ethanporcaro/eric-fulltext-meta huggingface dataset:
Diversity in University Admissions: Affirmative Action, Percent Plans, and Holistic Review. Research &amp; Occasional Papers Series: CSHE.6.2019
Author: Bleemer, Zachary
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Student Diversity,College Admission,Affirmative Action,Holistic Approach,Disproportionate Representation,Minority Group Students,College Applicants,Admission Criteria,Enrollment Influences,Eligibility,Campuses,Undergraduate Students,Race,Enrollment Management,Research Universities,Public Colleges,High School Graduates

There is considerable interest in the impact of policy alternatives to race-based affirmative action (AA) on under-represented minority (URM) university enrollment. Widely-implemented alternatives include percent plans, which guarantee admission to top high school students, and holistic review, in which applications are evaluated on a comprehensive set of merits. This study estimates each policy's URM enrollment effect at the University of California (UC). Difference-in-difference estimates show that AA increased annual UC URM enrollment by more than 700 students (12%), and by more than 60% at the Berkeley and UCLA campuses. Three years after UC's AA program ended in 1998, UC guaranteed admission to the top 4 percent of students from each California high school under its Eligibility in the Local Context program. Extrapolation from a regression discontinuity design shows that ELC increased total URM enrollment among applicants annually by about 250, or 3.5%, primarily at three UC campuses. ELC largely ceased impacting UC enrollment after a 2012 reform, but triple-difference estimates show that several campuses' simultaneous switches to holistic review prevented URM enrollment decline. Six UC campuses have implemented holistic review, with an event study suggesting that each implementation increased URM enrollment at that campus by about 10%, though some enrollees were pulled from other UC campuses. While AA had a larger effect on URM enrollment than percent plans or holistic review, the latter policies have substantively mitigated URM enrollment declines at some UC campuses following AA's prohibition. [The author received additional financial support for this study from the Institute for Research on Labor and Employment.]
Content and Connections: Students&apos; Responses to a Hybrid Emporium Instructional Model in Developmental Mathematics. A CAPR Working Paper
Author: Boatman, Angela
Date: 2019-11-00
Type: Reports - Research
Subjects: Teaching Methods,Educational Technology,Mathematics Instruction,Computer Assisted Instruction,College Students,Developmental Studies Programs,Blended Learning,Instructional Materials,Acceleration (Education),Individualized Instruction,Educational Innovation,Power Structure,Teacher Student Relationship,Remedial Mathematics

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework. Prior research has shown that instructional environment and classroom experience influence student development and outcomes. Consequently, when courses transition to technology-driven instruction, a logical concern on the part of faculty and administrators is the effect on the quality of the academic experience among students. Under a hybrid emporium model, students primarily receive instruction from a computer-based platform rather than from a faculty member delivering content in front of the classroom. This paper examines how students experience a newly adopted, hybrid emporium model for developmental math coursework. We conducted focus groups with students at six public colleges in Tennessee and find that students enrolled in hybrid emporium developmental math courses reported that the instructional model contributes to lowered barriers to math by increasing cognitive and social accessibility. In spite of prior academic challenges, students perceived math content and their faculty to be more accessible in the computer-driven model than in traditional lecture classes. We discuss these findings in light of recent research suggesting technology-driven instruction does not improve math performance.
Apprenticeship for Adults: Results of an Explorative Study
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Research
Subjects: Apprenticeships,Adults,Incentives,Foreign Countries,Vocational Education,Workplace Learning,Continuing Education,Adult Education,Access to Education,Secondary Education,Nonformal Education,Labor Market,Standards,Employment Qualifications,Late Adolescents,Prior Learning,Work Experience,Program Length,Public Policy,Employers

This report is the result of an explorative study, carried out at a time when interest in apprenticeship for adults was on the rise and research and evidence on the topic was scarce and fragmented. It has explored the topic from a conceptual and theoretical point of view, reviewing relevant existing research. It has also considered a practical perspective, exploring policies EU countries and four non-EU countries have in place in relation to apprenticeship for adults. It is the first report that addresses the topic from an EU-wide perspective. Largely based on data collected in 2017-18, the report includes findings from a literature review and field work. It confirms that adults increasingly participate in apprenticeship training, often due to policy interventions and measures that have removed barriers to such participation and provided incentives. The study also confirms that EU countries are fundamentally divided into two main apprenticeship function groups, with two different approaches in aiding participation of adults in apprenticeship.
Coordinating Guidance and Validation. Cedefop Research Paper. No 75
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Research
Subjects: Career Guidance,Nonformal Education,Informal Education,Foreign Countries,Coordination,Program Validation

Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient. Building on Cedefop's expertise in the two areas, this study -- based on analysis of 13 practices from 12 countries -- explores how coordination between career guidance and validation of non-formal and informal learning can be improved. Results point to three factors: (a) comprehensiveness: provision of adequate information and guidance before a decision to undergo validation is taken, throughout the entire validation process, as well as after it; (b) coherence: use of common qualifications or competence standards, occupational standards or other reference frameworks in all the stages of the practice to identify, document and assess skills; and (c) quality of staff, resources, competences, and tools used. The study concludes with policy recommendations on how to improve the link between guidance and validation.
Vocational Education and Training in Romania. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Educational Indicators,Labor Market,Demography,Educational Attainment,Labor Force Development,Employment Services,Adult Vocational Education,Educational Finance,Governance,Vocational Education Teachers,Qualifications,Informal Education,Nonformal Education,Educational Quality,Quality Assurance,Incentives,Apprenticeships,Career Guidance

This short description contributes to better understanding of vocational education and training (VET) in Romania by providing an insight into its main features and highlighting system developments and current challenges. Romanian VET offers diverse paths for learners. It comprises professional and technological programmes, regularly updated to combat low participation in lifelong learning and early leaving from education and training. As many EU countries, Romania has an ageing population. This has an impact on VET, with an 8.5% decrease in the number of VET upper secondary schools since 2012/13. Efforts are being made to increase student participation, enable access to VET, and improve its quality and its relevance to the labour market. Recent system developments include the introduction of a dual VET form: it complements the work-based learning tradition in school-based programmes and aims at making VET a more attractive option for learners, while adapting training better to employer needs.
Creating Lawful Opportunities for Adult Refugee Labour Market Mobility: A Conceptual Framework for a VET, Skills and Qualifications-Based Complementary Pathway to Protection
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Refugees,Job Skills,Employment Qualifications,Job Training,Human Capital,Labor Market,Labor Needs,Vocational Education,Needs,Safety,Civil Rights,Social Values

Creating labour mobility opportunities allowing refugees to move lawfully from first asylum countries to receiving countries, based on their skills and qualifications and recipient labour market needs, is a policy idea that deserves to be explored and tested. The conceptual framework presented in this report sketches the potential, the key elements and main issues to be addressed in creating such opportunities through a skills-based complementary pathway to protection. The central element of a skills-based pathway is matching refugees' skills and qualifications and labour market needs in a potential receiving country that offers adult refugees a clear perspective of employment with a clear route to self-reliance. The process must also safeguard political, social and economic sustainability in the receiving country, creating a triple win situation: for the refugees themselves, for the first asylum countries and for the receiving countries.
Native Culture &amp; Language in the Classroom Observation (NCLCO). OPRE Report 2019-84
Author: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: American Indians,Alaska Natives,American Indian Education,Early Intervention,Early Childhood Education,Culturally Relevant Education,Language of Instruction,Native Language,Language Maintenance,Cultural Maintenance,Tribes

The American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015) is the first national descriptive study of children and families enrolled in Head Start programs operated by federally recognized tribes (known as Region XI AI/AN Head Start). Region XI programs incorporate their unique history, community traditions, and beliefs into their operations and integrate language and culture into the delivery of services to children and families. AI/AN FACES 2015 was informed by a workgroup comprised of Region XI Head Start directors, researchers from universities and Mathematica Policy Research (which conducted the study), and federal officials from the Administration for Children and Families (which funded the study). The Native Culture &amp; Language in the Classroom Observation (NCLCO) records the types of culturally significant materials that surround children in Region XI Head Start programs and classrooms and can capture information on materials' use. Following an overview of the NCLCO, this report contains the survey used in the NCLCO. [This report was written by the AI/AN FACES 2015 Workgroup, comprised of the following members: Jessica Barnes-Najor, Meryl Barofsky, Sara Bernstein, Patty Brown, Ann Cameron, Angie Godfrey, Jacki Haight, Lizabeth Malone, Laura McKechnie, Michelle Sarche, and Maria Woolverton.]
The State We&apos;re In: 2019. A Report on Public Education in Illinois
Author: Advance Illinois
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Public Education,Educational Finance,Access to Education,School Readiness,Achievement Gap,College Readiness,Career Readiness,Educational Environment,Graduation Rate,Academic Achievement,Enrollment,Educational Indicators

