ethanporcaro/eric-fulltext-meta huggingface dataset:
The Economic Benefit of Postsecondary Degrees: A State and National Level Analysis
Author: Zaback, Katie
Date: 2012-12-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Educational Attainment,Young Adults,Wages,Intellectual Disciplines,Economic Climate,Economic Factors,Educational Objectives,Goal Orientation,State Aid,Academic Degrees,Educational Trends,Trend Analysis,Classification,Comparative Analysis,Education Work Relationship,Salary Wage Differentials

In response to the declining international ranking in the percentage of young adults with a postsecondary credential, President Obama, philanthropic and policy organizations, and states have set bold goals essentially to double the number of postsecondary degrees and certificates produced in the next 8 to 13 years. Behind this commitment to increased attainment is a value proposition for policymakers and the general public that achieving these goals will lead to social and economic benefits for individuals, states, and the nation. The movement to increase the percentage of U.S. citizens with a high quality postsecondary degree or credential has proceeded alongside a prolonged economic downturn in which state appropriations have fallen below enrollment growth and inflation. While the relationship between education and income is strong, incomes vary significantly among the types of degrees by level and discipline and within each state. It is beneficial for policymakers to understand market conditions as they make investments in higher education. This report adds to the dialogue about the value of a college degree in two ways. First, on a national level it examines trends in degree production in terms of the median income associated with different degrees. The data suggest that both student choice and institutional degree production are being influenced by higher wage premiums. Second, this report provides state-level data on the wage premiums associated with degree attainment across seven broad discipline categories, in effect, taking the national-level analyses down to the state level. The report shows how the value of a degree varies across states and across disciplines within a state, providing states with both an overview of national trends and a more detailed look at the degrees produced and the economic value of those degrees within each state. Appended are: (1) Carnegie 2010 Classifications and SHEEO Groupings; (2) Discipline Category-CIP-FOD Crosswalk; (3) Median Wage Salary Income by Discipline Category; and (4) Completions by Level. (Contains 13 charts, 2 tables, and 10 footnotes.)
Roles and Responsibilities in Student Learning and Accreditation: Views from the State Higher Education Executive Officers
Author: State Higher Education Executive Officers
Date: 2007-05-23
Type: Reports - Descriptive
Subjects: Higher Education,Quality Assurance,Federal Regulation,Academic Achievement,Academic Standards,State Standards,Accreditation (Institutions),Educational Quality,Instructional Effectiveness,Transfer Policy,College Credits,Government Role,Federal Government,School Responsibility

The Secretary of Education's Commission on the Future of Higher Education and the subsequent review of federal regulations dealing with accreditation by the U.S. Department of Education have energized a national dialogue on fundamental issues concerning student learning, quality assurance, educational effectiveness, and transfer of credit. We applaud the Secretary's leadership in launching this discussion.  The material issues raised by the Department in this rule-making process require responsible action by the states, institutions, the academic disciplines, and accrediting associations. We believe, however, that expanding the scope and force of federal regulation will not be an effective response. States, institutions, and accreditors can and should address them using the means already at their disposal.
Evaluation of SHEEO's State Policy Resource Connections (SPRC) Initiative. Final Report
Author: Ryherd, Ann Daley
Date: 2011-11-15
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Higher Education,State Boards of Education,Databases,Access to Information,Reports,Program Evaluation,Interviews,Program Effectiveness,Trend Analysis,Graduation Rate,Productivity,Enrollment,Public Colleges,Student Costs,Certification,School Personnel

With the assistance of the Lumina Foundation, the State Higher Education Executive Officers (SHEEO) staff has been working to develop a broad, up-to-date database of policy relevant information for the states and to create analytical studies to help state leaders identify priorities and practices for improving policies and performance across the higher education landscape. The project is entitled State Policy Resource Connections (SPRC). Its stated objective is to "provide SHEEOs with rapid, easy access to policy relevant data, and to create analytical studies to help state leaders identify priorities and develop strategies for improving policies and performance." This report summarizes the findings and recommendations from a formal evaluation of the states' responses to the project and the analytical reports. The following is a short description of the four reports that were the focus of this evaluation: (1) "Degree Productivity and Cost Trends (August 2010)" provides a national and cross-state overview and analysis of trends in degree production and completion rates, costs per degree and completion, and enrollment in public higher education; (2) "Certificate Production and the Race toward Higher Education Attainment (December 2010)" provides national, regional and cross-state overviews of recent trends in certificate production and the types of certificates being produced; (3) "Staffing Trends in Public Colleges and Universities: A National Analysis 2001-2009 (May 2011)" analyzes postsecondary staffing characteristics and changes over time by state, sector, and institutional type; and (4) "Degree Production Trends by Program Area: A National Analysis 2001-2009 (August 2011)" examines degree productivity by specific program area using the Classification on Instructional Programs (CIP). Appended are: (1) Summary of SPRC Reports; and (2) List of Participants.
Teacher Education Work Force Research Group (TEWFRG) Interim Report to the Legislature on Senate Concurrent Resolution 56 S.D. 1 Requesting the Hawaii Educational Policy Center to Report on the Retention and Change in Assignment of Teachers within the Department of Education
Author: University of Hawaii at Manoa, Hawaii Educational Policy Center
Date: 2008-01-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Policy,Stakeholders,Teacher Shortage,Educational Change,Mentors,Politics of Education,Capacity Building,Strategic Planning,Labor Force,Labor Force Development,Teacher Education,Teacher Recruitment,Educational Finance,Financial Support,Beginning Teacher Induction,State Legislation,Teacher Persistence,Teacher Placement,Faculty Mobility,Academic Achievement

