ethanporcaro/eric-fulltext-meta huggingface dataset:
Outcomes-Based Higher Education Funding: A Case Study from Texas. Sketching a New Conservative Education Agenda
Author: Valdez, Erin Davis
Date: 2022-12-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,Institutional Mission,Salaries,Employment,Outcomes of Education,Economic Development,Case Studies,Vocational Education,Technical Education,State Colleges,Two Year Colleges,Institutional Characteristics,Associate Degrees,Certification,Labor Force Development,Funding Formulas

Texas State Technical College (TSTC) single mission is graduating students who can go on to attain higher-paying jobs. The state's funding formula was specifically designed to hold TSTC accountable to accomplish this mission. Texas statute stipulates that TSTC will offer &quot;courses of study in technical-vocational education for which there is demand&quot; and &quot;contribute to the educational and economic development of the State of Texas by offering occupationally oriented programs.&quot; In developing these programs, &quot;primary consideration shall be placed on industrial and technological manpower needs of the state.&quot; This case study examines how TSTC, which focuses exclusively on economic advancement and is funded based on the economic benefits it provides to its graduates operates. Policymakers in other states who are looking to build more responsive and effective postsecondary institutions ought to take a close look at the financial structure that has enabled TSTC's unique success.
Free Your Campus, Free Your Mind. Campus Freedom Toolkit. Campus Freedom Initiative
Author: American Council of Trustees and Alumni (ACTA)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Colleges,Universities,Freedom of Speech,Intellectual Freedom,Academic Freedom,College Environment,Citizen Participation,Discourse Communities,Cultural Pluralism,Diversity (Institutional),Accountability,Publications,Self Expression,Reports,Resources

Universities are indispensable for a free and prosperous society. Their mission depends on a campus culture of free expression and intellectual diversity. The American Council of Trustees and Alumni (ACTA) seeks to hold American colleges and universities accountable to their missions. ACTA now provides a blueprint to help higher education regain and live by the core principle of free expression. The ACTA Gold Standard for Freedom of Expression provides clear guidance for institutions to create a culture of free thought on their campuses. Steps ranging from adopting new institutional guidelines, to creating new on-campus initiatives, to eliminating abusive and unconstitutional rules can help colleges and universities reclaim their place as leaders within the American liberal democracy. This report provides information on: (1) the ACTA Gold Standard for Freedom of Expression; (2) Reports, both classic and contemporary, that lay out the principles and practices of campus free expression; and (3) ACTA publications that provide best practices for fostering civil discourse, cultivating intellectual diversity, breaking down barriers to free expression, and advancing leadership accountability.
The Appalachian Region: A Data Overview from the 2016-2020 American Community Survey. Chartbook
Author: Pollard, Kevin
Date: 2022-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Public Health,Community Characteristics,Community Problems,Regional Characteristics,Geographic Regions,Demography,Social Indicators,Economic Status,Residential Patterns,Community Surveys

The American Community Survey (ACS), a nationwide study collected continuously every year in every county in the United States, is designed to provide communities with reliable and timely demographic, social, economic, and housing data each year. These ACS estimates are not averages of monthly or annual values, but rather an aggregation of data collected over the five-year period. The data contained in this Chartbook describe how residents in the Appalachian Region were faring before and during the initial 10 months of the COVID-19 pandemic that began in March 2020. As such, these numbers do not measure the social and economic impact of the outbreak beyond 2020. As data from the pandemic and post-pandemic period are released in the coming years, these figures can serve as a point of comparison that ultimately can enable data users to better measure the pandemic's effect on Appalachia's social and economic dynamics. [For the 2015-2019 Chartbook, see ED613609.]
Arkansas Division of Higher Education Operating Recommendations for State-Supported Institutions of Higher Education, Fiscal Year 2023-2024
Author: Arkansas Division of Higher Education (ADHE)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: State Aid,Higher Education,Budgets,Funding Formulas,Productivity,Educational Finance,Operating Expenses

