ethanporcaro/eric-fulltext-meta huggingface dataset:
Seizing the Moment: Community Colleges Collaborating with K-12 to Improve Student Success
Author: American Association of Community Colleges
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: College School Cooperation,Community Colleges,Elementary Secondary Education,College Role,Partnerships in Education,College Readiness,Intervention,Postsecondary Education,Transitional Programs,College Freshmen,Student Needs,Educational Policy

With the national spotlight on community colleges, the sector has a unique opportunity to seize the moment and collaborate with K-12 to increase student success. Efforts to increase community college access and open doors to more students must include a complementary focus on improving readiness. Otherwise, remediation rates will remain unacceptably high, and efforts to increase access may amount to an empty promise for many young people. K-12 is raising standards to ensure that students are better prepared for college and careers. High schools are poised to use the new standards to both accelerate those students who are ready for college-level coursework and to deliver extra support for those students who need it to be college ready by the time they graduate. But K-12 cannot close the gap without higher education's help. Community colleges have a clear role to play and much to gain by forming stronger partnerships with their K-12 schools. The programs highlighted in the report show what is possible when community colleges collaborate deeply with K-12 schools to align expectations and promote college readiness for all students.
Equipping Liberal Arts Students with Skills in Data Analytics: Drake University Partners with Regional Businesses to Offer New Programs in a Rapidly Growing Field. A BHEF Case Study
Author: Business-Higher Education Forum
Date: 2016-00-00
Type: Reports - Research
Subjects: Private Colleges,Universities,Liberal Arts,Undergraduate Students,Skill Development,Data Analysis,Partnerships in Education,School Business Relationship,Case Studies,Skilled Occupations,Critical Thinking,Cooperation,Communication Skills,Career Readiness,Majors (Students),Undergraduate Study,Specialization

This case study examines how Business-Higher Education Forum (BHEF) member Drake University, a private university with a strong liberal arts tradition, is equipping its students to become data-enabled professionals. Through the collaboration of its business and higher education members, BHEF launched the National Higher Education and Workforce Initiative to create new undergraduate pathways in high-skill, high-demand fields such as data science and analytics. Data science and analytics must be integrated with T-shaped skills, such as critical thinking, collaboration, and effective communication, which are critical for all graduates entering the 21st century workforce. Knowledge of data science and analytics in recent years has become as fundamental as any other skill for graduates' career readiness, and Drake University is at the forefront of U.S. institutions of higher education in offering undergraduate major and minor programs in data analytics.
Creating a Minor in Applied Data Science: Case Western Reserve University Engages Business Leaders to Produce T-Shaped Professionals. A BHEF Case Study
Author: Business-Higher Education Forum
Date: 2016-00-00
Type: Reports - Research
Subjects: School Business Relationship,Higher Education,Undergraduate Study,Job Skills,Information Science,Data Analysis,Data Collection,Skill Development,Critical Thinking,Cooperation,Communication Skills,Career Readiness,Specialization,Case Studies

This case study examines how Business-Higher Education Forum (BHEF) member Case Western Reserve University is integrating T-shaped skills into a minor in applied data science. Through the collaboration of its business and higher education members, BHEF launched the National Higher Education and Workforce Initiative to create new undergraduate pathways in high-skill, high-demand fields such as data science and analytics. Data science and analytics must be integrated with T-shaped skills, such as critical thinking, collaboration, and effective communication, which are critical for all graduates entering the 21st century workforce. Knowledge of data science and analytics in recent years has become as fundamental as any other skill for graduates' career readiness, and the Applied Data Science minor at Case Western Reserve University serves as a national model for undergraduate education in data science. Contains a list of resources.
Aligning Postsecondary Education with Regional Workforce Needs: A Tale of Two States
Author: Barkanic, Stephen
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Postsecondary Education,Labor Needs,Strategic Planning,Partnerships in Education,School Business Relationship,Skilled Occupations,Skilled Workers,Demand Occupations,Evidence Based Practice,Labor Force Development,Models,Improvement Programs,Information Security,Data,Information Science Education,Social Networks

