ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Teaching Loads in the UNC System
Author: Schalin, Jay
Date: 2014-08-00
Type: Reports - Research
Subjects: College Faculty,Faculty Workload,Budgets,Tenure,Courses,Teacher Responsibility,Records (Forms),Classification,College Credits

This paper explores the teaching loads of faculty in the University of North Carolina (UNC) system. Salaries for faculty members are the single largest cost of higher education in the UNC system, accounting for approximately half of expenditures. The system's funding formula for its 16 college campuses is largely dependent upon the number of instructors needed. The basic goal of this paper is to determine how many courses faculty in the UNC system actually teach on average and to compare that to the official averages claimed by the university system. The official averages seem higher than intuition and familiarity with UNC schools suggest. The author also explores the question of whether faculty workloads have changed over time. Primarily registration data was taken directly from UNC website enrollment systems, which shows such information as the courses offered, their instructors, their times and locations (if they were formally scheduled), and the number enrolled. Data was also received from Appalachian State University that had been &quot;groomed&quot; from the &quot;raw&quot; registration data to account for specific considerations. The report provides three views or &quot;snapshots&quot; of teaching load dynamics, illustrated in tables. The first is a comparison of teaching loads between the same sample of departments and schools from the Spring semester of 2011 and the Spring semester in 2013. The second view is an analysis of the teaching loads for two departments at UNC-Chapel Hill. The third snapshot describes an unsuccessful attempt to rectify data provided by Appalachian State University's Institutional Research, Assessment, and Planning department with data taken from the school's enrollment information online. investigation into faculty workloads reveals some interesting observations. In conclusion, it appears as if the teaching loads of tenure-track professors are inflated considerably--perhaps as much as one entire course per semester. Also, there was no significant change in faculty teaching loads from the time before the large budget cut of 2011 and after. Furthermore, it does not appear that there was a wholesale flight in the system to use more adjuncts for teaching to hold down costs. These trends suggest that there was much in the UNC budget that could be cut without affecting faculty workloads.
Faculty Compensation in the University of North Carolina System: How UNC Schools Compare with Their National Peers
Author: Sanders, Jon
Date: 2007-05-00
Type: Reports - Evaluative
Subjects: College Faculty,Compensation (Remuneration),Teacher Salaries,Comparative Analysis,State Universities,Colleges,Research Universities

University of North Carolina (UNC) officials and lobbyists worry that low faculty pay is creating a &quot;brain drain,&quot; causing faculty to leave the system for positions at other, better-paying universities. To stop the &quot;brain drain,&quot; the university system is seeking from the legislature $87.8 million for fiscal years 2007-09 to bring faculty salaries up to the 80th percentile among the university's &quot;peer institutions.&quot; This would mean that average faculty salaries at UNC schools would be higher than those of 80 percent of their peer institutions. This Pope Center report, part of the Pope Center Series on Higher Education Policy, compares the actual compensation of faculty, adjusted for cost of living, with compensation at schools considered peers of the UNC campuses. The figures in this report show that the situation is not nearly as dire as many commentators suggest. When compared to compensation at peer institutions as identified by the widely-used Carnegie classifications of higher education institutions, overall, faculty compensation levels in the UNC system compare favorably or very favorably to those at peer institutions. The following are appended: (1) Summaries; (2) Tables: Faculty Compensation and Ranking at UNC and Peer Institutions, Based on Carnegie Classifications; (3) Tables: Faculty Compensation and Ranking at UNC and Peer Institutions, Based on Classifications by Dennis Jones; and (4) Institutions for which Proxies Were Used in Finding Area Cost of Living, Listed by School, Location, and Proxy.
Great Teachers: How to Raise Student Learning in Latin America and the Caribbean. Latin American Development Forum
Author: Bruns, Barbara
Date: 2015-00-00
Type: Books
Subjects: Foreign Countries,Teacher Competencies,Educational Quality,Educational Change,Educational Policy,Preschool Education,Elementary Education,Secondary Education,Elementary School Teachers,Preschool Teachers,Secondary School Teachers,Teacher Recruitment,Teacher Motivation,Politics of Education,Teacher Effectiveness,Teacher Qualifications,Teacher Selection,Beginning Teacher Induction,Inservice Teacher Education,Preservice Teacher Education,Rewards,Accountability,Incentives,Unions,Mathematics Achievement,Reading Achievement,Classroom Observation Techniques,Teacher Evaluation,Pedagogical Content Knowledge,Teacher Salaries,Teaching Conditions,Mathematics Instruction,Reading Instruction