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 Division 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 policies were developed in conjunction with presidents and chancellors after meetings and revisions. The AHECB shall use the productivity-based funding model as the mechanism for recommending funding for applicable state-supported institutions of higher education. The operating recommendations are based upon the productivity funding formula policies approved by the AHECB in October 2017 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 2023-24 Fiscal Year; (2) 2023-24 Four-Year Universities Recommendations; (3) 2023-24 Two Year Colleges Recommendations; and (4) 2023-24 Non-Formula Entities Recommendations. [For the 2022-2023 Operating Recommendations, see ED621522.]
The Impacts and Experiences of Corequisite Remediation for Latinx Students. EdWorkingPaper No. 22-696
Author: Coca, Vanessa
Date: 2023-01-00
Type: Reports - Research
Subjects: Hispanic American Students,Community College Students,English Instruction,Required Courses,Remedial Instruction,Student Experience,Outcomes of Education,Racial Differences,Ethnicity,Emotional Response,Psychological Patterns,Student Participation,Equal Education,Control Groups,Academic Achievement

Colleges across the United States are now placing most or all students directly into college-level courses and providing supplementary, aligned academic support alongside the courses, also known as &quot;corequisite remediation.&quot; Developmental education reforms like corequisite remediation could advance racial and ethnic equity in postsecondary education by facilitating early academic progression. However, there is limited evidence available on differential impacts of corequisite models by race and ethnicity. To better understand the potential for differential impacts of English corequisites for Latinx students, this study leverages data from a randomized control trial across five large urban community colleges across Texas. We also utilize student survey data to develop a deeper understanding of how corequisites shape the experiences of Latinx students in their college-level English courses. Latinx students in our study colleges saw larger benefits from taking corequisite English than non-Latinx students in terms of gateway course completion. The survey findings suggest that corequisites provided an environment where Latinx students felt less academically overwhelmed and less bored relative to patterns observed for traditional DE course enrollees. However, Latinx students in corequisites also reported being less likely to participate in class discussions and ask questions relative to their non-Latinx peers.
Advancing a Framework of Racialized Administrative Burdens in Higher Education Policy. EdWorkingPaper No. 23-697
Author: Gándara, Denisa
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Policy,College Administration,College Students,Minority Group Students,Racism,Equal Education,Administrator Attitudes,Barriers,Policy Formation,Program Implementation

Many policies in higher education are intended to improve college access and degree completion, yet often those policies fall short of their aims by making it difficult for prospective or current college students to access benefits for which they are eligible. Barriers that inhibit access to policy benefits, such as cumbersome paperwork, can weigh more heavily on members of marginalized communities, including racially minoritized students. Such administrative burdens can thus reinforce patterns of inequity. In this paper, we present a conceptual framework for examining administrative burdens embedded in higher education policies that can negatively affect prospective and current college students, especially those who are racially minoritized. With the use of our proposed framework, researchers can improve the understanding of ethnoracial disparities in higher education, inform policymakers' design of racially equitable policies for higher education, and enable practitioners to implement those policies to promote racial equity.
KIDS COUNT Data Book, 2022: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Social Indicators,Child Development,Children,Adolescents,Well Being,Family Income,Child Health,Child Safety,One Parent Family,Poverty,Body Weight,Mortality Rate,Unemployment,Low Income Groups,Birth Rate,Early Parenthood,Death,Financial Problems,Family (Sociological Unit),Economic Climate,Public Policy,Racial Differences,Ethnicity,Academic Achievement,Educational Indicators,Access to Education,Elementary Secondary Education,Socioeconomic Status,Family Structure,Public Education,Achievement Gap,Low Income Students,Early Childhood Education,Economic Factors,Early Intervention,Family Needs,Housing,Health Insurance,Educational Attainment,Geographic Location,Public Health,Obesity,COVID-19,Pandemics,Access to Computers,Access to Health Care,Mental Health,Employment Level,Trend Analysis

The 33rd edition of the Annie E. Casey Foundation's KIDS COUNT® Data Book describes how children in America are in the midst of a mental health crisis, struggling with anxiety and depression at unprecedented levels. This year's publication continues to present national and state data across four domains -- economic well-being, education, health and family and community -- and ranks states in overall child well-being. The report includes pre-pandemic figures as well as more recent statistics, and shares the latest information of its kind available. [The foreword is written by Lisa M. Hamilton. For &quot;KIDS COUNT Data Book, 2021: State Trends in Child Well-Being,&quot; see ED613636.]
Supporting BC Post-Secondary Students with Lived Experience in Care
Author: British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Date: 2022-03-00
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,College Students,Foster Care,Student Experience,Child Welfare,Transitional Programs,Mental Health Programs,Academic Support Services,Social Support Groups,Student Financial Aid