The United States faces a pressing national security and competitiveness challenge rooted in a shortage of a diverse, highly skilled workforce, particularly in vital cross-disciplinary fields such as data science and analytics, cybersecurity, and information technology. To address this challenge, Business-Higher Education Forum (BHEF) launched the National Higher Education and Workforce Initiative, employing a model of strategic business engagement with postsecondary education to meet the highest priority workforce needs. Through the initiative, BHEF plans, launches, and assesses projects, partnerships, and scaling strategies that are designed to enable business and higher education to move from transactional engagement in low-touch, piecemeal activities to strategic, long-term partnerships that align postsecondary education with workforce needs. Two of these projects--in Maryland and Ohio--offer models of such partnerships. Contains BHEF's Strategic Business Engagement Model. [This article was originally published in &quot;The Book of the States, The Council of State Governments&quot; 2015.]
Assessment Practices for Advancing Transfer Student Success: Collaborating for Educational Change
Author: Brown, Gary R.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Change,Case Studies,Partnerships in Education,Educational Quality,Educational Practices,Higher Education,Institutional Cooperation,Outcomes of Education,Scoring Rubrics,Performance Based Assessment,College Faculty,College Students,Educational Assessment,Cooperative Learning,College Transfer Students

America's institutions of higher education have been challenged to develop new strategies to improve the success of all students. With more and more students attending multiple institutions, improving the transfer process is key to ensuring all students succeed. AAC&amp;U launched the Quality Collaboratives (QC) project in 2011 with support from Lumina Foundation and the William and Flora Hewlett Foundation in order to find ways to make transfer between institutions easier and more efficient and, more importantly, to make students' achievement of important learning outcomes, as measured by authentic assessments, the central metric that should guide transfer. Lumina's recently developed Degree Qualifications Profile (DQP) was an important tool in this larger movement away from credits as proxies for student learning toward a system in which genuine proficiency is the measure of student progress and success. The DQP is a framework describing the essential learning outcomes that both employers and faculty claim as critical for college graduates and the levels of achievement on these outcomes that students should be able to demonstrate at the associate, baccalaureate, and master's degree levels (see page 22, below). As part of AAC&amp;U's Liberal Education and America's Promise (LEAP) signature initiative to ensure that all college students in the United States receive a liberal education, the QC project brought together twenty campuses and nine state university systems or state higher education commissions to collaborate and develop models that placed assessment of student learning at the center of the transfer process. This brief folio along with its more in-depth companion volume, &quot;Collaboration for Student Transfer: A Nationwide Degree Qualifications Profile Experiment,&quot; describe ways to refocus student transfer on demonstrated student learning proficiencies as a primary basis for transfer student success. It is designed to help institutions interested in building successful cross-institutional collaborations to use the DQP to develop new approaches to advancing transfer student success and to assessing student learning. It begins with a flow chart that summarizes the main components of the successful cross-institutional collaborations that were developed by the QC institutions. The folio then charts key action steps in the process flow chart and lessons learned by these institutions through their implementation of these kinds of collaborative projects. [For a related report, see ED569339.]
An Evaluation of the Psychometric Properties of an Advising Survey for Medical and Professional Program Students
Author: Royal, Kenneth D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychometrics,Medical Students,College Faculty,Teacher Competencies,Faculty Advisers,Teacher Role,Teacher Behavior,Skill Analysis,Rating Scales,Item Response Theory,Item Analysis,Test Reliability,Test Validity,Student Evaluation of Teacher Performance,Statistical Analysis,Veterinary Medical Education