While the importance of good teaching may be intuitively obvious, only over the past decade has education research begun to quantify the high economic stakes around teacher quality. In a world where the goals of national education systems are being transformed, from a focus on the transmission of facts and memorization to a focus on student competencies?for critical thinking, problem solving and lifelong learning?the demands on teachers are more complex than ever. Governments across the world have put teacher quality and teacher performance under increasing scrutiny. The Latin America and the Caribbean (LAC) region is no exception to these trends; indeed, in some key areas of teacher policy, the region is at the vanguard of global reform experience. The study aims to benchmark the current performance of LAC?s teachers and identify key issues. It shares emerging evidence on important reforms of teacher policy being implemented in LAC countries. The study also analyzes the political room for maneuver for further reform in LAC. They focus on teachers in basic education (preschools, primary and secondary education) because the quantitative and qualitative challenges of producing effective teachers at these levels differ in key ways from university-level education, which has been addressed in other recent World Bank publications. An index is included. (Individual chapters contain references.) [This book was written with: Soledad De Gregorio, David Evans, Marco Fernández, Martin Moreno, Jessica Rodriguez, Guillermo Toral, and Noah Yarrow. This research was made possible by generous support from the Netherlands Government through the Bank-Netherlands Partnership Program and the Spanish government through the Spanish Impact Evaluation Fund and Spanish Fund for Latin America and the Caribbean.]
Educating the Next Generation: Improving Teacher Quality in Cambodia. Directions in Development
Author: Tandon, Prateek
Date: 2015-00-00
Type: Books
Subjects: Foreign Countries,Teacher Effectiveness,Educational Quality,Educational Policy,Educational Change,Instructional Improvement,Teacher Improvement,Classroom Observation Techniques,Educational Assessment,Mathematics Instruction,Pedagogical Content Knowledge,Teacher Surveys,Teacher Administrator Relationship,Academic Standards,Teacher Competencies,Teacher Competency Testing,Preservice Teacher Education,Mastery Learning,National Standards,Teacher Salaries,Teacher Placement,Salary Wage Differentials,Multivariate Analysis

This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the implementation of teacher standards. The book investigates the competencies and skills of those attracted to teaching; it assesses the extent to which preservice education in Cambodia is delivering graduates with high content mastery and exposure to a student-centered learning environment; and it examines how teacher performance has been impacted by national incentives, an evaluation system that is disconnected from classroom realities, and the extent to which opportunities to learn and share best-practice lessons with peers exists. Out of the diagnosis follow three policy pillars to reform how teachers are trained, maintained, and motivated. First, the government must make teaching a much more attractive profession. Second, it must improve how teachers are prepared. And third, it must encourage stronger classroom performance. The book contains detailed recommendations under each policy pillar and provides the platform for Cambodia to undertake its next generation of educational reform. Five appendices are included: (1) SABER-Teachers Framework; (2) Oaxaca-Blinder Decomposition Methodology; (3) Tables: Teacher Wage and Income; (4) Scatterplots; and (5) Multivariate Results. [Individual chapters contain bibliographies.]
Completion Day
Author: Hilliard, Tom
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Economic Development,Labor Force Development,Graduation Rate,Outcomes of Education,Education Work Relationship,Educational Finance,Public Support,Barriers,Educational Change

As New York State transitions from a manufacturing economy to a knowledge economy, few institutions are playing a more important role than the state's 35 community colleges. With more than 328,000 students enrolled statewide, community colleges are boosting New York's economic competitiveness by upgrading the skills of a large chunk of the state's workforce. They are enabling displaced workers to acquire skills in occupations that are growing, and helping businesses across the state meet their evolving workforce needs-from photonics in Rochester to nanotech in Albany. Perhaps most importantly, community colleges have become the state's key opportunity institutions. At a time when a high school diploma is no longer sufficient to obtain a decent paying job in most industries but the cost of getting a college education has skyrocketed, the state's community colleges offer the most accessible path for tens of thousands of low- and moderate- income New Yorkers to obtain a post-secondary credential. However, the state's community colleges have only just begun to deliver on their potential and face enormous challenges in the years ahead. Far too few students who enroll at community colleges in New York end up graduating or moving on to a four-year institution. Statewide, only 35 percent of full-time students who enroll in community college courses obtain an associate or bachelor's degree after six years. And in New York City, where a much higher percentage of students qualify as low-income, the six-year graduation rate is just 29 percent. While some schools do better than others at graduating students, every community college in the state has a six-year graduation rate below 50 percent. This report details the increasing importance of community colleges to New York State's economy and documents why raising graduation rates at the state's community colleges by even a small amount would result in significant benefits to the state's employers, young adults and the working poor. [This report was written with the assistance of David Shaffer.]
Innovation and the City
Author: Kleiman, Neil
Date: 2013-06-00
Type: Reports - Research
Subjects: Urban Areas,Innovation,Public Policy,Local Government,Delivery Systems,Change Strategies,Educational Policy,Foreign Countries,Information Technology,Telecommunications,Access to Information,Partnerships in Education,Educational Finance,Budgets,Financial Support,Staff Development,Government Employees,Human Services,Social Services,Community Programs,Recycling,Sanitation,Technology Uses in Education,Budgeting,Public Agencies,Accountability,Money Management,Housing,Immigrants,Business,Transportation

