspects of intensive interventions. [For related report, "Designing and Delivering Intensive Interventions: A Teacher's Toolkit," see ED536129.]
Designing and Delivering Intensive Interventions: A Teacher's Toolkit
Author: Murray, Christy S.
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Cognitive Processes,Learning Problems,Elementary Secondary Education,Curriculum Development,Intervention,Reading Instruction,Mathematics Instruction,Time Factors (Learning),Small Group Instruction,Educational Improvement,Student Needs

This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K-12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction's "Intensive Interventions for Students Struggling in Reading and Mathematics: A Practice Guide." The practice guide examines four considerations for intensifying interventions: (1) supporting cognitive processes; (2) differentiating and intensifying instructional delivery; (3) increasing instructional time, and (4) reducing group size. Although progress monitoring of student learning is a critical step when implementing intensive interventions, this topic is outside the scope of the practice guide and, therefore, is not included in this toolkit. (Contains 1 figure.) [For related report, "Capacity Building Indicators & Dissemination Strategies: Designing and Delivering Intensive Interventions--A Teacher's Toolkit," see ED536128.]
University Research Funding: The United States Is Behind and Falling
Author: Atkinson, Robert D.
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Government School Relationship,Private Sector,Research and Development,Economic Progress,Job Development,Innovation,Economic Development,Research Universities,Higher Education,Global Approach,Information Technology

Research and development drives innovation and innovation drives long-run economic growth, creating jobs and improving living standards in the process. University-based research is of particular importance to innovation, as the early-stage research that is typically performed at universities serves to expand the knowledge pool from which the private sector draws ideas and innovation. As such, it is troubling that in 2008 the United States ranked 22nd out of 30 countries in government-funded university research and 21st in business-funded university research. Moreover, the nation is falling even farther behind. From 2000 to 2008, the United States ranked 18th in the growth of government-funded university research, with countries like China, Korea and the United Kingdom significantly outperforming the United States. Worse still, the United States ranked 23rd in the growth of business-funded research, with it actually declining as a share of GDP. In contrast, collaboration between universities and business grew dramatically in nations like Austria, China, Israel and Taiwan. Given the importance of university research to the U.S. innovation system, and the primary role that innovation plays in economic growth, competitiveness, and job creation, the data presented in this report should serve as a wakeup call for U.S. policymakers. The United States can no longer rest on its laurels and assume that its universities will continue to lead the world, just because they once did. It is up to policymakers to recognize the existence of the problem, and then to implement policies that target the specific areas of deficiency, such as the underfunding of university research. Then, and only then, will the United States be able to restore its position as the global innovation leader. (Contains 4 figures, 7 tables, and 42 endnotes.)
Spending: Where Does the Money Go? A Delta Data Update, 2000-2010
Author: Hurlburt, Steven
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Educational Finance,Expenditures,Hospitals,Full Time Equivalency,Colleges,School Maintenance

This is one in a series of data briefs developed by the Delta Cost Project at AIR using data from the "IPEDS Analytics: Delta Cost Project Database 1987-2010," which was released on August 14, 2012, by the U.S. Department of Education, National Center for Education Statistics. The intent of these briefs is to update key tables and figures from "Trends in College Spending: Where does the money come from? Where does it go? What does it buy?" This data brief focuses on institutional spending between 2000 and 2010, with particular attention paid to changes between 2009 and 2010. To understand how spending patterns may have shifted, this brief looks at the following spending metrics: (1) Total spending by standard expense categories; (2) Spending aggregated into three different snapshots: total expenditures from all revenue sources and activities; education and general (E&G) spending, which is a subset that excludes auxiliary activities and hospitals; and education and related (E&R) spending, which is a subset that focuses solely on the educational mission of colleges and universities; and (3) Spending within E&R or the proportion allocated to instruction, student services, and support/maintenance. All of the Delta measures are reported in 2010 constant dollars and adjusted for changes in enrollments by dividing expenditures per full-time equivalent (FTE) student enrollment. A table presenting FTE enrollment changes is included in the supplemental table section of this update. (Contains 5 figures and 1 footnote.)
Revenues: Where Does the Money Come from? A Delta Data Update, 2000-2010
Author: Kirshstein, Rita J.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Enrollment,Educational Finance,Full Time Equivalency,Tuition,Endowment Funds,Federal Aid,State Aid,Private Colleges,Public Colleges

This is one in a series of data briefs developed by the Delta Cost Project at AIR using data from the "IPEDS Analytics: Delta Cost Project Database 1987-2010," which was released on August 14, 2012, by the U.S. Department of Education, National Center for Education Statistics. The intent of these briefs is to update key tables and figures from "Trends in College Spending: Where does the money come from? Where does it go? What does it buy?" This data brief focuses on institutional revenues between 2000 and 2010, with particular attention paid to changes between 2009 and 2010. To understand how revenue patterns may have shifted, this brief looks at the following revenue metrics: (1) Total operating revenues by major sources; (2) The interaction between net tuition revenues and state and local appropriations, which are the primary funding sources for the academic mission at public institutions; and (3) Patterns of tuition discounting and the differences between sticker price, gross tuition revenues, and net tuition revenues. All the Delta measures are reported in 2010 constant dollars and adjusted for changes in enrollments by dividing revenues per full-time equivalent (FTE) student enrollment. A table presenting FTE enrollment changes is included in the supplemental table section of this update. (Contains 5 figures and 1 footnote.)
The Impact of the Advancing Social-Communication and Play (ASAP) Intervention on Preschoolers with Autism Spectrum Disorder
Author: Dykstra, Jessica R.
Date: 2012-01-00
Type: Reports - Research
Subjects: Interpersonal Competence,Communication Skills,Play,Child Behavior,Behavior Modification,Intervention,Autism,Pervasive Developmental Disorders,Outcomes of Treatment,Preschool Children