The purpose of this study was to evaluate the psychometric properties of a newly developed instrument intended to measure faculty competence as it pertains to their role as advisors, particularly in medical and professional programs. A total of 166 students completed the Faculty Advisor's Skills and Behaviors Inventory (FASBI). The psychometric properties of the FASBI were evaluated using the Rasch Rating Scale Model. Results indicate the FASBI is a psychometrically-sound instrument capable of producing valid and reproducible measures.
Further Validation of the Inventory of Mental Toughness Factors in Sport (IMTF-S)
Author: Stonkus, Mark A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sport Psychology,Program Validation,Cognitive Ability,Mental Health,Factor Analysis,Psychometrics,Rating Scales,Athletes,Likert Scales,Measures (Individuals),Item Response Theory,Test Reliability,Test Validity

The purpose of this study was to provide further validation a new measure of mental toughness in sport. The Inventory of Mental Toughness Factors in Sport (IMTF-S) was originally developed and validated using principal component analysis. For the present study, the psychometric properties of the IMTF-S were again evaluated, but by way of the Rasch Rating Scale Model using the same sample (n = 329) of athletes, and the same 42-item instrument measuring mental toughness on a 5-point Likert-type scale (always-never). Results indicate the IMTF-S is a psychometrically-sound instrument capable of producing valid and reproducible measures of mental toughness in sports.
Benchmarking the State of Pohnpei's Education Management Information System. REL 2017-175
Author: Kendall, John S.
Date: 2016-10-00
Type: Reports - Research
Subjects: Management Information Systems,Longitudinal Studies,Educational Policy,Educational Planning,Educational Strategies,Focus Groups,Specialists,Quality Assurance,Rating Scales,Educational Assessment,Educational Indicators,Integrity,Accuracy,Reliability,School Statistics,Access to Information,Information Management,Foreign Countries,Benchmarking

A quality data management system, such as an education management information system (EMIS), a state longitudinal data system, or a data warehouse, is key to ensuring that education policy, planning, and strategy decisions are grounded in accurate information (Data Quality Campaign, 2010; Mohamed, Kadir, May-Lin, Rahman, &amp; Arshad, 2009; Regional Educational Laboratory Southeast, 2010; World Bank, 2011). The chief state school officers of the Federated States of Micronesia have recognized the need to improve their national EMIS and those of their four states, especially the organization of data and timeliness of data reports (Federated States of Micronesia, 2009). For this study, Regional Educational Laboratory (REL) Pacific assessed the EMIS in the state of Pohnpei by convening a focus group of data specialists to rate the processes, tools, and materials that support the ability to provide timely and meaningful data to schools or education agencies. They used a tool developed by the World Bank to objectively assess and monitor the quality of EMISs. The tool assesses five major aspects of quality: prerequisites of quality, integrity of education statistics, accuracy and reliability of education statistics, serviceability (relevance, timeliness, and consistency of data), and accessibility of data to stakeholders. Scores from the data specialists were averaged and used to assign each aspect of quality to one of four benchmark levels: latent (not in place), emerging (in the process of implementation), established (in place and meeting standards), and mature (an example of best practice). The results of this study provide a comprehensive view of Pohnpei's EMIS, which was rated as established overall and for each of the five aspects of quality: (1) Prerequisites of quality (the institutional frameworks that govern the information system and data reporting and the supporting resources); (2) Integrity of education statistics (the professionalism, objectivity, transparency, and ethical standards by which staff operate and statistics are reported); (3) Accuracy and reliability of education statistics; (4) Serviceability (relevance, timeliness, and consistency of data); and (5) Accessibility of data to stakeholders. The following are appended: (1) Literature review of education management information systems; (2) Data sources and methodology; (3) Data collection instruments; and (4) Participant responses by indicator and aspect of system quality.
Benchmarking the State of Kosrae's Education Management Information System. REL 2017-174
Author: Kendall, John S.
Date: 2016-10-00
Type: Reports - Research
Subjects: Benchmarking,Management Information Systems,Quality Assurance,Longitudinal Studies,Focus Groups,Specialists,Educational Assessment,Educational Indicators,Integrity,Reliability,Accuracy,School Statistics,Usability,Access to Information,Stakeholders,Rating Scales,Foreign Countries,Information Management

