ethanporcaro/eric-fulltext-meta huggingface dataset:
Getting Ahead with Dual Credit: Dual-Credit Participation, Outcomes, and Opportunities in Idaho
Author: Holten, Brandi
Date: 2016-11-00
Type: Numerical/Quantitative Data
Subjects: Dual Enrollment,Enrollment Trends,Student Participation,Student Characteristics,School Districts,Institutional Characteristics,High School Students,Educational Opportunities,College Credits,Competence,Educational Objectives,Regression (Statistics),Statistical Analysis,Statistical Significance

This report provides a portrait of dual-credit participation rates and trends between the 2011-12 and 2014-15 school years. Dual-credit participation by demographic characteristics such as race/ethnicity, gender, and socioeconomic status is explored throughout each of the five briefs contained within this report. Each report brief also includes questions to consider--which promote a deeper exploration of the data--as well as next steps that can help educators and stakeholders overcome barriers to expanding dual credit. The report briefs can be read individually or together as a longer report with five content sections. The five briefs address the following questions: Who participated in dual-credit courses? What were the characteristics of districts with students who participated in dual-credit courses? In which dual-credit course competency areas were districts most likely to have participated? What were the pass rates of students who participated in dual-credit courses? To what degree did the state meet its goal of 30 percent? The following is appended: Course Participation in General Education Matriculation (GEM) Competency Areas.
National Freshman Attitudes Report, 2013: Exploring College Readiness among Entering Freshmen. Eighth Annual National Research Study
Author: Noel-Levitz, Inc.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Student Attitudes,Annual Reports,College Readiness,Student Surveys,Student Motivation,Self Management,Study Habits,Student Needs,Mathematics Skills,First Generation College Students,Help Seeking,Gender Differences,Age Differences,Career Development,Nontraditional Students,Money Management,Student Characteristics

This annual report goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes that influence college readiness, such as students' levels of self-discipline and confidence in their abilities. The report is based on student survey responses drawn from a sizable national sample of entering undergraduates in 2012. Among the highlights: (1) Nearly 30 percent of incoming freshmen nationally in 2012 reported they &quot;usually get bored and quit after a few minutes&quot; when they try to study; (2) Only 59 percent of incoming freshmen reported that they have developed a solid system of self-discipline for keeping up with schoolwork; (3) Nearly 60 percent of incoming freshmen expressed openness to receiving help with improving their study habits; (4) Fully 45 percent of today's incoming freshmen nationally agreed with the statement, &quot;Math has always been a challenge for me&quot;; (5) Only 42 percent of incoming, first-generation freshmen indicated, &quot;I have a very good grasp of the scientific ideas I've studied in school&quot;; (6) Nearly half (49 percent) of incoming freshmen indicated being receptive to help with improving their math skills; (7) Nearly one-quarter (23 percent) of incoming male freshmen wondered if a college education &quot;is really worth all the time, money, and effort&quot;; (8) Three-quarters (75 percent) of incoming freshmen ages 25 and older reported being settled on their career direction vs. fewer than two-thirds (64 percent) of traditional-age freshmen; and (9) Almost 40 percent of incoming, first-generation freshmen indicated they had &quot;very distracting and troublesome&quot; financial problems--a proportion that has generally held steady over the last six years. Appended are: (1) Reflections and actions to consider; and (2) Additional findings. [For prior year report, &quot;National Freshman Attitudes Report, 2012. An Exploration of Attitudes That Influence Student Success. Seventh Annual National Research Study,&quot; see ED536691.]
Freshman Attitudes Report for Two-Year Colleges: An Exploration of College Readiness. Research Report
Author: Noel-Levitz, Inc.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,College Readiness,Student Surveys,Student Motivation,Self Management,Study Habits,Student Needs,Mathematics Skills,First Generation College Students,Help Seeking,Gender Differences,Age Differences,Career Development,Nontraditional Students,Money Management,Student Characteristics,Two Year College Students,Community Colleges,College Transfer Students