The 2007 Hawai'i State Legislature passed Senate Concurrent Resolution 56 S.D. 1 &quot;Requesting the Hawaii Educational Policy Center to Report on the Retention and Change in Assignment of Teachers Within the Department of Education.&quot; The resolution requested a report on the effectiveness and current status of teacher preparation and induction-mentoring programs. SCR 56 S.D. 1 also called for a five-year strategic plan that targets future resources for capacity building within the University of Hawai'i system and Department of Education induction-mentoring programs and other strategies to dramatically reduce the annual teacher shortage and recruit teachers that are more likely to continue employment within the Department of Education beyond five years. No funding was provided to HEPC for the study. The Hawai'i Educational Policy Center (HEPC) formed an ad hoc response team with available resources and personnel to collect and analyze available data and begin to answer some of the requests of SCR 56 S. D. 1. A preliminary report was provided to legislators on October 29, 2007 in which the data and emerging promising strategies and conclusions were discussed by several of the major stakeholders. This interim report reflects an &quot;initial&quot; effort to respond to the requests in SCR 56 S.D. 1 based primarily on publicly available data sources. As a result, not all the requests in Senate Concurrent Resolution 56 S.D. 1 could be honored in this report. HEPC will continue to collect data on teacher workforce development as called for in SCR 56 S.D. 1 during 2008 and will report regularly to the Legislature on its findings and recommendations.
Family Engagement in Rural Schools. R[superscript 2]Ed Working Papers
Author: Witte, Amanda L.
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Rural Areas,School Districts,Rural Schools,Family School Relationship,Parent Participation,State Departments of Education

The importance of family-school partnerships for student success is unequivocal. Given the limited resources evident in many rural communities, family-school partnerships can be especially beneficial for students in rural schools. Decades of research has documented the positive effects of parent participation in children's academic endeavors for diverse populations (for reviews see Fan &amp; Chen, 2001; Pomerantz, Grolnick, &amp; Price, 2005) and research investigating family-school partnerships specifically in rural communities yields similar results. For example, in a study of high-performing, high-needs rural schools, supportive relationships with families were among the most important factors for rural school success (Barley &amp; Beesley, 2007). This paper presents a list of family-school partnership action principles for state education agencies, local education agencies, and schools.
Family-School Connections in Rural Educational Settings: A Systematic Review of the Empirical Literature. R[superscript 2]Ed Working Papers
Author: Semke, Carrie A.
Date: 2011-04-00
Type: Information Analyses
Subjects: Literature Reviews,Rural Schools,Family School Relationship,Educational Experience,Family Involvement,Parent Participation,Academic Achievement,Context Effect,Outcomes of Education,Educational Research,Parents,Secondary School Teachers,Elementary School Teachers,Elementary School Students,Secondary School Students

Parental participation and cooperation in children's educational experiences is positively  related to important student outcomes. It is becoming increasingly evident that context is a  significant factor in understanding academic achievement, and the setting in which a child,  family, and school is situated is among the salient contexts influencing performance.  Although the family-school partnership research literature has increased over recent  decades, it has been conducted primarily in urban and suburban settings. The goals of this  paper are to (a) review the empirical literature on family involvement and family-school  partnerships in rural schools, (b) provide a synthesis of the state of the science, and (c)  point to a research agenda in this area. Eighteen studies were identified that met the  criteria for this review. A critique of the research methods and analytical approaches is  provided, along with a call for more research on the topic of family-school partnerships in  rural settings, including rigorous and systematic studies pertaining to the effects of family-school involvement and partnerships in rural schools. (Contains 1 table and 1 footnote.)
Bibliography of Research Studies in Education, 1927-1928. Bulletin, 1929, No. 36
Author: Wright
Date: 1930-00-00
Type: Historical Materials
Subjects: Educational Research,Bibliographies,Research Reports,Educational Administration,Educational Methods,Educational Policy,Educational Practices,Educational Technology,Educational Theories,Health Education,Mathematics Education,Music Education,Physical Education,Preservice Teacher Education,Professional Education,Science Education,Teacher Education Programs,Technical Education,Vocational Education,Art Education,Educational Psychology,Educational Sociology,Educational Strategies,Extension Education,Elementary Secondary Education,Economics Education,Early Childhood Education,Womens Education,African American Education,Journalism Education,Library Education,Special Education,Citizenship Education,Religious Education,Academically Gifted,Gifted,Home Economics,Military Training,Agricultural Education,Educational Counseling,Ethical Instruction,Rural Education,Child Welfare,Recreational Programs,School Buildings,Educational Equipment,Psychological Testing,Educational Testing,Measurement Techniques,Evaluation Methods,Intellectual Disciplines,Social Studies