A quality data management system, such as an education management information system (EMIS), a state longitudinal data system, or a data warehouse, is key to ensuring that education policy, planning, and strategy decisions are grounded in accurate information (Data Quality Campaign, 2010; Mohamed, Kadir, May-Lin, Rahman, &amp; Arshad, 2009; Regional Educational Laboratory Southeast, 2010; World Bank, 2011). The chief state school officers of the Federated States of Micronesia have recognized the need to improve their national EMIS and those of their four states, especially the organization of data and timeliness of data reports (Federated States of Micronesia, 2009). For this study, Regional Educational Laboratory (REL) Pacific assessed the EMIS in the state of Kosrae by convening a focus group of data specialists to rate the processes, tools, and materials that support the ability to provide timely and meaningful data to schools or education agencies. They used a tool developed by the World Bank to objectively assess and monitor the quality of EMISs. The tool assesses five major aspects of quality: prerequisites of quality, integrity of education statistics, accuracy and reliability of education statistics, serviceability (relevance, timeliness, and consistency of data), and accessibility of data to stakeholders. Scores from the data specialists were averaged and used to assign each aspect of quality to one of four benchmark levels: latent (not in place), emerging (in the process of implementation), established (in place and meeting standards), and mature (an example of best practice). The results of this study provide a comprehensive view of Kosrae's EMIS, which overall was rated as established. Four of the five aspects of quality were also rated as established: (1) Prerequisites of quality (the institutional frameworks that govern the information system and data reporting and the supporting resources); (2) Integrity of education statistics (the professionalism, objectivity, transparency, and ethical standards by which staff operate and statistics are reported); (3) Serviceability (relevance, timeliness, and consistency of data); and (4) Accessibility of data to stakeholders. One aspect of quality was rated as mature: Accuracy and reliability of education statistics.
Benchmarking the State of Chuuk's Education Management Information System. REL 2017-176
Author: Kendall, John S.
Date: 2016-10-00
Type: Reports - Research
Subjects: Benchmarking,Management Information Systems,Longitudinal Studies,Educational Strategies,Educational Policy,Educational Planning,Focus Groups,Specialists,Information Management,Educational Assessment,Educational Indicators,Quality Assurance,Integrity,School Statistics,Accuracy,Reliability,Usability,Access to Information,Foreign Countries

A quality data management system, such as an education management information system (EMIS), a state longitudinal data system, or a data warehouse, is key to ensuring that education policy, planning, and strategy decisions are grounded in accurate information (Data Quality Campaign, 2010; Mohamed, Kadir, May-Lin, Rahman, &amp; Arshad, 2009; Regional Educational Laboratory Southeast, 2010; World Bank, 2011). The chief state school officers of the Federated States of Micronesia have recognized the need to improve their national EMIS and those of their four states, especially the organization of data and timeliness of data reports (Federated States of Micronesia, 2009). For this study, Regional Educational Laboratory (REL) Pacific assessed the EMIS in the state of Chuuk by convening a focus group of data specialists to rate the processes, tools, and materials that support the ability to provide timely and meaningful data to schools or education agencies. They used a tool developed by the World Bank to objectively assess and monitor the quality of EMISs. The tool assesses five major aspects of quality: prerequisites of quality, integrity of education statistics, accuracy and reliability of education statistics, serviceability (relevance, timeliness, and consistency of data), and accessibility of data to stakeholders. Scores from the data specialists were averaged and used to assign each aspect of quality to one of four benchmark levels: latent (not in place), emerging (in the process of implementation), established (in place and meeting standards), and mature (an example of best practice). The results of this study provide a comprehensive view of Chuuk's EMIS, which overall was rated as emerging. Three of the five aspects of quality were also rated as emerging: (1) Integrity of education statistics (the professionalism, objectivity, transparency, and ethical standards by which staff operate and statistics are reported); (2) Serviceability (relevance, timeliness, and consistency of data); and (3) Accessibility of data to stakeholders. The remaining two aspects were rated as established: (1) Prerequisites of quality (the institutional frameworks that govern the information system and data reporting and the supporting resources); and (2) Accuracy and reliability of education statistics in the system. The following are appended: (1) Literature review of education management information systems; (2) Data sources and methodology; (3) Data collection instruments; and (4) Participant responses by indicator and aspect of system quality.
Indian Education in Arizona, Nevada, and Utah: A Review of State and National Law, Board Rules, and Policy Decisions
Author: West Comprehensive Center (WCC) at WestEd
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: American Indian Education,State Legislation,Federal Legislation,Laws,State Boards of Education,Educational Policy,Policy Formation,Decision Making,State Departments of Education,Interviews,Vocational Education,Technical Education,Organizations (Groups),Educational History,State History,Academic Achievement,Educational Finance,State Policy,Profiles,Needs Assessment,Tribes,Tribal Sovereignty,Educational Legislation,American Indians