Students with lived experience in government care can face significant challenges in their lives and their educational journeys. Students entering higher education may be simultaneously transitioning out of government care and grappling with the complexities of a new educational system. Students formerly in care are more likely than the general student population to be Indigenous, to experience poverty and homelessness, mental health and substance abuse challenges, disabilities, and often identify as members of marginalized groups overrepresented in the child welfare system. In 2017, the British Columbia (BC) government created the Provincial Tuition Waiver Program (PTWP) to encourage students with lived experience in care to continue their education at the post-secondary level. In the four years since the PTWP was launched, more supports have been made available to BC students with lived experience in care. The purpose of this study is to investigate the effects of financial, academic, and mental health supports intended to improve the post-secondary experience of students with lived experience in BC's care system.
Representation Matters: California&apos;s Higher Education Governing Bodies Still Do Not Reflect the Racial and Gender Diversity of California and Its College Students
Author: Campaign for College Opportunity
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Disproportionate Representation,Higher Education,Governing Boards,Racial Differences,Gender Differences,Student Diversity,Hispanic Americans,Asian Americans,Hawaiians,Pacific Islanders,College Students

In one of the most diverse states in the nation, it is not surprising that public college students in California are incredibly diverse--71% of the student body is racially/ethnically diverse, with nearly half (45%) of students identifying as Latinx and only about one in four (23%) identifying as white. Unfortunately, that diverse representation by race/ethnicity and gender is not reflected in the decision-making bodies of the University of California (UC) Board of Regents, the California State University (CSU) Board of Trustees, the California Community Colleges (CCC) Board of Governors (BOG), and the California Student Aid Commission (CSAC). The leaders who sit on the governing bodies of higher education systems also make critical decisions on the allocation of resources, hiring of key leadership and faculty, development of policies on admissions, academics, athletics, and more. They can help expand college opportunity or constrain it, they can ensure adequate supports for students, and they can strengthen the quality of instruction or erode it. The decisions made by these governing boards impact all aspects of students' lives. This brief provides an updated analysis of the representation on California's higher education governing boards as of September 22, 2022. The analysis reveals some highlights and lowlights when it comes to representation. [This brief is an update to the 2020 and 2018 &quot;Left Out: California's Higher Education Governing Boards Do Not Reflect the Racial and Gender Diversity of California and Its Student Body&quot; publications. For the 2020 report, see ED606489. For the 2018 report, see ED592846.]
Youth Voice in Community Schools: A Practical Guide to Advance Community School Strategies for Youth Voice, Engagement, and Leadership
Author: Institute for Educational Leadership (IEL)
Date: 2022-08-00
Type: Guides - Non-Classroom
Subjects: Youth,Community Schools,Learner Engagement,Best Practices,Student Empowerment,Equal Education,Educational Change,Student Leadership,Elementary Secondary Education

The purpose of this guide is to illuminate best practices for meaningful engagement of youth in Community Schools and to recognize youth voice as a community asset that can help advance more equitable school systems. Youth voice plays an important role in redesigning how public education functions. The COVID-19 pandemic has disrupted education and highlighted the need for more responsive systems that better serve the individualized needs of students. By engaging students as leaders in problem solving and decision making, Community Schools can build capacity of students to feel personal ownership for self, school, and community. Schools have operated in much the same manner for decades; it is now time to engage the next generation of leaders to design school systems, services, and programs that are responsive to their needs. This guide is designed for use by Community Schools practitioners who are working to advance their student engagement efforts. The strategies also offer considerations for youth-led work and youth-serving professionals working in communities and with schools.
A Case for For-Profit Private Higher Education in India. Research &amp; Occasional Paper Series: CSHE.8.2022
Author: Gupta, Asha
Date: 2022-10-11
Type: Reports - Evaluative
Subjects: Higher Education,For Profit Colleges,Enrollment Trends,Institutional Characteristics,International Cooperation,Institutional Cooperation,Universities,Nonprofit Organizations,School Size,Accountability,Educational Quality,Sustainability,Public Policy,Private Financial Support,Incentives,Foreign Countries,State Universities,Comparative Analysis,Educational Legislation,Cost Effectiveness,Trend Analysis,Educational Trends,Futures (of Society),College Attendance

