ethanporcaro/eric-fulltext-meta huggingface dataset:
Making SEL Assessment Work: Ten Practitioner Beliefs
Author: Franklin, Courtney
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Teacher Attitudes,Beliefs,Student Evaluation,Competence,Evaluation Methods,Intention,Individual Characteristics,School Culture,Educational Environment,Student Diversity,Social Justice,Adults,Role Models,Age Differences,Developmental Stages,Children,Adolescents,Lifelong Learning,Capacity Building,Teacher Improvement,Cooperative Planning

&quot;Making Assessment Work: Ten Practitioner Beliefs&quot; was developed by the National Practitioner Advisory Group on Using Data to Inspire SEL Practice (NPAG), a group of social and emotional learning (SEL) practice leaders convened to provide insights on SEL. Educators, program leaders, and policymakers recognize the value of holistically supporting young people's social, emotional, and academic development. Assessment of social and emotional competencies helps paint a fuller picture of youth's capabilities and needs. As widespread implementation of SEL practices gains traction, SEL data are increasingly available in multiple forms. Key to the effective assessment of social and emotional competencies, the authors believe, is a continuous improvement lens: that is, the understanding that SEL data can be used in conjunction with other data to improve efforts, rather than evaluate or categorize youth and adults. Those who intend to measure and assess SEL must guard against bias, assess for sound reasons, protect individual privacy, and consider the strengths of youth and adults. This consensus statement reflects NPAG's insights on how assessment of social and emotional competencies, as well as SEL practices, should be planned, implemented, and interpreted. This document is the culmination of the authors' efforts, as well as a basis for new conversations about exactly how, why, and to what end SEL assessment should occur. The hope is that this position statement guides future actions about assessing SEL ethically and from a strengths-based perspective. The authors hope that the 10 beliefs, summarized in this article, can serve as a springboard for additional discussion, collaboration, and advancement of the work by researchers and practitioners alike.
NCSL Occupational Licensing Consortium Case Study Reports
Author: Rege, Gauri
Date: 2019-11-00
Type: Reports - Research
Subjects: Certification,Licensing Examinations (Professions),State Licensing Boards,Case Studies,State Legislation,Occupations,Teacher Certification,Minority Group Teachers,Barriers,Justice,Disproportionate Representation,Nurses

In 2015, the Bureau of Labor Statistics (BLS) reported that nearly a quarter of all employed U.S. workers are in a profession that requires an occupational license. Given the prevalence of licensing, it is one of the central factors that shapes employment opportunities for many workers. Licensing is also one of the most restrictive forms of occupational regulation since it legally prohibits individuals from working in a licensed occupation if they do not fulfill a jurisdiction's educational and/or experience requirements. The American Institutes for Research (AIR) worked with the National Conference for State Legislatures (NCSL) and its partner organizations, the Council of State Governments (CSG) and the National Governors Association (NGA) Center for Best Practices, to conduct case studies of 11 different states that undertook efforts to review their licensing practices. Each case study in this report takes a retrospective look at one of the occupational licensing initiatives undertaken by a Consortium state. Collectively, the case studies shed light on the processes, successes, challenges, and effects of occupational licensing initiatives pursued by each state. The case studies offer important insight into factors that facilitated and hindered success within licensure efforts. The case studies in this report focus on the following states: (1) Arkansas; (2) Kentucky; (3) Delaware; (4) Wisconsin; (5) Utah; (6) Connecticut; (7) Illinois; (8) Indiana; (9) Nevada; (10) Colorado; and (11) Maryland. The information gathered from the background materials, the interviews, and the quantitative data was used to develop each of the 11 case studies. Each case study includes an introduction, a description of the focal topic, a summary of the findings, a description of the case study approach, and detailed findings.
Perception Isn&apos;t Everything: The Reality of Class Size. The AIR Professional File, Fall 2019. Article 146
Author: Umbricht, Mark
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Class Size,Higher Education,Student Experience,College Students,Institutional Characteristics,Institutional Research,College Credits,Measurement Techniques

