ethanporcaro/eric-fulltext-meta huggingface dataset:
Center for Collegiate Mental Health (CCMH) 2013 Annual Report. Publication No. STA 14-43
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: College Students,Mental Health,Mental Disorders,School Counseling,Access to Health Care,Annual Reports,Trend Analysis,Critical Incidents Method,Student Characteristics,Age Differences,Gender Differences,Symptoms (Individual Disorders),Sexuality,Sexual Identity,Sexual Orientation,Racial Differences,Ethnicity,Religion,Majors (Students),College Transfer Students,Interpersonal Relationship,Housing,Disabilities,Hospitals,Substance Abuse,Self Destructive Behavior,Suicide,Violence,Intervention,Trauma

This report summarizes data contributed to Center for Collegiate Mental Health (CCMH) during the 2012-2013 academic year, closing on June 30, 2013. Data was contributed by 132 college and university counseling centers describing more than 95,00 unique college students seeking mental health treatment, 3,000 clinicians, and over 500,000 appointments. The report requests that the reader keep the following points in mind: (1) This data set describes college students seeking treatment at 132 college and university counseling centers; (2) For a comparative non-clinical data set please consider the CCMH/NASPA Assessment Consortium Study in 2010, which was repeated in 2012-2013; (3) The actual number of clients per question will vary because counseling centers vary in the questions they ask; (4) Each counseling center received local IRB approval to contribute data; and (5) Because data is gathered as part of routine clinical practice at participating counseling centers, CCMH data generally represents the population of students seeking services at participating institutions. [This report was made possible by: Association of University and College Counseling Center Directors (AUCCCD), Titanium Software, Inc., Ittleson Foundation, van Ameringen Foundation, Student Affairs Administrators in Higher Education (NASPA), Campus Labs, College Mental Health Program at McLean Hospital, a Harvard Medical School Affiliate, American College Counseling Association (ACCA), American College Personnel Association (ACPA), Commission for Counseling and Psychological Services (CCAPS), and Penn State University's Student Affairs.]
Center for Collegiate Mental Health (CCMH) 2015 Annual Report. Publication No. STA 15-108
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2015-00-00
Type: Reports - Research
Subjects: College Students,Mental Health,Psychology,Symptoms (Individual Disorders),Trend Analysis,School Counseling,Access to Health Care,Attendance,At Risk Persons,Mental Disorders,Surveys,Incidence,Suicide,Hospitals,Self Destructive Behavior,Violence,Sexuality,Aggression,Trauma,Substance Abuse

College student mental health received widespread attention during the 2014-2015 academic year with in depth commentary appearing in numerous major media outlets. These articles examined college student mental health from various perspectives including the experiences of students and parents, counseling centers, the rise of anxiety in higher education, suicide prevention, and even the role of mental health in campus tragedies. Each of these articles raised a predictable set of questions: &quot;Is the demand for mental health services really growing?&quot;, &quot;Are students really more distressed?&quot;, &quot;How are students more distressed?&quot;, and of course, &quot;Why?&quot; While it can be tempting to pursue quick answers that complement a headline, the frank reality is that the mental health of college students is multi-faceted, multimodal, and complexly embedded in overlapping macro/ micro cultures; there is no simple answer. However, this year's report, summarizing five years of high quality and generalizable trend data, sheds some much needed light on these complex questions and offers helpful information for administrators, policy-makers, clinicians, and researchers to consider at each of their unique institutions. This 2015 Annual Report summarizes data contributed to CCMH during the 2014-2015 academic year, closing on June 30, 2015. De-identified data were contributed by 139 college and university counseling centers, describing 100,736 unique college students seeking mental health treatment, 2,770 clinicians, and over 770,000 appointments. [This report was made possible by: Association for University and College Counseling Center Directors (AUCCCD), Titanium Software, Inc., van Ameringen Foundation, The American Foundation for Suicide Prevention (AFSP), and Penn State University's Student Affairs.]
Compendium on Financing of Higher Education: Final Report of the Financing the Students' Future Project
Author: Payne, Bethan
Date: 2013-01-00
Type: Collected Works - General
Subjects: Educational Finance,Futures (of Society),Student Unions,Higher Education,College Students,Educational Research,Foreign Countries,Student Organizations,Economic Climate,Grants,Educational Change,Educational Policy,Student Attitudes,International Cooperation,Educational Cooperation,Student Mobility,Comparative Analysis