This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication and Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. Results of this single-case design study indicated the ASAP intervention had a positive impact on social-communication and play skills for three preschoolers with ASD. All participants showed either increases in frequency or more stability in targeted behaviors. Social validity results provide additional support for the use of ASAP with preschoolers with ASD. An Overview of ASAP Intervention is appended. (Contains 4 tables and 1 figure.) [This paper was also published in &quot;Autism,&quot; v16, n1, p27-44, 2012.]
Cognitive Level of Development and Mathematical Fluency of First Grade Children
Author: Wubbena, Zane C.
Date: 2010-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Grade 1,Elementary School Mathematics,Cognitive Ability,Socioeconomic Status,Student Development,Mathematics Achievement,Subtraction,Cognitive Development,Performance Factors,Instruction,Curriculum

This study was designed to investigate the cognitive level of development and mathematical fluency of first grade children. A total of (N = 100) 6- and 7-year-olds from two low socioeconomic level elementary schools participated in this study. Piaget's conservation-of-liquid task was administered to children to determine their cognitive level of development. The fixed factor was the between-subjects variable group, which included (n = 50) conserving and (n = 50) non-conserving children in the first grade. The research hypotheses were addressed by using a MANOVA with the two dependent variables addition fluency and subtraction fluency. A counterbalanced method was employed to administer two separate single-skill math fact probes for two minutes to measure addition and subtraction fluency. The results indicated a highly significant effect on addition fluency and subtraction fluency (P-values less than 0.001) as a factor of conservation ability with neither addition nor subtraction having a substantial advantage over the other. The covariate of age had a separate effect on mathematical fluency above and beyond cognitive level of development. The covariates race and gender had no effect on fluency. As indicated in this study, cognitive level of development was not a grade- level-based designation; levels of cognitive development were characterized by different abilities in mathematical fluency. Implications of this study point out that instruction and curriculum are not the sole factors in mathematics achievement. A teacher's use of curriculum through instruction should be considered subject to the cognitive abilities children. Developmentally appropriate teaching practices should be considered in the context of learning elementary school mathematics. Nine appendices present: (1) Consent Form: English; (2) Consent Form: Spanish; (3) Institutional Review Board Approval; (4) Conservation-of-Liquid Task: Standard Directions; (5) Math Fact Probe: Addition; (6) Math Fact Probe: Subtraction; (7) Single-Skill Math Fact Probe: Standard Deviations; (8) Nonconserving Subjects; and (9) Conserving Subjects. (Contains 2 tables and 2 figures.)
25 Ways to Reduce the Cost of College
Author: Vedder, Richard
Date: 2010-09-00
Type: Reports - Research
Subjects: Postsecondary Education,Paying for College,Community Colleges,Dual Enrollment,Employment,Policy,Acceleration (Education),Outsourcing,Dismissal (Personnel),College Administration,Program Termination,College Athletics,Financial Aid Applicants,Need Analysis (Student Financial Aid),Scholarship,Research,Duplication,Cost Effectiveness,Purchasing,Cooperation,Educational Facilities,Efficiency,Teaching Load,Time Management,Time to Degree,Online Courses,Textbooks,Academic Libraries,Electronic Libraries,Electronic Mail,Integrated Learning Systems,College Transfer Students,Transfer Policy,Public Colleges,Educational Change,Financial Support,Accreditation (Institutions),Student Financial Aid,Competition,Value Judgment

The Center for College Affordability and Productivity (CCAP) is an independent, nonprofit research center based in Washington, DC that is dedicated to researching public policy and economic issues relating to postsecondary education. CCAP aims to facilitate a broader dialogue that challenges conventional thinking about costs, efficiency and innovation in postsecondary education in the United States. This paper presents 25 ways to reduce college costs. The table of contents is presented as follows: Section One: Use Lower Cost Alternatives contains the following: (1) Encourage More Students to Attend Community College; (2) Promote Dual Enrollment Programs; (3) Reform Academic Employment Policies; (4) Offer three year Bachelor's Degrees; and (5) Outsource More Services. Section Two: Use Fewer Resources, contains: (6) Reduce Administrative Staff; (7) Cut Unnecessary Programs; (8) End the &quot;Athletics Arms Race&quot;; (9) Overhaul the FAFSA; (10) Eliminate Excessive Academic Research; (11) Streamline Redundant Programs at the State Level; and (12) Promote Collaborative Purchasing. Section Three: Efficiently Use Resources, continues with: (13) Improve Facility Utilization; (14) Increase Teaching Loads; and (15) Encourage Timely Degree Completion. Section Four: Exploit Technology to Reduce Costs, contains: (16) Move More Classes Online; (17) Reduce the Cost of Textbooks; (18) Digitize Academic Libraries; (19) Outsource Email Services; (20) Utilize Course Management Tools; (21) Ease the Transfer Process among Public Institutions; (22) Reform Financial Aid; (23) Reform Accreditation to Reduce Barriers to Entry; (24) Subsidize Students, not Schools; and (25) Promote Competition Based on Value, Not Reputation.   (Contains 23 tables, 24 figures, and 643 footnotes.) [For the summary, &quot;A Summary of: 25 Ways to Reduce the Cost of College,&quot; see ED536145.]