ethanporcaro/eric-fulltext-meta huggingface dataset:
Resilience and Resistance: The Community College in a Pandemic. Research &amp; Occasional Paper Series: CSHE.6.2021
Author: Murphy, Brian
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Pandemics,COVID-19,Public Colleges,Barriers,Low Income Students,First Generation College Students,Coping,At Risk Students,Two Year College Students,Equal Education,Democratic Values,Minority Group Students,Racial Differences,Ethnicity,Nontraditional Students,School Closing,Access to Education,Violence,Racial Bias

All universities and colleges in the United States were deeply and immediately affected by the sudden appearance of COVID-19. Two-year public community colleges suffered the same fate as their university neighbors: the immediate needs were to close up operations, shift instruction to online and distance modalities and keep students engaged and focused when all around them collapsed. But the community colleges suffered under constraints not shared by many of their university neighbors: limited discretionary, little or no funding from endowments to fall back on and students whose limited economic resources and constrained family circumstances made any transitions much more difficult and stress-inducing. But it would be an error to look at the experience of U.S. community colleges and their students during the pandemic only through the lens of their constraints or their limited resources. This is instead a story of resilience and engagement, and the remarkable ability of poor and first-generation students to resist despair and isolation. More critically, it is a story of what happens when equity drives college practice and commitments to participation and democratic governance matter.
The Boston Opportunity Agenda: Ninth Annual Report Card
Author: Boston Foundation
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Readiness,Reading Skills,Mathematics Skills,Dropout Rate,High School Graduates,Postsecondary Education,Educational Attainment,Kindergarten,Elementary Education,Elementary Secondary Education,Primary Education,Grade 3,Grade 6,College Graduates,Program Effectiveness,College Readiness,Partnerships in Education,Agency Cooperation,Government Role,Summer Programs,Public Schools,Adult Learning,Community Involvement,Educational Quality,Grade 8,Catholic Schools,Charter Schools,Career Readiness,Outcomes of Education,Economically Disadvantaged,English Language Learners,Students with Disabilities,Racial Differences,Gender Differences,Ethnicity,Cognitive Style,Measures (Individuals)

The ninth annual Boston Opportunity Agenda Report Card looks at how the pandemic has affected many of the indicators used to track how Boston students are doing in education from early childhood through adulthood, as well as tracking the landscape of the Opportunity Agenda's efforts to strengthen the education pipeline. This report card contains the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures on: (1) school readiness; (2) third-grade reading proficiency; (3) sixth-grade mathematics proficiency; (4) dropout rates; (5) high school completion; (6) postsecondary enrollment and completion statistics; and (7) adult postsecondary attainment. [Current partners are identified in the programmatic updates section of the report card. For the Eighth Annual Report Card, see ED596517.]
Remote Learning and School Reopenings: What Worked and What Didn&apos;t
Author: Ferren, Megan
Date: 2021-07-06
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Equal Education,Racial Bias,Ethnicity,School Schedules,Best Practices,Elementary Secondary Education,Low Income Students,Access to Computers,Internet,Public Schools,Minority Group Students,Homeless People,School Districts,Federal Aid,Federal Legislation,Grading,Tests,Nutrition,Hunger,Extracurricular Activities,Community Involvement,Activism

When schools closed their doors in March 2020 in response to the COVID-19 pandemic, there was a scramble to adjust to remote learning. Over the summer and into the fall, the debate over reopening took center stage, as school leaders struggled to answer how and when it would be safe to return to the classroom. The Center for American Progress (CAP) has been tracking key trends during remote learning and school reopening efforts across the United States. CAP has also applied a racial equity lens to understand how different communities, educators, and students have been affected by these trends. As districts and schools plan for the upcoming school year and life after the pandemic, these trends can help inform best practices to apply and pitfalls to avoid. It is important to note that because most decisions around responding to the pandemic and reopening schools were left to districts and schools, national, and even state-level, data are limited. As such, looking at trends and individual examples is one of the most effective ways to understand what has been happening in education during the past year.
Top Percent Policies and the Return to Postsecondary Selectivity. Research &amp; Occasional Paper Series: CSHE.1.2021
Author: Bleemer, Zachary
Date: 2021-01-00
Type: Reports - Research
Subjects: Universities,College Admission,College Applicants,Eligibility,Admission Criteria,Selective Admission,Standardized Tests,Access to Education,Social Mobility,Enrollment