This bibliography, containing 2,403 titles of research studies in education completed during the year ended June 30, 1928, continues Bulletin, 1928, No. 22, Bibliography of Research Studies in Education, 1926-1927. Letters were sent to various research agencies requesting information and publications for inclusion in the list. The responses to these requests, received from 303 institutions and organizations throughout the United States, furnished the material for the present volume. An examination of the titles included emphasizes the fact that there is no generally accepted definition of the term &quot;educational research.&quot; Both published and unpublished studies are included. [Best copy available has been provided.]
Recent State Legislation for Physical Education. Bulletin, 1922, No. 1
Author: Storey, Thomas A.
Date: 1922-00-00
Type: Historical Materials
Subjects: Physical Education,Laws,State Legislation,Educational Legislation,Hygiene,Faculty Development,Play,Educational Finance,Graduation Requirements,Health Promotion

This bulletin has been used extensively since it was published in State legislative campaigns for physical education. The following topics are discussed: (1) Purpose and scope of State laws for physical education; (2) Tabular summary of State laws; (3) Principles governing State legislation for physical education; (4) Text of State physical education laws. (Contains 1 table.) [Best copy available has been provided.]
Administration of Schools in the Smaller Cities. Bulletin, 1922, No. 2
Author: Deffenbaugh, W.S.
Date: 1922-00-00
Type: Historical Materials
Subjects: School Administration,Urban Schools,Superintendents,Principals,Administrative Principles,School Districts,Instructional Leadership,Grading,Teacher Evaluation,Evidence,Evaluation Criteria,Teacher Salaries,Public Education,Elementary Secondary Education,Teacher Education,Public School Teachers,Educational Facilities,Budgets,School Statistics,Educational History,State Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,National Surveys,School Surveys,Questionnaires,Administrators,Board of Education Policy,Board of Education Role,Boards of Education,Board Administrator Relationship,Student Promotion,Student Records,Reports,Worksheets,Check Lists,Guidelines,Accounting

The demand for Bulletin 1915 No. 44, School Administration in the smaller cities, having been so great that the supply was soon exhausted, and the demand for it still being great, a new-bulletin regarding the administration of schools in the smaller cities has been prepared. The information contained in it was collected by means of a questionnaire, to which about 520 superintendents in cities of from 5,000 to 30,000 population replied. The aim has been to present not only the data collected but also certain well-established principles of school administration. [Best copy available has been provided.]
Statistics of Private Commercial and Business Schools, 1919-20. Bulletin, 1922, No. 4
Author: Bonner, H. R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Salesmanship,Average Daily Attendance,Parochial Schools,Educational Environment,Business Education,Business Education Teachers,Vocational Education,Enrollment Trends,Private Schools,Postsecondary Education,School Statistics,Educational Trends,Educational History,Educational Policy,National Surveys,Trend Analysis,Day Programs,Evening Programs,Written Language,Adult Education,Office Occupations,Clerical Occupations,Males,Females,Accounting

This report presents the statistics of 902 private, commercial and business schools reporting in 1920. Only 12 more schools reported in 1920 than in 1918. In addition to these, there were 380 other schools of this character which did not submit a report. Of the 902 schools reporting, 841 were nondenominational commercial schools and 61 were controlled by some religious denomination. The total number of instructors in these schools increased from 5,240 in 1918 to 6,165 in 1920 and the number of students enrolled from 289,579 to 336,032 , or over 16 per cent within the same period. Tho enrollment in the day schools increased from 182,614 to 214,606 and in the night schools from 106,965 to 121,426 in the same period. The average daily attendance increased from 79,675 to 103,388 and that in the night schools from 43,013 to 61,274 during biennium. Considerable gain is shown for the enrollment in the commercial course, the percentage being almost 54. On the other hand the enrollment in the stenographic course decreased over 17 per cent. This tendency should not be misconstrued, since war demands in 1918 caused the enrollment of stenographic students to increase ever twofold over that reported in 1916. The combined course exhibited a gain of about 10 per cent from 1918 to 1920. During this period the number of students in wire telegraphy dropped 43 per cent, and the number studying wireless telegraphy, 21 per cent. Students in accountancy increased 87 per cent, in secretarial courses 66 per cent, and in salesmanship 280 per cent. Thus it is seen that the commercial or bookkeeping, the accountancy, the secretarial, and the salesmanship courses show significant increases, while the stenographic and telegraphic courses have declined. (Contains 10 tables.) [Best copy available has been provided.]
Reorganization of Home Economics in Secondary Schools. Bulletin, 1922, No. 5
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Females,Home Economics,Secondary Education,Gender Differences,Teacher Education,Scheduling,Class Size,Equipment,Family Environment,Educational Change,Educational Objectives,Cooperation,Males,Advisory Committees