This special companion report to &quot;National Freshman Attitudes Report, 2013&quot; examines the college readiness of entering freshmen at two-year colleges in 2012. Based on student survey responses, the report identifies students' self-reported attitudes that may influence students' progress toward degree completion. The study is based on a sizable sample of incoming, first-year undergraduates at two-year colleges nationwide. Among the highlights: (1) In a notable contrast, only 58 percent of the incoming, traditional-age freshman respondents in this study indicated they &quot;study very hard for all my courses, even those I don't like&quot; vs. 79 percent of freshmen respondents age 25 and older; (2) Just over half (53 percent) of the study's traditional-age freshman respondents agreed with the statement, &quot;Math has always been a challenge for me&quot; vs. 60 percent of freshmen respondents age 25 and older; (3) Nearly one-third (32 percent) of the traditional-age freshman respondents planned to transfer to another institution before completing a degree at their college vs. just 13 percent of freshman respondents age 25 and older; (4) More than 60 percent of the first-generation freshman respondents in this study, across age groups, indicated they did not have the financial resources they needed to finish college; and (5) Nearly 70 percent of the freshman respondents in the study, overall, indicated they were planning to attain a four-year bachelor's degree or higher, led by traditional-age students, non-first-generation students, and female students. Appended are: (1) Reflections and actions to consider; and (2) Additional findings and data from incoming college freshmen at two-year colleges in 2012. [For full report, &quot;National Freshman Attitudes Report, 2013: Exploring College Readiness among Entering Freshmen. Eighth Annual National Research Study,&quot; see ED570983.]
National Freshman Attitudes Report, 2014: Special Focus on Career Decision-Making toward the Goal of College Completion. Ninth Annual National Research Study
Author: Noel-Levitz, Inc.
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Student Surveys,Student Motivation,Self Management,Study Habits,Student Needs,Mathematics Skills,First Generation College Students,Help Seeking,Gender Differences,Age Differences,Career Development,Nontraditional Students,Money Management,Student Characteristics,Two Year College Students,Community Colleges,College Transfer Students,College Freshmen,Self Esteem,Career Counseling,Public Colleges,Private Colleges,Academic Aspiration,Readiness

This annual report goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes that influence student retention and college completion rates for today's entering college freshmen. Findings are reported separately for four-year and two-year institutions, private and public, as well as for student subsets such as male vs. females. The report is based on student survey responses drawn from a sizable national sample of entering undergraduates in 2013. The special focus of this 2014 report is on career decision-making. Just how many (and which) of today's entering freshmen are uncertain of their career direction? And how many of these students want help with choosing a career direction? Highlights include: (1) 47 percent of incoming freshmen want career counseling. When examined more closely by student type, this desire was expressed by 48 percent of male students; 41 percent of students age 25 and older; and 55 percent of Hispanic/Latino students; (2) 21 percent of entering freshmen reported being &quot;very confused&quot; about which career occupation to pursue. When examined more closely by student type, this view was held by 22 percent of traditional-age students and by 20 percent of White/Caucasian students; (3) 93 percent of incoming female freshmen, vs. 88 percent of incoming male freshmen, reported being &quot;deeply committed&quot; to their educational goals; (4) Nearly 40 percent of incoming first-generation freshmen reported having &quot;financial problems that are very distracting and troublesome&quot;; and (5) Compared to White/Caucasian freshmen, incoming students of color brought greater receptivity to institutional services and higher degree aspirations beyond a bachelor's. Appended are: (1) Reflections and actions to consider; and (2) Additional findings and data from 2013 incoming college freshmen. [For prior year report: &quot;National Freshman Attitudes Report, 2013: Exploring College Readiness among Entering Freshmen. Eighth Annual National Research Study,&quot; see ED570983.]
Changes in Freshman Attitudes Following a Semester of Classes and Interventions. Student Success Companion Report to 2014 National Freshman Attitudes Report
Author: Noel-Levitz, Inc.
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Student Surveys,Student Motivation,Self Management,Study Habits,Student Needs,Mathematics Skills,Help Seeking,Gender Differences,Age Differences,Career Development,Nontraditional Students,Money Management,Student Characteristics,Two Year College Students,Community Colleges,College Transfer Students,College Freshmen,Self Esteem,Career Counseling,Public Colleges,Private Colleges,Academic Aspiration,Readiness,Pretests Posttests,Student Attitudes,Attitude Change,Intervention,Barriers