The 2019 edition of &quot;The State We're In&quot; measures Illinois' educational performance from early childhood through postsecondary. It tracks how students have performed over the past decade and how that performance compares with students in other states. To assess how well Illinois educates its students, the report tracks roughly 80 metrics grouped into three categories: early education, K-12, and postsecondary. These metrics not only assess student learning outcomes but also measure learning conditions, leading indicators for student growth. Data for each metric shows: (1) Current performance; (2) Past performance; (3) Leading states and Illinois' comparative national rank where available; and (4) Equity gaps by race and ethnic origin, as well as income status where available. To put Illinois' performance in the context of the nation, this report ranks how well the state's early childhood, K-12 education, and postsecondary systems serve students relative to other states. For each of these three systems, overall rankings are provided for learning conditions, student learning outcomes, and equity in student learning outcomes. [For the previous report, &quot;Every Student Counts. The State We're in: 2016-2017. A Report on Public Education in Illinois,&quot; see ED573267.]
State of Texas Children 2019: Child Well-Being in Webb County
Author: Davis, Cassie
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Child Health,Metropolitan Areas,Hispanic American Students,Mexican Americans,Race,Ethnicity,Equal Education,Population Trends,Counties,Poverty,Citizenship,Prenatal Care,Mortality Rate,Public Schools,Early Parenthood,Adolescents,Immigrants,Low Income Students,Access to Health Care,Employment Level,Neighborhoods,Census Figures,One Parent Family,Child Care,School Funds,Graduation Rate

Located on the U.S.-Mexico border, Webb County is an international trading center, bursting with culture and opportunities. But the county's future success depends on whether every Webb County child has access to opportunities that help them reach their full potential. Ensuring the well-being of all Webb County's children--across neighborhood, income, immigration status, race and ethnicity--is essential for each child's well-being and that of the community. Unfortunately, Webb County is not doing as well as Texas overall on many indicators of children's health, education and financial security--revealing a pattern of underinvestment in children's futures. This Webb County report is part of a larger series of reports in the Texas Kids Count project that focuses on equity in child well-being across Texas and in several of its major metro areas. [Texas Kids Count is a project of the Center for Public Policy Priorities. Additional funding for this paper was provided by Methodist Healthcare Ministries of South Texas, Inc.]
Bilingual &amp; English as a Second Language Program Evaluation Report, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-09-26
Type: Reports - Evaluative
Subjects: Bilingual Education,English (Second Language),English Language Learners,Bilingual Students,Academic Achievement,Student Improvement,Student Characteristics,Enrollment Trends,Reading Tests,Educational Indicators,Language Proficiency,Mathematics Achievement,Reading Achievement,Faculty Development,Graduation Rate,Elementary Secondary Education,Spanish,Racial Differences,Ethnicity,Language Usage

The Houston Independent School District (HISD) currently offers two bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELs). These programs facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. Bilingual programs are offered in elementary schools and selected middle schools for language-minority students who need to enhance their English-language skills. Beginning in prekindergarten, the bilingual programs provide ELs with a carefully structured sequence of basic skills in their native language, as well as gradual skill development in English through ESL methodology. The native language functions to provide access to the curriculum while the student is acquiring English. Instruction in the native language assures that students attain grade-level cognitive skills without falling behind academically. ESL programs are also offered to language-minority students at all grade levels who need to develop and enhance their English-language skills. ESL programs provide intensive English instruction in all subjects, with a focus on listening, speaking, reading, and writing, through use of ESL methodology. The state of Texas requires an annual evaluation of bilingual and ESL programs in all school districts where these services are offered [TAC § 89.1265]. This report includes the following information: (1) academic progress of ELs; (2) levels of English proficiency among ELs; (3) the number of students exited from bilingual and ESL programs; and (4) frequency and scope of professional development provided to teachers and staff serving ELs. [For the 2017-2018 program evaluation, see ED596672.]
2012-2013 Apollo 20 Incentive Program Payout Report. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-03-07
Type: Reports - Evaluative
Subjects: Mathematics Achievement,School Districts,Elementary Schools,Middle Schools,High Schools,Incentives,Awards,Performance Based Assessment,Attendance,Educational Strategies,Merit Pay,Fellowships,Program Effectiveness,Principals,Reading Achievement,Science Achievement,Social Studies,Writing Achievement,Academic Achievement,School Turnaround,Administrators,Tutoring,Graduation Rate

