ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education and the Global Marketplace: Entrepreneurial Activity in a Dynamic Environment. Twenty-Seventh Annual Earl V. Pullias Lecture Series in Higher Education. Fall 2004
Author: Armstrong, Lloyd
Date: 2004-00-00
Type: Collected Works - General
Subjects: Higher Education,Industry,Policy Analysis,Labor,Research Universities,Proprietary Schools,College Faculty,Knowledge Economy,College Role,Intercollegiate Cooperation,Student Needs,Enrollment,Reputation

Among the most dynamic influences affecting higher education is the increase in the for-profit postsecondary industry. In 2002, for-profit institutions constituted 12% of the four-year colleges and universities in the United States, continuing a rapid pace of growth that began in the late twentieth century (NCES, 2003). As the economy moves towards a more knowledge-based labor market, for-profit institutions will continue to play a significant role in providing individuals with the requisite knowledge and skill sets needed to compete in the job market. Declining state revenues for public higher education may suggest that an institution's status as either public or private is less relevant than how well the institution is meeting the current needs of society. In order to better understand these competing frameworks for higher education, the Center for Higher Education Policy Analysis hosted "Higher Education and the Global Marketplace: Entrepreneurial Activity in a Dynamic Environment" as part of the annual Pullias Lecture series. Dr. Lloyd Armstrong, the former provost and senior vice president of academic affairs for the University of Southern California from 1993 to 2005, discusses the changing environment affecting higher education that brings the different market sectors of the research university and for-profit institutions together. He considers this interaction within the framework of innovation--when a new sector of industry, such as for-profit institutions, brings unique strengths to create a dynamic interface. Mr. Douglas Becker provides a personal perspective on the mission, goals, and growth of the for-profit postsecondary industry. Mr. Becker, the chairman and CEO of Laureate Education, Inc., draws on his experience operating numerous for-profit universities in countries around the world. Appended are: (1) About the Authors; (2) Previous Pullias Lectures; and (3) About CHEPA.
Higher Learning for Citizenship. Twenty-Eighth Annual Earl V. Pullias Lecture Series in Higher Education. Fall 2005
Author: Hurtado, Sylvia
Date: 2005-00-00
Type: Opinion Papers
Subjects: Higher Education,Citizenship,Social Problems,Citizenship Education,Citizen Participation,Cultural Pluralism,Student Diversity

The Pullias Lecture provided an excellent and important opportunity to articulate the vision related to the author's research and work with campuses across the country. She chose the title of the lecture, "Higher Learning for Citizenship," because of her concern about the role that higher education plays in the society. Specifically, how do educators prepare citizens for a different society than the past--a vision of the society educators aspire to become? The author believes that as a nation, they have yet to deal effectively with the persistent and growing social, racial, and economic gaps in this country and higher learning for citizenship should encompass greater attention to these issues as the students are likely to encounter the need for decisions in the workplace and social circumstances that involve these social problems. It is her purposeful intention to call for an enactment of higher education's transformative possibilities and for all to become intentional educators. Appended are: (1) About the Author; (2) Previous Pullias Lectures; and (3) About CHEPA. (Contains 2 figures.)
How to Apply for an IDA Grant
Author: Kezar, Adrianna
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Grants,Grantsmanship,Financial Support,Program Proposals,Proposal Writing,Educational Finance,Educational Resources,Information Sources,Performance Factors,Institutional Advancement,Higher Education,Change Strategies,Program Content

This document provides resources to both begin and carry out the application process for an IDA grant. The authors offer some key advice to consider when applying for an IDA when in the education sector. They close with some challenges and ways to overcome them. The authors gained much of this information from an education organization's experience (the Foundation for Independent Higher Education-FIHE) which was the first education organization to apply for a grant. (Contains 2 footnotes.)
FAQs II
Author: Kezar, Adrianna
Date: 2008-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Student Financial Aid,Program Design,Tax Credits,Eligibility,Educational Finance,Grants,Federal Aid,State Aid,Money Management,Low Income Groups,Paying for College,Family Financial Resources,Educational Policy,Program Descriptions,Caseworker Approach,Costs,Federal Programs,Federal Legislation

In their paper entitled &quot;Why should postsecondary institutions consider partnering to offer (Individual Development Accounts (IDAs)?&quot; the authors reviewed frequently asked questions they encountered from higher education professionals about IDAs, but as their research continued so did the questions. FAQ II has more in-depth questions and answers for higher education practitioners as they begin working with education IDAs. This paper presents questions and answers to topics related to IDA including: (1) Funding Specifics; (2) Eligibility; (3) Account Information; (4) 529s; (5) Tax Credits; (6) Education IDA Specifics; (7) Low-Income; (8) Program Design; (9) Financial Education; (10) Match; and (11) Financial Aid.
Student Success in College: Puzzle, Pipeline, or Pathway? Twenty-Ninth Annual Earl V. Pullias Lecture Series in Higher Education. Fall 2006
Author: Kuh, George D.
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Bachelors Degrees,Graduation Rate,Academic Achievement,Academic Persistence,College Students,Higher Education,College Preparation,Teacher Expectations of Students,Paying for College