Every term, institutions of higher education must make decisions about the class size for each class they offer, which can have implications for student outcomes, satisfaction, and cost. These decisions must be made within the current higher education landscape of tightening budgets and calls for increased productivity. Beyond institution decision making, prospective students and their families may use class size as one factor in deciding whether an institution might be a good fit for them. The current measure of class size found in university fact books, and subsequently sent to numerous ranking groups such as U.S. News &amp; World Report (hereafter U.S. News), is an inadequate gauge of the student experience in the classroom, as measured by the percent of time students spend in classes of varying sizes. The current measure does not weight for enrollment, credits, or multiple components of a class, which results in a misleading representation of the student experience of class size. This paper will discuss these issues in depth, explain how class size varies across institutions, and offer recommendations on how to reweight class size in the Common Data Set to accurately describe it from the student's perspective. Institutions could use this new metric to better understand class size, and subsequently to understand the student experience and cost of a class, while prospective students and their families could use the metric to gain a clearer picture of the class sizes they are likely to experience on campus.
Enrollment Projection Using Markov Chains: Detecting Leaky Pipes and the Bulge in the Boa. The AIR Professional File, Fall 2019. Article 147
Author: Gandy, Rex
Date: 2019-00-00
Type: Reports - Research
Subjects: Markov Processes,Enrollment Projections,Higher Education,College Credits,Enrollment Management,Public Colleges,Undergraduate Students,Educational Attainment,Predictive Validity

While Markov chains are widely used in business and industry, they are used within higher education only sporadically. Furthermore, when used to predict enrollment progression, most of these models use student level as the classification variable. This study uses grouped earned student credit hours to track the movement of students from one academic term to the other to better identify where students enter or leave the institution. Results from this study indicate a high level of predictability from one year to the next. In addition, the use of the credit hour flow matrix can aid administrators in identifying trends and anomalies within the institution's enrollment management process.
Community College Enrollment Crisis? Historical Trends in Community College Enrollment
Author: American Association of Community Colleges
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment Trends,Full Time Students,Part Time Students,Age Differences,Gender Differences,Racial Differences,Ethnicity,Geographic Regions,High School Graduates,College Attendance,Minority Group Students,College Choice

Community college enrollment has been in decline nationally since peaking in 2010. This report puts the recent community college trends into perspective by reviewing community college enrollment from 2001 through 2017, and by examining concurrent trends that are related to community college enrollments. This report provides the reader with a better understanding of enrollment changes for students with different characteristics (such as age, gender, or race and ethnicity) as well as by enrollment intensity. In addition, community college enrollment trends are compared to other sectors of higher education. Furthermore, this report examines enrollment trends in the context of other national, non-higher education trends such as unemployment rates and high school graduation rates to better understand the trends we are seeing in community college enrollment. The majority of the data used in this report comes from the Fall Enrollment Survey of the Integrated Postsecondary Education Data System (IPEDS). All institutions that participate in the federal financial aid program are required to submit data to the U.S. Department of Education (ED) through IPEDS. IPEDS collects information on a range of postsecondary topics including graduation rates, finances, human resources, completions, and enrollment. For the purposes of this paper, the annual Fall Enrollment Survey was used as the primary data source. Data from each year were used to look at enrollment trends across a 17-year period. One exception to the annual use of data was on enrollment by age, as this data is only required to be reported by institutions every other year. Several other sources of national and federal data--to the extent possible--were used to provide a context for the enrollment data. Data sources include the monthly unemployment rate from the Bureau of Labor Statistics (BLS), high school graduation counts and projections, and high school graduation rates from the National Center for Education Statistics (NCES).
Evaluation of the Jumpstart Foster Grandparent Program
Author: Garcia, Ivonne
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,School Readiness,Grandparents,Older Adults,Volunteers,Student Development,Program Effectiveness,Training,Persistence,Emergent Literacy,Language Skills,Social Development,Emotional Development,Child Development