With Washington trapped in budget battles and partisan gridlock, cities have emerged as the best source of government innovation. Nowhere is this more visible than in New York City. Since taking office in 2002, Mayor Bloomberg has introduced a steady stream of innovative policies, from a competition to recruit a new applied sciences campus and a far-reaching sustainability plan, to micro-apartments and a first-in-the-nation Office of Financial Empowerment. Some reforms have been more successful than others, and some more widely embraced by New Yorkers, but these policy innovations have undeniably reshaped city government, improved service delivery and sparked economic growth. Yet for all of Mayor Bloomberg's achievements, many problems will remain when he exits City Hall at the end of the year. To successfully address these challenges, the next mayor will have to be as ambitious, experimental, and innovative as his or her predecessor. Over the last six months, researchers at the Center for an Urban Future and NYU Wagner interviewed nearly 200 policy experts in cities across the country and around the globe, looking for game-changing reforms that have proven effective in other cities, that are scalable in New York, and that the next mayor could implement. This report, &quot;Innovation and the City,&quot; presents 15 of the most promising reforms--from San Francisco's bold plan to establish a $50 college savings account for every kindergartener in public school, Boston's pioneering approach to remaking the 311 system for today's smartphone age, and London's ambitious experiment with crowdfunding for public infrastructure projects. [Additional research for this report was provided by Adam Eckstein, Kahliah Laney, Christian Gonzalez-Rivera, Emily Laskodi, and Sa Liu. Design by Ahmad Dowla and Jae Ko.]
WWC Review of the Report &quot;Stand and Deliver: Effects of Boston&apos;s Charter High Schools on College Preparation, Entry, and Choice.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Charter Schools,High Schools,College Preparation,Reading Achievement,Mathematics Achievement,Graduation,High School Students,Outcomes of Education,Cohort Analysis,Admission (School),Tuition,Scholarships,College Attendance,Academic Persistence,Discipline Policy,Educational Research,Causal Models

For the 2014 study, &quot;Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice,&quot; researchers measured the effects of attending Boston's charter high schools on students' reading and math achievement, high school graduation, and college outcomes. Six Boston charter schools that include one or more high school grades participated in the study. The study design is based on randomized offers of admission to charter schools. Study authors used statistical techniques to estimate the differences in outcomes for students who would enroll in a charter school if offered admission but would not enroll if they were assigned to the comparison group. Researchers measured the effect of attending a charter school on student achievement in reading and math, eligibility for a scholarship that waives Massachusetts public university tuition, high school graduation, college enrollment, and college persistence. The study had high levels of attrition from the initial randomization to the analytic sample, and the authors were unable to demonstrate baseline equivalence. Therefore, the research does not meet WWC group design standards. A glossary of terms is provided.
The Integration of Digital Tools during Strategic and Interactive Writing Instruction
Author: Kilpatrick, Jennifer Renée
Date: 2014-00-00
Type: Reports - Research
Subjects: Writing Instruction,Technology Integration,Elementary School Teachers,Deafness,Partial Hearing,Technology Uses in Education,Faculty Development,Observation,Educational Practices,Intervention,Writing Processes,Teacher Surveys,Likert Scales,Instructional Materials,Self Efficacy,Teaching Methods,Protocol Analysis