Student success in college has never been more important. The economic advantage to baccalaureate degree holders remains substantial, with college graduates averaging a million dollars more in lifetime earnings than high school graduates. There is also the long list of non-pecuniary benefits of college--intellectual development and critical thinking, civic engagement, appreciation of the aesthetic qualities of life and so on. But there is trouble in the land in terms of educational attainment. The Organization for Economic Cooperation and Development (OECD, 2006) reports that the U.S. is dropping in position among developing countries in baccalaureate degree attainment and 10th in HS graduation rates. In this lecture, the author attempts to summarize the various streams of theory and research that help answer the question: What matters to student success in college? Appended are: (1) About the Author; (2) Previous Pullias Lectures; and (3) About CHEPA. (Contains 2 figures.)
IDAs and Financial Aid: Understanding the Puzzle and Sharing Best Practices
Author: Christensen, Tim
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Best Practices,Income,Paying for College,Low Income Groups,Access to Education,Postsecondary Education,Federal Legislation,Grants,Eligibility,Money Management,Student Financial Aid,College Students

Individual Development Accounts (IDAs), originally chartered under the federal Assets for Independence (AFI) Act in 1998, may provide an opportunity for increasing access to postsecondary education for low-income youth and adults by providing funds through a mix of their own savings and federal and private funds. However, many IDA savers and IDA practitioners have raised concerns about whether IDA accountholders will face unintended negative consequences as a result of their IDA savings when they apply for financial aid to attend college. At the same time, financial aid administrators are often uncertain about integrating IDA distributions into the financial aid process and policies. This paper is aimed primarily at IDA practitioners for the purpose of helping them understand how IDAs are handled in the financial aid process. This information can also be used by or shared with financial aid administrators to assist IDA practitioners in their conversations with this group. This paper attempts to clarify how IDAs should be handled in the financial aid process, with particular focus on the Pell Grant and other "portable" aid. Current best practices are offered to help IDA practitioners, financial aid administrators, and low-income IDA account holders maximize the utilization of IDAs for educational purposes. Appended are: (1) Assets for Independence Act: Education IDA Policies; (2) Eligibility Requirements for the Automatic Zero EFC and Simplified EFC Formula; (3) Asset Protection Allowance (APA) and the Treatment of Assets for Non-AFI IDA Savers Who Do Not Quality for the Simplified EFC Formula; (4) Definition of an Independent Student; and (5) Glossary. (Contains 18 footnotes.)
Annotated Bibliography: Perspectives on Individual Development Accounts
Author: Kezar, Adrianna
Date: 2009-07-00
Type: Reference Materials - Bibliographies
Subjects: Money Management,Low Income Groups,Paying for College,Family Financial Resources,Postsecondary Education,Educational Policy,Annotated Bibliographies,Program Descriptions,Information Sources,Caseworker Approach,Costs,Rural Areas,Dropouts,Entrepreneurship,Expectation,Demonstration Programs,Qualitative Research,Data Analysis,Federal Programs,Federal Legislation

During their three-year research project, the authors found that most practitioners, researchers, and policymakers in the education field were not familiar with Individual Development Accounts (IDAs) or the existing research on IDAs. Therefore, in this paper the authors compiled a list of some of the references that they found useful and that they believe will help to learn more about IDAs. To begin, an IDA is a matched savings account for low-income students to save toward postsecondary education. In addition to match savings the IDA includes financial literacy education, asset-specific education, and case management.
Strategies for IDA Practitioners to Create Partnerships with Postsecondary Institutions
Author: Kezar, Adrianna
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Advisory Committees,Nonprofit Organizations,Partnerships in Education,Postsecondary Education,Change Strategies,Group Dynamics,Institutional Cooperation,Cooperative Programs,Institutional Characteristics,Performance Factors,Educational Policy,Best Practices,Educational Change,Organizational Change