In 2010-2011, the Houston Independent School District (HISD) launched the Apollo 20 Program in four high schools and five middle schools in the district as a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative included having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in--school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of approximately two students to one fellow. In 2011-2012, the program expanded to 11 elementary schools and added a reading component in one of the middle schools. Incentive programs were designed to support the efforts of the fellows, principals, academic program managers, and school support officers of the Apollo 20 campuses. With three years of implementation, the results are mixed as to whether or not the Apollo 20 Incentive Program has any impact on the Apollo 20 Program itself. In general, the total dollar amounts awarded to fellows and principals increased in the second year mostly due to the addition of the elementary campuses. However, the total dollar amounts awarded to fellows and principals decreased in the third year. When analysis is focused on the high school and middle school campuses, there appears to be a decrease in the total amounts awarded to high school fellows and principals, but an increase in total amounts awarded to middle schools.
2013-2014 Apollo 20 Incentive Program Payout Report. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-11-07
Type: Reports - Evaluative
Subjects: Mathematics Achievement,School Districts,Elementary Schools,Middle Schools,High Schools,Incentives,Awards,Performance Based Assessment,Attendance,Educational Strategies,Merit Pay,Tutoring,Fellowships,Program Effectiveness,Principals,Administrators,School Turnaround,Graduation Rate

In 2010-2011, the Houston Independent School District (HISD) launched the Apollo 20 Program in four high schools and five middle schools in the district as a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative included having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in-school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of approximately two students to one fellow. In 2011-2012, the program expanded to 11 elementary schools and added a reading component in one of the middle schools. In 2013-2014 one school closed but nine additional schools were added to the program. Incentive programs were designed to support the efforts of the fellows, principals, academic program managers, and school support officers of the Apollo 20 campuses. After four years of implementation, the results are mixed as to whether or not the Apollo 20 Incentive Program has any impact on the Apollo 20 Program itself. In general, the total dollar amounts awarded to fellows and principals increased in the second year mostly due to the addition of the elementary campuses. However, the total dollar amounts awarded to fellows and principals decreased in the third year. In 2013-2014, the incentive awards paid increased again with the addition of more schools.
2014-2015 Apollo 20 Incentive Program Payout Report. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-12-11
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Reading Achievement,School Districts,Elementary Schools,Middle Schools,High Schools,Incentives,Awards,Performance Based Assessment,Attendance,Educational Strategies,Merit Pay,Tutoring,Fellowships,Program Effectiveness,Principals,Administrators,School Turnaround,Graduation Rate

The Apollo 20 Program is a &quot;turnaround&quot; initiative with an emphasis on improving student performance in math. The key strategies of the turnaround initiative include having effective principals and effective teachers on the campus, more instructional time, using data to drive instruction, creating a campus culture of high expectations, and providing in-school tutoring. The tutoring was implemented using &quot;fellows&quot; with a ratio of two to three students per fellow. The initiative began in four high schools and five middle schools in 2010, expanding to include 11 elementary schools in 2011. In 2013, one school closed and nine additional schools were added to the program. The same 28 schools that participated in 2013-2014 also participated in 2014-2015. Incentive programs were designed to support the efforts of the fellows, principals, School Support Officers, and Academic Program Managers of the Apollo campuses. The program for fellows had an incentive for monthly perfect attendance and a separate incentive for student performance calculated at the end of the school year. For the 2014-2015 program year, the Apollo 20 Incentive Program awarded a grand total of $1,336,560.03 to fellows, principals, School Support Officers, and Academic Program Managers. The percentage of fellows receiving an attendance incentive decreased slightly while the total attendance incentive amount increased. The number of fellows receiving a student performance award increased, but the total amount decreased slightly because of corrections made to the campus budgets. Total principal award amounts increased in 2014-2015 compared to 2013-2014. The total amount paid to the School Support Officers decreased slightly from 2013-2014 to 2014-2015, and the amount paid to Academic Program Managers has decreased each year since 2011-2012.