Higher education plays a vital role in society and the quality, accessibility, and form of higher education is highly dependent on financing. Financing of higher education is conceived to be of central importance for the future creation and dissemination of knowledge and research. Therefore, the financing of higher education is a topic that has been always at the core of the work of student organisations, even more so in the times of economic and financial crisis. This is why the European Students' Union decided in 2009 to apply for a grant for a project whose purpose was to increase the knowledge of the effects of financing systems in Europe on students and to enhance the capacity of its member national unions of students with regard to active involvement on higher education funding reforms. The Compendium is the culmination of the research process carried out during the project, the rationale being that it neatly brings together the various different research components. The project began with the formulation of a series of hypotheses, with data gathered in order to test them. Certain topics that were of particular interest to the research team were then investigated in more depth through research articles. The Compendium begins with a short overview of higher education funding systems, which should give the reader a basic picture about the current situation in Europe, based on some selected indicators from the &quot;Financing the Students' Future&quot; (FinSt) mapping process. The second part presents a series of hypotheses that have been set to analyse the differences among funding systems and their effects on the student population. The third part consists of several articles on issues that are related to the overall topic of financing of higher education and that provide various insights into the matter. The last part tries to formulate some overall conclusions from the research and policy processes that have been reviewed. In summary, the Compendium should give the reader a fairly adequate picture of the most important issues in connection with higher education financing from a student perspective. The authors hope it will help to encourage a deeper discussion about funding that will encompass views of different stakeholders and that it will encourage building an agreement about the basics of what the financing systems should look like.
Overview on Student-Centered Learning in Higher Education in Europe: Research Study
Author: Todorovski, Blazhe
Date: 2015-03-00
Type: Reports - Research
Subjects: Student Centered Learning,Higher Education,Foreign Countries,Peer Evaluation,Program Descriptions,Best Practices,Surveys,Educational Policy,Student Motivation,Student Attitudes,Student Role,Learning Experience,Decision Making,Curriculum Development

Throughout the years the European Students Union (ESU), together with many educational stakeholders, has been focusing on student-centred learning (SCL). Constant changes in societal and educational needs necessitate that further emphasis be given to teaching excellence. Inspired by the growing interest and progress in implementing SCL, ESU developed a new project called Peer Assessment of Student-Centred Learning (PASCL), funded with the support of the European Commission. Started in October 2013, the project aims to re-evaluate the progress of implementation of SCL, highlight best practices, and establish peer assessment procedures for the implementation of the concept in European higher education institutions. The project began by conducting a series of research and surveys, analysing state of play, and highlighting best case practices in European Higher Education Area (EHEA), described in this publication. The research is focused on policies and efforts to introduce the SCL concept to three different levels: the European, institutional and student perspective, especially addressing the question of students' motivation in taking an active role in co-creating their learning experience. Each level has been explored separately; the European level through extensive desk research, the institutional through surveying member institutions of UNICA, and students themselves through a survey on their views of the implementation of SCL in the classrooms of institutions in the EHEA. Altogether this has provided an comprehensive overview of the matter. Appended to the report is: SCL through eyes of students.
Report to the Governor and Legislature
Author: Washington State Department of Early Learning (DEL)
Date: 2008-12-15
Type: Tests/Questionnaires
Subjects: State Departments of Education,Early Childhood Education,Child Care,Preschool Education,Kindergarten,Student Evaluation,School Readiness,State Programs,State Legislation,Educational Legislation,Federal Programs,Alignment (Education),Disadvantaged Youth,Consultation Programs,Young Children,Behavior Problems,Child Behavior,Achievement Rating,Educational Quality,Educational Improvement

This report from the Washington State Department of Early Learning (DEL) describes some of the Department's work since it's creation in July 2006. Among other achievements, the Department has laid a strong foundation for raising the quality of child care and the state's preschool program, strengthened both the safety in and the reach of early learning services, implemented a continuous quality improvement plan, expanded their Early Childhood Education and Assistance Program by 37 percent, and set forth a five-year strategic plan to guide all their efforts. Specifically, this publication reports on: (1) the Department's quality rating and improvement system; (2) kindergarten assessment processes; (3) a child care consultation pilot program; and (4) preliminary work completed on the proposed alignment of state and federal preschool programs. Three appendices are included: (1) Seeds to Success; (2) Kindergarten Assessment Processes; and (3) Child Care Consultation.
Center for Collegiate Mental Health (CCMH) 2012 Annual Report. Publication No. STA 13-68
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Students,Mental Health,Mental Health Programs,Counseling Services,Help Seeking,Gender Differences,Racial Differences,Statistical Analysis,Educational Trends,Effect Size,Measures (Individuals),Anxiety Disorders,Cutting Scores,Drug Therapy,Psychiatric Hospitals,Suicide,Background,Student Characteristics,Homicide,Statistical Data,Demography