Through their conversations with IDA practitioners across the country, the authors have identified 14 strategies for successfully partnering with postsecondary institutions. These are: (1) Identify the right savers; (2) Match education to the needs of the region or state; (3) Invite educational partners to join your advisory board; (4) Identify the right postsecondary partner(s); (5) Develop a compelling message and educate your potential partner; (6) Recognize that nonprofits and educational institutions often have different cultures; (7) Start at the top; (8) Encourage top-level leaders to brainstorm with key offices; (9) Develop personal contacts and a champion; (10) Understand the financial aid implications of IDAs; (11) Create a partnership around existing service or strengths of the postsecondary institution; (12) Brainstorm the overall design together; (13) Formalize the partnership in a memorandum of understanding; and (14) Build a network or collaborative.
Teacher Absence as a Leading Indicator of Student Achievement: New National Data Offer Opportunity to Examine Cost of Teacher Absence Relative to Learning Loss
Author: Miller, Raegen
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Teacher Attendance,Incidence,Differences,Charter Schools,Public Schools,Educational Indicators,African American Students,Hispanic American Students,Disproportionate Representation,Teacher Attitudes,Civil Rights,Data,Data Analysis,School Policy

This report uses the Civil Rights Data Collection dataset released in early 2012 to raise questions and drive debate about the subject of teacher absence. This dataset comes from the first national survey to include school-level information on teacher absence. The measure constructed from this information is the percentage of teachers who were absent more than 10 times during the year. The Department of Education calls the measure a &quot;leading indicator,&quot; a reasonable label given the documented relationship between absence rates measured at the teacher level and student achievement. Yet very little is known about the properties of this new school-level measure. This report also notes that teacher absence is yet another item that can be added to the list of ways in which charter schools differ from traditional public schools. Teachers are absent from traditional public schools more than 10 times per year at a rate that is 15.2 percentage points higher than in charter schools. This report also supplies evidence that students in schools serving high proportions of African American or Latino students are disproportionately exposed to teacher absence. Holding constant the grade-level and whether a school is a charter, a school with its proportion of African American students in the 90th percentile has a teacher absence rate that is 3.5 percentage points higher than a school in the 10th percentile. The corresponding differential based on percentages of Latino students is 3.2 percentage points. With these and other findings, this report seeks to draw attention to the too long-neglected subject of teacher absence. The costs of teacher absence, both in financial and academic terms, can no longer be borne in silence. The abundance of variation in teacher absence behavior, both between districts and within, means that there is room in many districts and individual schools for teachers to have adequate access to paid leave while being absent less frequently. Data are appended. (Contains 6 figures, 4 tables and 45 endnotes.) [For &quot;Teacher Absence as a Leading Indicator of Student Achievement: New National Data Offer Opportunity to Examine Cost of Teacher Absence Relative to Learning Loss. Introduction and Summary,&quot; see ED536904.]
Teacher Absence as a Leading Indicator of Student Achievement: New National Data Offer Opportunity to Examine Cost of Teacher Absence Relative to Learning Loss. Introduction and Summary
Author: Miller, Raegen
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Teacher Attendance,Incidence,Differences,Charter Schools,Public Schools,Educational Indicators,African American Students,Hispanic American Students,Disproportionate Representation,Teacher Attitudes,Civil Rights,Data,Data Analysis,School Policy,Academic Achievement

This summary uses the Civil Rights Data Collection dataset released in early 2012 to raise questions and drive debate about the subject of teacher absence. This dataset comes from the first national survey to include school-level information on teacher absence. The measure constructed from this information is the percentage of teachers who were absent more than 10 times during the year. The Department of Education calls the measure a &quot;leading indicator,&quot; a reasonable label given the documented relationship between absence rates measured at the teacher level and student achievement. Yet very little is known about the properties of this new school-level measure. This summary also notes that teacher absence is yet another item that can be added to the list of ways in which charter schools differ from traditional public schools. This summary also supplies evidence that students in schools serving high proportions of African American or Latino students are disproportionately exposed to teacher absence. With these and other findings, this summary seeks to draw attention to the too long-neglected subject of teacher absence. [For the full report, &quot;Teacher Absence as a Leading Indicator of Student Achievement: New National Data Offer Opportunity to Examine Cost of Teacher Absence Relative to Learning Loss,&quot; see ED536902.]
Who's Who in Postsecondary Institutions?
Author: Kezar, Adrianna
Date: 2009-02-00
Type: Reports - Research
Subjects: Campuses,Focus Groups,Postsecondary Education,Institutional Characteristics,Partnerships in Education,Interviews,Case Studies,Primary Sources,Resource Materials,Business Communication,Group Dynamics,Guidelines,Best Practices