I study the efficacy of test-based meritocracy in college admissions by evaluating the impact of a grade-based &quot;top percent'' policy implemented by the University of California. Eligibility in the Local Context (ELC) provided large admission advantages to the top four percent of 2001-2011 graduates from each California high school. I construct a novel longitudinal dataset linking the ELC era's 1.8 million UC applicants to educational and labor market outcomes. I first employ a regression discontinuity design to show that ELC led over 10 percent of barely-eligible applicants from low-opportunity high schools to enroll at selective UC campuses instead of less-selective public colleges and universities. Half of those participants were from underrepresented minority groups, and their average SAT scores were at the 12th percentile of their UC peers. Instrumental variable estimates show that ELC participants' more-selective university enrollment caused increases in five-year degree attainment by 30 percentage points and annual early-career wages by up to $25,000. I then analyze ELC's general equilibrium effects by estimating a structural model of university application, admission, and enrollment with an embedded top percent policy. I find that ELC and counterfactual expansions of ELC substantively increase disadvantaged students' net enrollment at selective public universities. Reduced-form and structural estimates show that ELC participants derived similar or greater value from more-selective university enrollment than their higher-testing peers. These findings suggest that access-oriented admission policies at selective universities can promote economic mobility without efficiency losses. [Additional funding for this research was provided by the Institute for Research on Labor and Employment.]
Arkansas Division of Higher Education Operating Recommendations for State-Supported Institutions of Higher Education, Fiscal Year 2020-21
Author: Arkansas Division of Higher Education (ADHE)
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: State Aid,Higher Education,Budgets,Funding Formulas,Productivity,Two Year Colleges,Educational Finance,Expenditures

A.C.A. §6-61-234 (Act 148 of 2017) directs the Arkansas Higher Education Coordinating Board (AHECB) to adopt polices developed by the Arkansas Department of Higher Education (ADHE) necessary to implement a productivity-based funding model for state-supported institutions of higher education. At its October 27, 2017 meeting, the AHECB approved the productivity funding model policies for the two-year colleges and universities. The AHECB shall use the productivity-based funding model as the mechanism for recommending funding for applicable state-supported institutions of higher education. According to A.C.A. §6-61-234, the productivity-based funding model shall not determine the funding needs of special units such as a medical school, division of agriculture, or system offices. These special units are known as non-formula entities and ADHE staff reviews justification requests submitted by the non-formula entities and prepares funding recommendations based upon those requests. The state higher education institution operating recommendations for the 2020-21 fiscal year are based upon the productivity funding formula policies approved by the AHECB at its October 2017 meeting as well as requests submitted by the non-formula entities. The following data tables are included in this year's report: (1) Summary of Operating Recommendations for the 2020-21 Fiscal Year; (2) Year 3 - Productivity Index; (3) 2020-21 Four-Year Universities Recommendations; (4) 2020-21 Two-Year Colleges Recommendation; and (5) 2020-21 Non-Formula Entities Recommendations. [For the 2019-2020 Operating Recommendations, see ED596358.]
Conceptualizing the Modern American Public University: Early Debates over Utilitarianism, Autonomy, and Admissions. Research &amp; Occasional Paper Series: CSHE.8.2021
Author: Douglass, John Aubrey
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Public Colleges,Educational History,College Curriculum,Role of Education,Institutional Autonomy,Land Grant Universities,Educational Legislation,Federal Legislation,State Universities,Educational Development,Governance,College Admission

In the discourse that swirled in the mid-1800s around the creation of new American public universities, three major and interrelated tensions became evident: the first related to the continued debate regarding the proper curricular balance between practical education and classical studies; the second focused on the appropriate autonomy of institutions intended to serve the public interest in a society often racked by sectarian and class conflict; and the third centered on the degree to which these public institutions should be selective in their admissions and representative of the state's population. Reflecting the diversity of cultural and political differences of the states, a variety of organizational approaches could be found in mid-century America. However, by the 1870s, a distinct path did emerge, influenced by the passage of the Land-Grant College Act of 1862. The act forced states to more actively define the character of their state education systems and the purpose of their public universities. The origins and early development of a state university in Michigan offers an informative window into each of these tensions. The responses offered by Michigan significantly influenced the rise of the American public university, and the character of its social responsibilities.
Universities and the Future of Work: The Promise of Labor Studies. Research &amp; Occasional Paper Series: CSHE.7.2021
Author: Schulze-Cleven, Tobias
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Universities,Education Work Relationship,Labor Market,Labor Economics,Role of Education,Neoliberalism,Power Structure,Labor Relations