This report is based on the 2011-2012 Center for Collegiate Mental Health (CCMH) data set, which closed on June 30, 2012. Data was contributed by 120 colleges and universities describing 81,000 unique college students seeking treatment, 2,823 clinicians, and over 730,567 appointments. In addition to summarizing data, these annual reports are intended to provide a robust contribution to the public information about college student mental health. Throughout this report the differences across various groups (e.g., gender, race, past mental health treatment, etc.) were tested in order to offer a more nuanced presentation of the data and the emerging trends in college student mental health. Difference testing, across groups, was conducted using a series of independent sample t-tests and results are reported in both significance and effect sizes. [This report was made possible by the Association of University and College Counseling Center Directors (AUCCCD), Titanium Software, Inc., Ittleson Foundation, Student Affairs Administrators in Higher Education (NASPA), Campus Labs, College Mental Health Program at McLean Hospital, American College Counseling Association (ACCA), American College Personnel Association (ACPA), Commission for Counseling and Psychological Services (CCAPS), and Penn State University's Student Affairs.]
For All Kids: How Kentucky Is Closing the High School Graduation Gap for Low-Income Students
Author: Fox, Joanna Hornig
Date: 2016-07-00
Type: Reports - Research
Subjects: High School Students,Graduation Rate,Achievement Gap,Low Income Students,Educational Trends,Trend Analysis,Achievement Gains,Educational Practices,Geographic Regions,Educational Opportunities,Educational Change,State Legislation,Educational Improvement,Partnerships in Education,Data Collection,Information Utilization,Grants,Federal Aid,School Districts,Dropout Prevention,Charter Schools,School District Autonomy,Acceleration (Education),Poverty,Case Studies

In the 2012-13 school year, Kentucky led the nation with an 85.4 percent high school graduation rate for low-income students and a one-percentage-point graduation gap between low-income and non-low-income students. In 2013-14 the state ranked fourth in the nation with a seven-percentage-point incomebased graduation rate gap. Even though Kentucky's low-income graduation rate decreased slightly in 2014 to 84 percent and the gap grew largely because graduation rates for non-low-income students continued to rise, the state remains near the top in the nation for boosting graduation rates for low-income students, proving that this achievement is not an anomaly. In fact, Kentucky's progress reflects steady improvement since 2003 and shows that the state's efforts to raise graduation rates and increase educational attainment have paid off. This report examines how Kentucky made such gains in an era of higher standards and at a time when the number of low-income students has dramatically risen. This study is driven by three key questions: (1) What has Kentucky done to raise the high school graduation rate for all students and narrow the income-based achievement gap? (2) What are the historical roots over the last 25 years and recent contributions to this success? What leadership, legislation, policies, and practices have been the chief drivers of progress? (3) What lessons can be learned from Kentucky's continued progress and remaining challenges that can be shared within the state and beyond its borders? This research highlights four major themes that have driven much of Kentucky's progress over the last 25 years, and contributed to its narrow gap between low-income and non-low-income students. This report also takes a deep dive into three regions of Kentucky (Central Kentucky, Appalachia and Eastern Kentucky, and Northern Kentucky) to better understand what educators and communities are doing on the ground to improve educational opportunities for students. Appendices provide supplemental data tables. [Funding for this report was provided by the CE&amp;S Foundation, James Graham Brown Foundation, Haile Foundation, United Way of Greater Cincinnati, and Strive Partnership.]
A Joint Vision for Secondary and Higher Education for All in Europe: The Road towards Realising Sustainable Development Goal 4 in Europe
Author: European Students' Union (ESU) (Belgium)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Secondary Education,Higher Education,Access to Education,Sustainable Development,Equal Education,Governance,Educational Administration,Disabilities,Diversity (Institutional),Faculty Development,Outcomes of Education,Educational Finance,Brain Drain,Flexible Progression,Accountability