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital tools, they were observed incorporating several new tools into their instruction; however, most of the tools were not the ones targeted during professional development. There are factors related to both teacher perspectives and professional development design that seem to play a role in what digital tools are used, how they are used, and who uses them. Based on these factors, suggestions are made for the design of future professional development that more effectively introduces technologies to teachers and supports their efforts to integrate these tools into classroom instruction. [This article appears as Chapter 30 in &quot;Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings,&quot; a volume in the &quot;Advances in Educational Technologies and Instructional Design (AETID) Book Series, edited by Rebecca S. Anderson and Clif Mims.]
Who Will Succeed and Who Will Struggle? Predicting Early College Success with Indiana's Student Information System. REL 2015-078
Author: Stephan, Jennifer L.
Date: 2015-03-00
Type: Reports - Research
Subjects: High School Students,Public Colleges,Predictor Variables,Academic Achievement,College Students,Student Records,Success,Enrollment Trends,College Credits,Academic Persistence,Student Characteristics,Institutional Characteristics,College Preparation,Attendance,Statistical Analysis,Databases,Racial Differences,Ethnic Groups,Socioeconomic Status,Gender Differences,Student Behavior,Two Year Colleges,Remedial Instruction,Regression (Statistics)

This study examined whether data on Indiana high school students, their high schools, and the Indiana public colleges and universities in which they enroll predict their academic success during the first two years in college. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 68,802 students who graduated high school in 2010. For the 32,564 graduates who first entered a public 2-year or 4-year college, the researchers examined their success during the first two years of college using four indicators of success: (1) enrolling in only nonremedial courses, (2) completion of all attempted credits, (3) persistence to the second year of college, and (4) an aggregation of the other three indicators. HLM was used to predict students' performance on indicators using students' high school data, information about their high schools and information about the colleges they first attended. Half of Indiana 2010 high school graduates who enrolled in a public Indiana college were successful by all indicators of success. College success differed by student demographic and academic characteristics, by the type of college a student first entered, and by the indicator of college success used. Academic preparation in high school predicted all indicators of college success, and student absences in high school predicted two individual indicators of college success and a composite of college success indicators. While statistical relationships were found, the predictors collectively only predicted less than 35 percent of the variance. The predictors from this study can be used to identify students who will likely struggle in college, but there will likely be false positive (and false negative) identifications. Additional research is needed to identify other predictors--possibly non-cognitive predictors--that can improve the accuracy of the identification models. The following are appended: (1) Literature Review; (2) Data and methodology; and (3) Additional results.
Bridging the Disconnect
Author: González-Rivera, Christian
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Youth Employment,Unemployment,Labor Force Development,Youth Programs,Job Training,Employment Services,Job Skills,Skill Development,Social Agencies,Youth Agencies,Career Development,At Risk Persons,Financial Support,School Business Relationship,Partnerships in Education,State Standards,State Departments of Education,Incentives,Grants,Governance

New York City is facing a youth employment crisis, with unprecedented numbers of young people reaching adulthood without the skills or experiences to secure career-track jobs that pay a living wage. Since 2000, the percentage of 16 to 24 year olds across the five boroughs participating in the labor market has fallen from 45 percent to 29 percent, while the unemployment rate for this group has spiked from 13 percent to 20 percent. Alarmingly, approximately one out of every five New Yorkers in this age bracket--an estimated 172,000 in all--are neither working nor in school, by far the largest number of any city in the United States. Despite the magnitude of the problem, New York City's youth workforce development system falls far short of what is needed. Youth-focused workforce programs reach only a tiny fraction of the young adults who could benefit from employment and training services. At the same time, too many of the city's existing youth workforce development programs are deeply flawed and do little to help young people build skills and connect with decent-paying jobs. The five workforce programs run by the city's Department of Youth and Community Development (DYCD), the city's primary youth workforce agency, served fewer than 41,000 young people last year. DYCD's signature initiative, the Summer Youth Employment Program (SYEP), enrolled 35,957 young people in 2013 but had to turn away almost three times that number due to insufficient capacity. Perhaps even more alarming, DYCD's four other workforce programs served fewer than 5,000 youth combined last year. But while the city's youth workforce system could undoubtedly benefit from more resources, it also needs a major restructuring. Indeed, as this report documents, the three city agencies that provide the bulk of youth workforce development services in the city--DYCD, the Department of Small Business Services (SBS) and the Human Resources Administration (HRA)--all have major shortcomings when it comes to helping young New Yorkers gain the education, skills and experiences necessary for career-track employment. The conclusion of this report is that a new level of focus and a new approach is desperately needed to power improvements to the city's youth workforce development system. [Additional research support for this report was provided by Chirag Bhatt, Stephanie Chan, Josefa Silva, Dara Taylor, Xin Wang, Arielle Wiener-Bronner, Barbara Wijering-van Wyck, Christopher Zoia, and Nadia Zonis.]