There continues to be widespread anxiety about the future of work. I recently proposed a labor studies perspective on how to understand and meet undeniable challenges. This follow-up paper explores the implications of my analysis for the contemporary American academy, reflecting on how labor studies can help enlist public research universities in support of building a human-centered world of work. American universities have long been intricate bundles of contradictions, but recent trends have left them at a crossroads: Will they be able to reform and connect with a progressive reading of the original land-grant vision to support a future in the interest of workers? Or will their practices further drift away from a public-serving mission as they succumb to neoliberal expectations? This paper contends that the three constitutive features of labor studies--its focus on people's struggles, interdisciplinarity, and upholding workers' rights--illuminate crucial steps for realizing much-needed innovations in support of revaluing both work and workers.
Annual Statistical Report of the Public Schools of Arkansas and Education Service Cooperatives [2019-2020]
Author: Arkansas Department of Education
Date: 2020-02-11
Type: Reports - Evaluative
Subjects: Public Schools,Charter Schools,Education Service Centers,School Districts,Expenditure per Student,Average Daily Attendance,Elementary Secondary Education,Full Time Equivalency,School Personnel,Salaries,School Statistics,State Aid,Educational Finance

The public schools of Arkansas, open enrollment public charter schools, and education service cooperatives annual statistical report (ASR) presents the 2019-2020 actual and 2020-2021 budgeted rankings as well as the rankings of selected items of the public schools of Arkansas, 2019-2020 actual rankings. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed (FTE); (6) Licensed (FTE); and (7) Average Salary of Licensed (FTE). [For the 2018-2019 report, see ED606362.]
The Future of Corporate Coaching: Guiding Leaders through Organization-Wide Transformation in a Digitally Accelerated World. White Paper
Author: Funck, Frederic
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Management Development,Leadership,Data Use,Organizational Change,Mentors

When HR executives and buyers prioritize leadership development options for their senior leaders, corporate coaching is often at the top of the list. Particularly in times of profound change and disruption, executives and senior-level managers need the support of a coach who can help them filter through noise and make clear decisions that propel their organizations into the future. And with research from the International Coaching Federation (ICF) showing that 86% of organizations see an ROI on their coaching engagements, the benefits of corporate coaching are significant. But as the coaching industry continues to evolve under the influence of a 'new world of work' -- one that is increasingly digital, agile, and transformed for the post-pandemic world -- how will buyers expect corporate coaching to meet these new challenges? To lead their organizations through massive transformations, senior leaders will need coaches who are specialized -- not just in a particular industry, but on a specific topic. These specialized coaches must be familiar with relevant research and industry trends, and they must have the ability to analyze data to help leaders solve unprecedented challenges. The future will see corporate coaching that's focused on an organization's overall strategy, ultimately helping that organization achieve its mission by crafting senior leaders who are able to operate at peak performance.
A Safe and Sustainable Return to Publicly Funded Public Schools: Background Information
Author: Canadian Teachers' Federation
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Public Schools,Public Health,Hygiene,School Closing,Foreign Countries

Almost 6-months into the COVID-19 pandemic, as school buildings re-open, and every community across Canada waits for a vaccine to be developed and become widely available, the Canadian Teachers' Federation (CTF/FCE) believes the safe and sustainable reopening of school buildings is both a moral and an economic imperative in order for Canada to continue weathering this storm. This document details four national standards that CTF/FCE believes need to be put in place so that students and teachers can learn and teach safely for the foreseeable future: (1) Masks/Face shields; (2) Physical distancing; (3) Clean environment (including sanitization and ventilation); and (4) Screening and protocols in the event of confirmed cases. Additionally, CTF/FCE describes the resourcing they suggest is necessary to ensure the most effective teaching and learning can restart and continue with the most minimal risk possible to the health and well-being of students, teachers, and education workers.
CUNY&apos;s Key Role in Expanding Access to Tech Careers
Author: Shaviro, Charles
Date: 2020-11-00
Type: Reports - Research
Subjects: Urban Universities,College Graduates,STEM Education,Tech Prep,Economically Disadvantaged,Mentors,Talent Development,Educational Trends,Academic Degrees,Educational Attainment

Part of our ongoing research on how to create a more inclusive economy in NYC, this data brief shows that CUNY has made crucial progress in producing STEM grads. Tapping this talent pool, and making further gains in the years ahead, will be key to closing the opportunity gap for tech careers. [Funding for this report was provided by BNY Mellon.]
Does Conflict of Interest Distort Global University Rankings? Research &amp; Occasional Paper Series: CSHE.5.2021
Author: Chirikov, Igor
Date: 2021-04-00
Type: Reports - Research
Subjects: Foreign Countries,Universities,Achievement Rating,Institutional Characteristics,Reputation,Conflict of Interest,Entrepreneurship,Models,Scores,Teacher Student Ratio