The present joint action programme is proposed by the Organising Bureau of European School Student Unions (OBESSU), the European Students' Union (ESU), and Education International (EI) to their members and partners, in order to advance the 2030 Agenda for Sustainable Development and its 17 related goals, which the United Nations adopted in September 2015. The 17 goals and 169 targets make up the most ambitious development agenda the World has ever seen. Composed much broader than the Millennium Development Goals (MDGs), they are addressing the eradication of poverty and inequality in all areas of social, economic and environmental development, and acts as guide to actions not only in the Global South, but in each of the World's 193 countries. Education has been prominently included as Goal 4, which is to &quot;Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all&quot;, as one of the transformative powers to create more sustainable societies. While the MDGs were centred around primary education, there is now explicit commitments to secondary and tertiary education. In order to realise the transformative power of education, stakeholders in the area of secondary and tertiary education must build on the 25 years of experiences and achievements of the &quot;Education for All-movement&quot;, which has shown that it is possible to advance the agenda of ensuring access to education through national and international partnerships. While recognizing early childhood and primary education as central to the right to education, this joint action programme represents the first steps towards creating a strong partnership for secondary and tertiary education in Europe. Equal access to quality education at all levels in Europe is yet to be achieved. European governments must take action to fully achieve the education goal by 2030. Therefore, with this joint action programme, OBESSU, ESU, and EI call upon members and partners, as well as policy makers and civil society, to join their vision and demands, to remind European governments about the commitments they have made, while seeking to contribute proactively to the realisation of equitable access to and completion of secondary and higher education in Europe by 2030. It is hoped that unions, civil society and policy makers at European and national level will take advantage of these visions and demands in implementing Goal 4, just as the action programme may be useful in other parts of the World too. Appended is: Contact Information for Unions.
2016 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Achievement,Measures (Individuals),Accountability,Annual Reports,Basic Skills,High School Equivalency Programs,College English,College Mathematics,College Curriculum,Certification,College Transfer Students,Transfer Rates (College),Statistical Distributions,Educational Objectives,Graduation Rate,College Freshmen,Two Year College Students,Two Year Colleges,College Faculty

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled from the previous year and serves to inform colleges and the public on the performance of our 58 community colleges. In 1993, the State Board of Community Colleges began monitoring performance data on specific measures to ensure public accountability for programs and services. In 1998, the General Assembly directed the State Board to review past performance measures and define standards to ensure programs and services offered by community colleges in North Carolina were of sufficient quality. In 2010, a Performance Measures Committee was established to develop new performance-based student success measures to go into effect in 2013. During the development of these measures, it was determined that it was important to establish a three-year review process to ensure the measures and methods for evaluating colleges were current and remained focused on improving student success. To facilitate the first three-year review of the measures, the Performance Measures Adjustment Committee was appointed to review the current set of measures and recommend deletions, revisions, and additions. This included individuals representing college leadership and research. The Committee formally presented the following seven measures to the State Board in March 2015: (1) Basic Skills Student Progress; (2) Student Success Rate in College-Level English Courses; (3) Student Success Rate in College-Level Math Courses; (4) First Year Progression; (5) Curriculum Student Completion; (6) Licensure and Certification Passing Rate; and (7) College Transfer Performance. These measures were approved by the State Board and adopted by the General Assembly in 2016 through Section 10.1 of S.L.2016-94.
Demonstrating the Collective Economic Value of North Carolina Community Colleges
Author: North Carolina Community College System
Date: 2015-02-00
Type: Reports - Research
Subjects: Community Colleges,Two Year Colleges,Two Year College Students,Economic Impact,Economics,Education,Expenditures,Statistical Analysis,Student Employment,Employees,Income,Construction (Process),Costs,Investment,Student Attitudes

The purpose of this report is to assess the collective impact of North Carolina Community Colleges on the state economy and the benefits generated by the colleges for students, society, and taxpayers. The results of this study show that North Carolina Community Colleges create a positive net impact on the state economy and generate a positive return on investment for students, society, and taxpayers. This study considers the 58 North Carolina Community Colleges. While the colleges may have very different missions, they all have an important impact on the students they serve. They help students achieve their individual potential and develop the skills they need in order to have a fulfilling and prosperous career. However, the impact of North Carolina Community Colleges consists of more than influencing the lives of students. The study uses two general types of information: (1) data collected from the colleges; and (2) state economic data obtained from various public sources and EMSI's proprietary data modeling tools. The colleges' program offerings supply employers with workers to make their businesses more productive. The spending of the colleges and their employees and students support the state economy through the output and employment generated by state vendors. The benefits created by the colleges extend as far as the state treasury in terms of the increased tax receipts and decreased public sector costs generated by students across the state. The following are appended: (1) North Carolina Community Colleges; (2) Glossary of Terms; (3) EMSI MR-SAM; (4) Value per Credit Hour Equivalent &amp; The Mincer Foundation; (5) Alternative Education Variable; (6) Overview of Investment Analysis Measures; and (7) Societal Externalities.