Children's school readiness as they enter kindergarten is an important predictor of their academic success and ultimately their long-term health and economic outcomes. Research shows that participation in high-quality early childhood education helps preschoolers gain the foundational language and literacy skills as well as the social-emotional competencies they need to be ready for kindergarten. Even so, free or affordable high-quality preschool options remain limited for families in many underserved communities. Jumpstart is a nonprofit organization that aims to address the school readiness gap. It partners with early childhood education centers across the country to increase their capacity to provide high-quality language and literacy instruction to children in underserved communities. This report presents the findings from an evaluation of Jumpstart's Foster Grandparent Program (JFG) in Los Angeles and Compton, California, which operated from fall 2011 to summer 2019, where Jumpstart's services were delivered by older adults. The evaluation, which focuses on the 2017-2018 academic year, examines whether the JFG program was implemented as intended and to what extent the presence of volunteers enhanced children's educational and developmental experience in the classroom. This evaluation found that: (1) The Foster Grandparents had consistently high attendance at training sessions and reported feeling adequately prepared to provide services to children; (2) The Foster Grandparents demonstrated a strong commitment to the program, and children experienced an increased number of adults in the classroom; (3) The Foster Grandparents implemented the curriculum-based sessions regularly and as intended; (4) The Foster Grandparents devoted a high number of hours to child-centered time (CCT); and (5) Children who received services from volunteers made gains in language and literacy development. [This report was written with Alec Gilfillan and Sara Staszak.]
Grade Change: Tracking Online Education in the United States
Author: Allen, I. Elaine
Date: 2014-01-00
Type: Reports - Research
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Blended Learning,Teaching Methods,Conventional Instruction,Self Control,Academic Persistence,Higher Education,College Students,Enrollment Trends

This report focuses on online courses and programs offered as a normal part of an institution's programs, as well as Massive Open Online Courses (MOOCs) typically offered for free to those outside of the institution's student body. An online course is defined as one in which at least 80 percent of the course content is delivered online. Face-to-face instruction includes courses in which zero to 29 percent of the content is delivered online; this category includes both traditional and web facilitated courses. The remaining alternative, blended (or hybrid) instruction, has between 30 and 80 percent of the course content delivered online. The definition of an online course has remained consistent for the eleven years these national reports have been conducted. These definitions were presented to the respondents at the beginning of the survey, and repeated in the body of individual questions where appropriate. While there is considerable diversity among course delivery methods used by individual instructors, the following is presented to illustrate the prototypical course classifications used in this study.
Fulfilling the American Dream: Liberal Education and the Future of Work. Selected Findings from Online Surveys of Business Executives and Hiring Managers
Author: Association of American Colleges and Universities
Date: 2018-07-00
Type: Reports - Research
Subjects: General Education,Business,Administrator Attitudes,Personnel Selection,Recruitment,College Attendance,Higher Education,Associate Degrees,Bachelors Degrees,Employment Qualifications,Job Skills,Knowledge Level,Communication Skills,Oral Language,College Graduates,Experience,Employers,Value Judgment,Geographic Regions,21st Century Skills

This report provides a summary of findings from an online survey on behalf of the Association of American Colleges and Universities among employers at companies that have at least 25 employees and report that 25% or more of their new hires hold either an associate's degree from a two-year college or a bachelor's degree from a four-year college. The research includes two parallel surveys: (1) One among 501 business executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, vice presidents, and directors; and (2) One among 500 hiring managers, or non-executives (directors, managers, supervisors, and office administrators) whose current job responsibilities include recruiting, interviewing, and/or hiring new employees. The objective of the survey was to gauge the degree to which business executives and hiring managers believe that a college education is important and worthwhile, the learning outcomes they believe are most important for success in today's economy and how prepared recent college graduates are in these areas, and the kinds of professional development they are providing to their employees. Both executives and hiring managers express a higher degree of confidence in colleges and universities than does the American public, and the majority feel satisfied with recent college graduates' ability to apply the skills and knowledge they learned in college to complex problems in the workplace. Majorities think that colleges and universities need to make improvements to ensure that their graduates possess the skills and knowledge needed for workplace success at the entry level, and especially for advancement. Among the college learning outcomes tested, both executives and hiring managers place the highest importance on the ability to communicate orally, but only 40% of executives and 47% of hiring managers rate recent college graduates as well prepared in this area. Both audiences value applied experiences and real-world skills, but only 33% of executives and 39% of hiring managers think that recent graduates are very well prepared to apply knowledge and skills to real-world settings. [Supported by the Newman's Own Foundation.]
Early College, Continued Success: Longer-Term Impact of Early College High Schools
Author: Song, Mengli
Date: 2019-09-00
Type: Reports - Research
Subjects: High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Program Effectiveness,Postsecondary Education,Graduation,College Graduates,High School Students,College Attendance,Enrollment,Risk,Associate Degrees,Bachelors Degrees,Two Year Colleges,Academic Achievement,Educational Certificates,Educational Attainment,College Credits,Graduation Rate,Access to Education,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,First Generation College Students