In this document the authors provide practitioners offering education Independent Development Accounts (IDAs) with information about whom to partner with in a postsecondary institution. The authors gained this information through interviews, focus groups, and case studies with higher education and IDA practitioners. College campuses can sometimes feel like miniature cities and the authors want to make their partnerships with them as smooth as possible. This paper presents a list of some questions that will be answered through this document: (1) With which postsecondary institution should I partner?; (2) Whom should I contact initially?; (3) Who should be involved in the follow-up conversation?; (4) Where do I house the IDA?; (5) Where can I get match?; (6) Is there a financial institution on campus?; (7) Who can assist with asset-specific training?; and (8) Who already offers financial education? (Contains 7 endnotes.)
Why Should a Postsecondary Institution Consider Partnering to Offer an Individual Development Account (IDA)?
Author: Kezar, Adrianna
Date: 2008-04-00
Type: Reports - Evaluative
Subjects: Nonprofit Organizations,Scholarships,Low Income Groups,Partnerships in Education,Higher Education,Postsecondary Education,Student Financial Aid,Educational Finance,Tuition

In this paper, the authors reviewed frequently asked questions they encountered from higher education professionals about IDAs. Here, they provide answers to the following questions: (1) What is an IDA?; (2) Who funds an IDA?; (3) Are IDAs just about money?; (4) Why haven't I heard of an IDA?; (5) There are scholarships to cover low-income student expenses, so why are IDAs necessary?; (6) Won't low-income students be penalized if they save for college because they will receive less financial aid?; (7) Are low-income people capable of saving? How much can they actually save for education?; (8) How much can IDAs actually help students get for education?; (9) Why should special funding and initiatives for low-income students exist? Exactly what is the income of these students?; (10) Why are IDAs an important tool to help low-income students? TRIO programs are already offered. (11) What benefits are there to accepting students who have been saving for an IDA?; (12) What are the financial implications to my postsecondary institution for partnering to offer IDAs? What if I want to offer an IDA out of our institution?; (13) What exactly are the component parts of administering an IDA? In which areas can postsecondary institutions help most?; (14) I think IDAs would be a great tool for our school. What can I do?; and (15) Do you have any examples of current partnerships between postsecondary institutions and nonprofits?
Charting the Course: Earl V. Pullias Lecture Series on the Future of Higher Education. Twenty-Sixth Annual. Fall 2003
Author: University of Southern California, Center for Higher Education Policy Analysis (CHEPA)
Date: 2003-00-00
Type: Collected Works - General
Subjects: Higher Education,Affirmative Action,Policy Analysis,Educational Finance,Paying for College,Access to Education,Equal Education,Academic Achievement,Learning Activities,Discourse Communities

Although there is a great deal of disagreement about how to handle the changes that confront postsecondary education, few will suggest that being wedded to the status quo is sufficient. Many contend that the future of higher education is up for grabs; how those of us in the &quot;industry&quot; respond will determine whether American higher education remains the envy of the world. In order to come to grips with some of the problems confronting academe, the Center for Higher Education Policy Analysis invited three eminent scholars to discuss the future of higher education for the twenty-sixth Pullias Lecture Series. This publication presents these papers: (1) The Fiscal Future of Higher Education: Austerity and Accessibility (D. Bruce Johnstone); (2) &quot;And the Last Shall Be First&quot;: Racial Diversity, Distributive Justice, and Affirmative Action (Walter R. Allen); and (3) Taking Student Learning Seriously: Rethinking the University of the Future (Vincent Tinto). Individual papers contain tables, references and footnotes.
Algebra I California Content Standards: Standards Deconstruction Project. Version 2.0
Author: Preibisius, Eric
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Algebra,Educational Objectives,Mathematics Instruction,Academic Standards,State Standards,Data Collection,Program Descriptions,Articulation (Education),Alignment (Education),Educational Assessment,Student Evaluation,Prior Learning,Taxonomy,Mathematics Skills,Exit Examinations,High Stakes Tests,Teaching Methods,Mathematics Curriculum,High School Students

The original version, Version 1.0, of this document was first published in 2005. This current version, Version 2.0, includes updates based on feedback from faculty across the state. Also a listing of the Algebra I California Content Standards organized into clusters has been added in Appendix #1. Cal-PASS is unique in that it is the only data collection system that spans and links student performance and course-taking behavior throughout the education system--  K-12, community college, and university levels. Data are collected from multiple local  and state sources and shared, within regions, with faculty, researchers, and educational  administrators to use in identifying both barriers to successful transitions and strategies  that are working for students. These data are then used regionally by discipline-specific  faculty groups, called &quot;Intersegmental Councils,&quot; to better align curriculum. This Algebra 1 deconstruction project was initiated by the faculty serving on the math intersegmental councils after reviewing data on student transition. This document represents a comprehensive review by K-16 faculty to deconstruct and align Algebra 1 (Elementary Algebra) standards. Appended are: (1) Algebra I California Content Standards by Clusters; (2) Developing Learning Targets for Algebra Standards (Deconstruction instructions); and (3) Categorization of Educational Outcomes (Explanation and instructions).