The West Comprehensive Center (WCC) is working with the Arizona Department of Education (ADE), the Nevada Department of Education (NDE), and the Utah State Office of Education (USOE) to assist districts and schools that are implementing activities to improve outcomes for Indian students. As a first step, WCC staff reviewed state and national law, board rules, and policy decisions related to Indian education in Arizona, Nevada, and Utah. National and state-based resources were consulted to inform this effort. WCC also identified prominent organizations that are concerned with improving Indian education in each of the states. In addition, interviews were conducted with state education agency lead staff in the area of Indian education. This report represents a summary of what has been learned from these sources. A brief overview of federal laws and pertinent research is provided as background, followed by highlights from state-level reviews and interviews. The appendix contains detailed summaries of state laws, board rules, and other policy decisions that informed this effort, as well as a list of national resources. The following are appended: (1) Preliminary Arizona State Scan: Native American Issues; (2) Arizona State Board of Education/Vocational and Technical Education; (3) Native American Education--Related Organizations in Arizona; (4) Preliminary Nevada State Scan: Native American Issues; (5) State Board of Education Policies; (6) Native American Education-Related Organizations in Nevada; (7) Additional Resources; (8) Preliminary Utah State Scan: Native American Issues; (9) State Board of Education Minutes; (10) Other Documents; (11) Native American Education-Related Organizations in Utah; and (12) Additional Native American Education Policy and Law Resources.
The Activities of Students in Leisure Time in Sisak-Moslavina County (Republic of Croatia)
Author: Ðuranovic, Marina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Recreational Activities,Elementary School Students,Secondary School Students,Questionnaires,Surveys,Hypothesis Testing,Age Differences,Correlation,Academic Achievement,Cultural Influences,Internet,Friendship,Athletics

The aim of this paper is to explore the prevalence of activities in leisure time of the young. A survey was conducted on 1062 students in 8 primary (n = 505; 47,6%) and high schools (n = 557; 52,4%) in Sisak-Moslavina County in the Republic of Croatia. The questionnaire of spending leisure time used was made up of 30 variables on a five-degree scale of ordinal type. Descriptive values indicated a low prevalence of activities in spending leisure time. The hypothesis of the existence of statistically significant difference between the students in primary and high school was confirmed from the sample on the following variables of leisure time: electronic media, sports, going out and relaxing activities. Students in primary school spend more of their leisure time using electronic media and doing sports, while high school students spend more of their leisure time hanging out, going out and doing relaxing activities. As part of partial correlations (while controlling variables age and time of studying), correlation between school achievement and cultural (r = 0,091) and relaxing activities (r = 0,109) was found to be low and positive, while negative correlation was found with the composite variable: hanging out and going out (r = -0,108).