Building on a previous randomized experiment of the impact of Early Colleges (ECs) (Berger et al., 2013), this follow-up study assessed longer-term impacts of ECs on students' postsecondary outcomes 6 years after expected high school graduation. It also explored the extent to which students' high school experiences mediate EC impacts. Specifically, this study addressed three research questions: (1) Did EC students have better postsecondary outcomes (i.e., college enrollment and degree attainment) than control students? (2) Did the impacts of ECs vary by student background characteristics (i.e., gender, race/ethnicity, low-income status, and prior mathematics and English language arts [ELA] achievement)? and (3) Were the impacts of ECs mediated by students' high school experiences (i.e., college credit accrual during high school, instructional rigor, college-going culture, and student supports)? To answer these questions for the follow-up study, the authors analyzed 4 more years of postsecondary outcome data from the StudentTracker Service at the National Student Clearinghouse for students participating in the EC admission lotteries that were the basis of the previous impact study. They also analyzed data on student background characteristics from administrative records and data on high school experiences from a student survey administered in the previous impact study 5 or 6 years after students entered the ninth grade. [To view the earlier report, &quot;Early College, Early Success: Early College High School Initiative Impact Study,&quot; see ED577243.]
The Moral and Religious Roots of Social and Emotional Learning
Author: Greene, Jay P.
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Religious Factors,Values Education,School Role,Moral Issues,Public Education,Educational History,School Choice,Administrative Organization,School District Autonomy,Self Efficacy,Self Control

A growing number of advocacy groups, educators, and families are concerned that something important is missing from modern public education. They recognize the necessity of students making progress in their math and reading abilities, but they fear that a narrow focus on those subjects has caused schools to neglect other essential aspects of education. In particular, they believe schools can and should play a central role in helping students develop their attitudes and relationships with others and shape their behavior accordingly. This set of skills, beliefs, and behaviors is known as social and emotional learning (SEL). It includes things such as impulse control, self-efficacy, empathy, teamwork, and problem-solving. Social and emotional learning (SEL) might be a new term, but at its core it represents the educational priorities of character education. For many Americans, SEL's roots are deeply enmeshed in moral and religious precepts, and the author asserts that those promoting these as secular skills would do well to recognize and respect that fact. The author suggests that proponents should resist the temptation to centrally manage SEL. Instead, they should embrace the opportunity for local and voluntary communities to align SEL instruction with their moral preferences.
The Contributions of Vocabulary and Letter Writing Automaticity to Word Reading and Spelling for Kindergartners
Author: Kim, Young-Suk
Date: 2013-03-30
Type: Reports - Research
Subjects: Correlation,Alphabets,Phonological Awareness,English,Kindergarten,Vocabulary Skills,Semantics,Spelling,Structural Equation Models,Phoneme Grapheme Correspondence,Reading Skills,Reading Tests,Intelligence Tests,Elementary School Students,Emergent Literacy,Reading Fluency,Cognitive Tests,Cognitive Ability,Handwriting

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = 0.06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity. [This is the online version of an article published in &quot;Reading and Writing.&quot; For the final version of this article, see EJ1038942.]