The reorganization of home economics recommended in this report involves important and far reaching changes in both teaching and administration. The committee in home economics distinguishes two types of courses which it designates as general and intensive. To achieve the necessary results in the general courses, teachers must be broadly trained, time allotments need to be adequate, the class reasonable in size, the equipment skillfully planned, and the lessons must be applied not only at school but also by the girls in their own homes. The committee on home economics recommends that the intensive courses be offered wherever the needs warrant, but never to the exclusion of the general courses adapted to the majority of the girls. The Commission of the Reorganization of Secondary Education in its report on Cardinal Principles of Secondary Education, includes &quot;worthy home membership and vocation&quot; among the seven objectives of education essential in the education of every boy and girl. Home economics instruction is therefore, an integral part of secondary education. The Home economics committee invites the cooperation of all teachers in realizing the objective of home membership for both boys and girls. This report is in harmony with the other reports of the commission in recognizing the vocational virtues in general subjects and the vocational objective with the other objectives of education. The report contained in this bulletin has been approved not only by the committee on home economics of the commission, but also by the reviewing committee. Approval by the reviewing committee does not commit every member individually to every statement and every implied educational doctrine, but it does mean essential agreement as a committee with the general recommendations. (A report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association.)[Best copy available has been provided.]
State Policies in Public School Finance. Bulletin, 1922, No. 6
Author: Swift, Fletcher Harper
Date: 1922-00-00
Type: Historical Materials
Subjects: Educational Finance,Public Schools,State Schools,Financial Support,Costs,State Aid,Income,Federal Aid,Grants,Taxes,Resource Allocation,Attendance

The present monograph has been &quot;written with a view&quot; to presenting in a simple and concise manner to the general educational public the most significant conclusions reached in the course of an extensive study of school finance, continued for several years and covering a number of states. Some of the data have been taken from bulletins of the Bureau of Education and some from Census Bureau bulletins. By far the largest number, however, have been taken from the following studies by the author and by graduate students working under his direction. They are: (1) Public School Finance in Alabama (Fletcher Harper Swift); (2) Public School Finance in California (Fletcher Harper Swift); (3) Public School Finance in Colorado (Fletcher Harper Swift); (4) Public School Finance in Illinois (Fletcher Harper Swift); (5) Public School Finance in Massachusetts(Fletcher Harper Swift); and (6) The Declining Importance of State Funds as Sources of School Revenue (Fletcher Harper Swift); (7) Public School Finance in New York (Richard A. Graves); (8) Public School Finance in Vermont (Richard A. Graves); (9) Public School Finance in New Jersey (E.W. Tiegs); (10) A Study of State School Taxation and Appropriations in State School Tax States (Edwin C. Culbert); and (11) A History of Public School Support in Minnesota (Frances Elizabeth Kelley). (Contains 52 tables.) [Best copy available has been provided.]
Statistics of Teachers' Colleges and Normal Schools, 1919-20. Bulletin, 1922, No. 8
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Schools of Education,Teacher Education Programs,Urban Schools,Private Colleges,Private Schools,Graduates,Counties,Teacher Educators,School Schedules,Secondary Education,Higher Education,Postsecondary Education,Public Education,Adult Education,Vocational Education,Teacher Education,Public School Teachers,Enrollment,Educational Facilities,Budgets,School Statistics,Summer Schools,Libraries,Black Colleges,African American Students,African American Education,Educational Trends,Educational History,Educational Policy,State Policy,Educational Finance,National Surveys,School Surveys,Endowment Funds,On Campus Students,Correspondence Study,Extension Education,State Schools

This report presents the statistics of 371 teachers' colleges and normal schools for 1919-20. For the first time the list of teachers' colleges appears. It is composed of institutions offering four years of work above the secondary school and granting degrees. The work offered in such schools is considered of collegiate grade and is of such importance to merit separate and special treatment. A graphic treatment and the discussion of the statistics contained herein will appear later in the Biennial Survey of Education for 1918-1920. However, this bulletin contains all the data on which such treatment will be based. (Contains 46 tables.) [Best copy available has been provided.]