How much do the attitudes and needs of college freshmen change after attending classes for a semester and receiving targeted interventions aimed at increasing their success in college? To find out, Noel-Levitz compared pre- and post-survey data from more than 10,000 first-year undergraduates nationwide in 2013 who completed an initial motivational survey at the start of their first year, received interventions during their first semester, and then completed a follow-up survey near the end of their first semester. Highlights from the findings: (1) Greatest areas of growth: After one semester of classes and interventions, freshmen in this study grew the most in their academic confidence, in their tolerance of other people's opinions, and in their sociability; (2) At the midpoint of their first year, the greatest demand for student services among the freshman respondents from four-year private and public institutions was for individual career planning discussions on the qualifications and salaries for certain occupations. In contrast, these students' greatest desire at the start of their first year was for instruction in effective ways to take college exams; (3) At the midpoint of their first year, the greatest demand for student services among the freshman respondents from two-year public and private institutions was for help with improving math skills. In contrast, these students' greatest desire at the start of their first year was for instruction in effective ways to take college exam; and (4) Top gaps in fulfilling freshman requests: This study found the most substantial unfulfilled student requests by the midpoint of the first year--identified by comparing 24 requests the student respondents made at the start of the year vs. the students' self-reported results on the post-survey--were requests for financial guidance (all sectors), requests for career services (four-year institutions), and requests for academic support (four-year private and two-year public and private institutions). Appended are: Complete Findings. [For: &quot;National Freshman Attitudes Report, 2014: Special Focus on Career Decision-Making toward the Goal of College Completion. Ninth Annual National Research Study,&quot; see ED570985.]
Free Community College: An Approach to Increase Adult Student Success in Postsecondary Education. Special Report
Author: Pingel, Sarah
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Policy,State Policy,Adult Students,Student Costs,State Legislation,Eligibility,Two Year College Students

This policy report discusses the growing interest in free community college policies across state legislatures, addresses the limited potential of current policies to help states reach their completion and attainment goals and offers a new, inclusive framework for including adult students in free community college policies. The following is appended: About the Data and Methods Used in This Brief. Contains a list of additional resources.
K-3 Policymakers' Guide to Action: Making the Early Years Count. Special Report
Author: Atchison, Bruce
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Policy,Educational Quality,Child Development,Educational Practices,Policy Formation,Theory Practice Relationship,Educational Legislation,Federal Legislation,State Policy,Educational Finance,Teacher Education Programs,Faculty Development,Educational Assessment,Alignment (Education),Accountability

High-quality early elementary years offer a critical opportunity for child development and academic learning for all children, regardless of their race, family-income level, or culture and home language. All students deserve access to high-quality teachers and leaders trained in how to effectively support their learning. They deserve to attend schools that follow meaningful standards, quality curricula, and that assess and intervene appropriately. Following a high-quality pre-kindergarten (pre-K) experience, the K-3 years set the foundation upon which future learning builds and it must be emphasized that strengthening these years creates opportunities for all. Education leaders and state policymakers have begun to recognize the immense impact a high-quality early learning experience can have on a student's college and career trajectory. In the summer of 2016, Education Commission of the States and its National Partners convened a group of the nation's top experts on K-3 education for a thinkers meeting to reflect on research and practice and then define state policy levers with the greatest potential to impact student outcomes. This K-3 policymakers' guide to action summarizes the top policy components the experts prioritized as essential to building a high-quality state K-3 system. The following are appended: (1) K-3 Thinkers Meeting Participants; and (2) National Partners.
Itemized Charges &amp; Student Aid: Enhancing the Capacity of States to Understand Affordability for All Students. Policy Perspectives
Author: Holcombe, Lee
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Public Policy,Educational Policy,College Students,Student Financial Aid,Student Costs,Data,Databases,State Policy,Higher Education

The Educational Policy Institute released a new report today about the ability of state and national databases to meet the policy needs related to higher education affordability. Written by EPI Senior Research Associate Lee Holcombe, the report finds that although states are establishing ambitious higher education participation and success targets against the backdrop of increasing costs to students, their parents, and state budgets, they suffer from an inability to measure progress by lack of suitable data. Over the past decade, national databases have provided a great service by clearly demonstrating the affordability crisis. They lack, however, the necessary breadth, depth, and timeliness in order to support states in their efforts to meet their higher education goals. Surprisingly, states don't know what all student actually pay. Many states have developed detailed student-level data on each type of aid received which provide stakeholders timely and critical understanding of how aid is awarded to an increasingly diverse student body. Unfortunately, states are not collecting the equally important data such as tuition and fees, room and board, and other cost of living expenses necessary to compute how much each student actually has to pay. In order to fully support evidence-based policy to achieve their participation and success targets, especially for traditionally underrepresented students, state data systems should collect student-level itemized charges as well as financial aid.
Increasing Latina/o College Completion: Mistakes and Opportunities
Author: González, Kenneth P.
Date: 2011-00-00
Type: Reports - Research
Subjects: Hispanic American Students,College Students,Graduation,Higher Education,College Graduates,Academic Achievement,Formative Evaluation,Achievement Gap,Educational Attainment,Educational Opportunities,Program Design,Program Effectiveness,Intervention,Program Implementation,Interviews