Global university rankings influence students' choices and higher education policies throughout the world. When rankers not only evaluate universities but also provide them with consulting, analytics, or advertising services rankers are vulnerable to conflicts of interest that may potentially distort their rankings. The paper assesses the impact of contracting with rankers on university ranking outcomes using difference-in-difference research design. The study matches data on the positions of 28 Russian universities in QS World University Rankings between 2016 and 2021 with information on contracts these universities had for services from QS -- a company that produces these rankings. The study estimates the effects of the conflicts of interest with two difference-in-difference models. The first model compares the difference in five-year change in rankings between QS rankings and Times Higher Education (THE) rankings across two groups of universities -- those that frequently (five times or more) contracted for QS services, and those that never or seldomly contracted for QS services. The second model compares the difference in five-year change in faculty-student ratios -- between scores in QS rankings, THE rankings, and scores recorded by national statistics -- across the same two groups of universities. The results suggest universities with frequent QS-related contracts had an increase of 0.75 standard deviations (~140 positions) in QS World University Rankings and an increase of 0.9 standard deviations in reported QS faculty-student ratio scores over five years, regardless of changes in the institutional quality. The study calls for universities, governments, and prospective students to reconsider their use of global rankings where conflicts of interest may be generated by the ranker's business activities.
FACILITATE: Facilitating Academic Curriculum in Learning, in Teaching, and Threaded Evidence. Research &amp; Occasional Paper Series: CSHE.2.2021
Author: Stevenson, Joseph Martin
Date: 2021-02-00
Type: Opinion Papers
Subjects: Outcomes of Education,Higher Education,College Curriculum,Alignment (Education),Governance,Accreditation (Institutions),Curriculum Design,Curriculum Development,Curriculum Implementation,Participative Decision Making,Communities of Practice,College Faculty,Professional Autonomy

Student Learning Outcomes (SLOs) are often the center of discussion among faculty in higher education during discourse about curriculum conceptualization, design, planning development, and implementation. This commentary offers a functionally-centered framework that places faculty feasibility, fluidity, freedom, and flexibility around a core conceptualization of SLOs in the context of overall alignment within the college curriculum. The framework could be useful to readers failing to have shared governance over the curriculum, readers facing accreditation adherence, as well as readers confronting the sensitive topic of instructional quality, credibility, and integrity.
Intimidation, Silencing, Fear, and Academic Freedom. Research &amp; Occasional Paper Series: CSHE.4.2021
Author: Brint, Steven
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Academic Freedom,Bullying,Fear,Political Attitudes,Educational History,Educational Change,Social Stratification,Educational Legislation,College Environment,College Faculty,Public Relations

The argument of this paper is set against the backdrop of a climate of intimidation, silencing, and fear that surrounds the discussion of several hot-button issues in academe, nowadays mainly having to do with race. An important and painful feature of this situation is that people on both sides of the issue feel vulnerable. The contribution of this paper is to help all involved to understand what academic freedom means and how it supports or fails to support the expression of controversial views. I show that a climate hostile to academic freedom is not an academic freedom issue &quot;per se.&quot; It becomes an academic freedom issue when there is harassment, silencing, or dismissal of those who take a position within the sphere of their professional competence. At bottom, academic freedom is an institutionally-protected privilege relevant, above all, to employment law. Neither First Amendment rights nor anything resembling academic freedom exist in the employee-employer relationship in the private sector. The paper discusses the origins of academic freedom in the United States and the major changes in the understanding of academic freedom over time, particularly those relevant to extramural speech and the rights of students. The paper concludes with a discussion of five contemporary threats to academic freedom, stemming from (1) social stratification within academe, (2) university branding concerns, (3) the actions of conservative state legislatures, (4) the constraints applied by institutional review boards, and (5) the demands of social movement activists.
Tools for Improving Corequisite Models: A Guide for College Practitioners
Author: Daugherty, Lindsay
Date: 2019-05-28
Type: Guides - Non-Classroom
Subjects: College Instruction,Remedial Instruction,Developmental Studies Programs,Educational Improvement,Program Evaluation,Acceleration (Education),Educational Strategies,Educational Objectives,Student Placement,Best Practices,Program Implementation

In education, practitioners are increasingly looking for strategies to bring data and evidence into decisionmaking and to roll out programs in intentional ways that allow for ongoing improvement. This toolkit acts as a guide to improvement strategies for teams of practitioners at colleges, providing them with the knowledge and tools they need to carry out rapid cycles of data-driven improvement. Topics discussed include identifying a problem of practice and objectives for improvement, carrying out Plan-Do-Study-Act cycles, and conducting rapid-cycle evaluation. The toolkit includes tools and tips for practitioners, with a supplement of seven worksheets that colleges can use for planning improvement efforts. The toolkit applies improvement approaches to corequisite remediation, a common initiative being adopted by colleges. Corequisite remediation shifts the way that students are supported in college by allowing them to directly enter a college-level course and receive additional academic support during that same semester to address the challenges they face with basic math, reading, or writing concepts (rather than requiring students to complete a series of developmental education courses).