India has the second largest higher education system in terms of institutions worldwide, despite having only 26.3% Gross Enrollment Ratio (GER), including vocational education. It aspires to achieve a target of 50% GER by 2035. It means it would require a larger number of higher education institutions (HEIs), public and private, in addition to huge fiscal resources. At present about 75% of the HEIs are privately managed with about 66% of student enrolment. Though there is no provision of for-profit higher education institutions in India, many non-profit private HEIs are actually working as for-profit. They are growing fast and are visible too. Therefore, it is high time now to think seriously about the pros and cons, causes and consequences of for-profit and nonprofit private HEIs in India. India provides a big market for non-profit and for-profit higher education to domestic and foreign stakeholders. Already 160 foreign universities are working in collaboration with public or private limited companies in India. This essay provides an analysis of issues related to for-profit and nonprofit HEIs, including desirability, size, funding, transparency, accountability, quality, feasibility and sustainability, government policies, regulation, foreign collaborations, private investments, and incentives. The methodology adopted is analytical, comparative, and empirical.
Illuminating Innovations: Protecting Student Enrollment at California Community Colleges amid a Pandemic
Author: Moore, Colleen
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Educational Innovation,College Enrollment,Community Colleges,COVID-19,Pandemics,Enrollment Trends,Community College Students,Racial Differences,Student Recruitment,School Holding Power,Student Personnel Services,Disproportionate Representation,College Administration,Educational Change

In March of 2020, the COVID-19 global pandemic fundamentally altered almost all aspects of daily life as people around the world grappled with a public health emergency, as well as unprecedented economic and social consequences. COVID-19's impact on schools, colleges, and universities was far-reaching, forcing institutions to rethink their operations. The pandemic's impact on college enrollment in California was dramatic, but this impact affected students and campuses unevenly. This report provides a campus-by-campus analysis of enrollment changes from fall 2019 to fall 2021. In addition, the authors document the efforts and strategies employed by community college campuses where the loss of enrollment among Black and Latinx students over this period was kept to a minimum, in spite of nationwide and statewide trends. Through interviews with 26 education leaders across nine community colleges, the authors captured some of the strategies they put in place during the pandemic to support students enrolling and re-enrolling in college, successfully completing their coursework and making progress towards earning their degrees.
School Bullying and Gender Minority Youth: Victimization Experiences and Perceived Prevalence
Author: Smith, Tyler E.
Date: 2022-01-28
Type: Reports - Research
Subjects: Sexual Identity,Minority Group Students,Bullying,Victims,Student Experience,LGBTQ People,High School Students,Sex,Incidence

Gender minority youth experience bullying victimization at concerningly high rates. The current study sought to unmask potentially unique bullying victimization experiences and perceived prevalence of bullying for Transgender, fluid gender, and gender questioning students. Results revealed that all three gender minority groups were significantly more likely to report being bullied in comparison to cis male students. Transgender and fluid gender students also reported significantly higher prevalence rates of teasing and bullying within their schools. No significant differences between gender minority subgroups were found for either perceived prevalence or bullying victimization experiences. However, Transgender students reported consistently higher rates of victimization in comparison to fluid gender and gender questioning students. Limitations, future directions, and practice implications for school-based personnel are discussed. [This is the online version of an article published in &quot;School Psychology Review.&quot;]
Local Effects of Intervention: A Configural Analysis
Author: von Eye, Alexander
Date: 2021-00-00
Type: Reports - Research
Subjects: Intervention,Regression (Statistics),Data Analysis,Profiles,Prevention,Models,Program Effectiveness,Student Behavior,Behavior Problems

In standard statistical data analysis, the effects of intervention or prevention efforts are evaluated in terms of variable relations. Results from application of regression-type methods suggest whether, overall, intervention is successful. In this article, we propose using configural frequency analysis (CFA) either in tandem with regression-type methods or by itself. CFA allows one to adopt a person-oriented perspective in which individuals are targeted that can be characterized by particular profiles. The questions asked in CFA concern these individuals instead of variables. In prevention research, one can ask whether, for particular profiles, the preventive measures are successful. In three real-world data examples, CFA is applied and compared to standard log-linear modeling. Examples consider non-randomized (observational) and randomized intervention settings. The results of these analyses suggest that person-oriented CFA and standard variable-oriented methods of analysis respond to different questions. We show that integrating person- and variable-oriented perspectives can help researchers obtain a fuller picture of intervention effectiveness. Extensions of the CFA approach are discussed. [This is the online version of an article published in &quot;Prevention Science.]