In this essay, the authors accomplish three tasks: (1) identify common limitations of programs designed to increase the success rates of Latina/o college students, (2) describe the common characteristics of programs that exhibit effective practice, and (3) provide a framework to guide colleges and universities in designing effective program components that address the common factors impeding Latina/o student success in college. [This Scholarly Paper was commissioned for the 6th Annual Conference of the American Association of Hispanics in Higher Education, 2011.]
Thriving Latino Males in Selective Predominantly White Institutions
Author: Pérez, David, II
Date: 2015-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Males,Whites,Racial Composition,Disproportionate Representation,Success,Qualitative Research,National Surveys,Undergraduate Students,Learner Engagement,Academic Persistence,Positive Attitudes,Social Influences,Student Diversity,Academic Achievement,Interpersonal Relationship,Phenomenology

Researchers focus disproportionately on factors that contribute to low enrollment, persistence, and graduation rates among Latino males in higher education. Instead of examining factors that undermine the success of these undergraduates--which often perpetuates deficit-oriented discourses about Latino male college students, their families, and communities--this scholarly paper explores how participants conceptualized and embodied success at two selective, predominantly White institutions. Using qualitative data available from The National Study on Latino Male Achievement in Higher Education, this scholarly paper reveals how Latino male undergraduates exhibited five qualities associated with the thriving quotient: 1) Engaged Learning, 2) Academic Determination, 3) Positive Perspective, 4) Social Connectedness, and 5) Diverse Citizenship. Implications for research, policy, and practice focus on creating and sustaining college environments that promote thriving among Latino males in higher education. [This scholarly paper was commissioned for the 11th annual national conference of the American Association of Hispanics in Higher Education (AAHHE) in Costa Mesa, California from March 10-12, 2015.]
Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation
Author: Acevedo-Gil, Nancy
Date: 2014-00-00
Type: Reports - Research
Subjects: Community Colleges,Hispanic American Students,College Students,Developmental Programs,English,College English,College Mathematics,Critical Theory,Race,Educational Theories,Academic Achievement,Remedial Instruction,Interdisciplinary Approach,Social Justice,Experiential Learning,Low Income Groups,Semi Structured Interviews,Student Experience,Student Placement,Social Bias,Student Attitudes,Academic Aspiration,Teacher Attitudes,Positive Reinforcement,Negative Reinforcement,Ethnic Stereotypes,Qualitative Research

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. [This Scholarly Paper was commissioned for the 9th Annual Conference of the American Association of Hispanics in Higher Education, 2014. Appendix A, &quot;Levels and Descriptors of Developmental Education Math and English Courses at Case Study Site&quot; is not included in the ERIC version of this report.]
Research Considerations and Theoretical Application for Best Practices in Higher Education: Latina/os Achieving Success
Author: Castellanos, Jeanett
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Best Practices,Higher Education,Educational Research,Theories,Hispanic American Students,College Students,Success,Student Experience,Values,Hispanic American Culture

In this work, the authors take a critical look at what general measures of success do and do not disclose about the Latina/o experience in higher education and use that assessment to set forth a reconceptualization of the elements of success within a psychosociocultural (PSC) framework. Using &quot;dichos,&quot; or widely used sayings of wisdom using life lessons, they carefully describe these elements of success and offer strength-based practices to improve Latina/o student success. They suggest that by interweaving core Latina/o values (e.g., &quot;familismo,&quot; &quot;comunidad,&quot; &quot;personalismo&quot;), strength-based practices of family and validation, mentorship, cultural congruity, research opportunities and professional development in higher education are addressed relative to Latina/o students' educational experiences, retention, and graduation. [This Scholarly Paper was commissioned for the 2nd Annual Conference of the American Association of Hispanics in Higher Education, 2007. This article is based on the presentation given at the 2007 AAHHE Institute on Sharing the Future: Focus on Solution, Develop the Talent.]