ethanporcaro/eric-fulltext-meta huggingface dataset:
Risky Business: For-Profit Career Colleges Bad Bet for Public Investment. Workforce and Higher Education
Author: Halbert, Hannah
Date: 2017-05-00
Type: Reports - Research
Subjects: Private Colleges,Proprietary Schools,Career Education,Outcomes of Education,Student Financial Aid,State Aid,Need Analysis (Student Financial Aid),Accountability,Politics of Education,State Policy,Disclosure,Economically Disadvantaged,Incentives,Barriers,Employment Potential,Credentials,Income,Debt (Financial),College Graduates,Educational Quality,Risk,Education Work Relationship

When higher education goes wrong, once-hopeful students can be saddled with debt, no degree, fewer resources and less will to pursue education in the future. Costs, debt and earnings vary greatly depending on the type of institution running the program. Career training programs at for-profit institutions, also known as proprietary schools, have come under scrutiny for producing an outsized share of dubious outcomes. Ohio does little to protect students and public dollars from these corporations. Rather, the state's financial aid policy incentivizes risky enrollment. The state's need-based aid system preferences for-profit career colleges over more accountable and transparent public institutions. The sector is self-regulated in the state, operating largely outside the Ohio Department of Higher Education. This must be corrected. Ohio should eliminate student aid to the sector and institute real oversight measures. As it now operates, students and the state are spending millions on profit-seeking schools, truly a risky business. [This report was also made possible by the support of the Fowler Foundation and Saint Luke's Foundation. For the executive summary, see ED591116.]
Risky Business: For-Profit Career Colleges Bad Bet for Public Investment. Executive Summary
Author: Policy Matters Ohio
Date: 2017-00-00
Type: Reports - Research
Subjects: Private Colleges,Proprietary Schools,Career Education,Outcomes of Education,Student Financial Aid,State Aid,Politics of Education,Incentives,Income,Certification,College Graduates,Employment Potential,Education Work Relationship,State Policy,Risk,Enrollment,Grants,Debt (Financial),Need Analysis (Student Financial Aid),Accountability

When higher education goes wrong, once-hopeful students can be saddled with debt, no degree, fewer resources and less will to pursue education in the future. Costs, debt and earnings vary greatly depending on the type of institution running the program. Career training programs at for-profit institutions, also known as proprietary schools, have come under scrutiny for producing an outsized share of dubious outcomes. Ohio does little to protect students and public dollars from these corporations. Rather, the state's financial aid policy incentivizes risky enrollment. The state's need-based aid system preferences for-profit career colleges over more accountable and transparent public institutions. The sector is self-regulated in the state, operating largely outside the Ohio Department of Higher Education. This must be corrected. Ohio should eliminate student aid to the sector and institute real oversight measures. As it now operates, students and the state are spending millions on profit-seeking schools, truly a risky business. [For the full report, see ED591115.]
Why Suburban Districts Need Public Charter Schools Too
Author: Langhorne, Emily
Date: 2018-10-00
Type: Reports - Research
Subjects: School Districts,Suburban Schools,Charter Schools,Public Schools,Urban Schools,Poverty,Middle Class,Student Needs,Performance,Barriers,Generational Differences

On November 8, 2016, while the rest of the world anxiously awaited the outcome of the U.S. presidential election, a subset of voters with a keen interest in education had their eyes on Massachusetts. This was the day Bay Staters would vote on Ballot Question 2, a proposal to raise the state's cap on public charter schools by up to 12 new schools per year. Massachusetts is home to some of the highest performing charter schools in the country, with especially impressive gains at schools serving urban, low-income and minority students. In Boston, one of the eight districts in the state to have reached its cap on charter schools, students at charters learn the equivalent of an extra year of math and reading each year, when compared to their peers with similar demographics and past test scores at the city's traditional public schools. The local school district, Boston Public Schools (BPS), enrolls about 53,000 students in a city of about 77,000 students. Currently, public charters enroll only about 10,000 students, but there are more than 32,000 children on waitlists for these schools.
Federal Student Loan Amounts and Terms for Loans Issued in 2015-16
Author: Institute for College Access & Success, Project on Student Debt
Date: 2015-06-11
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Programs,Credit (Finance),Fees,Eligibility,Loan Repayment,Undergraduate Students,Graduate Students,Federal Legislation,Federal Aid

U.S. citizens or permanent residents, enrolled at least half time in a qualified program at a participating school, not in default on a prior federal student loan, and not previously convicted of a drug offense while receiving federal financial aid are eligible to apply for a student loan. This chart summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2015 through June 30, 2016. [For &quot;Federal Student Loan Amounts and Terms for Loans Issued in 2014-15,&quot; see ED560028.]
Federal Student Loan Amounts and Terms for Loans Issued in 2017-18
Author: Institute for College Access & Success, Project on Student Debt
Date: 2017-06-21
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Programs,Credit (Finance),Fees,Eligibility,Loan Repayment,Undergraduate Students,Graduate Students,Federal Legislation,Federal Aid

U.S. citizens or permanent residents, enrolled at least half time in a qualified program at a participating school, not in default on a prior federal student loan, and not previously convicted of a drug offense while receiving federal financial aid are eligible to apply for a student loan. This chart summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2017 through June 30, 2018. [For &quot;Federal Student Loan Amounts and Terms for Loans Issued in 2016-17,&quot; see ED570913.]
Federal Student Loan Amounts and Terms for Loans Issued in 2018-19
Author: Institute for College Access & Success, Project on Student Debt
Date: 2018-06-25
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Programs,Credit (Finance),Fees,Eligibility,Loan Repayment,Undergraduate Students,Graduate Students,Federal Legislation,Federal Aid

U.S. citizens or permanent residents, enrolled at least half time in a qualified program at a participating school, not in default on a prior federal student loan, and not previously convicted of a drug offense while receiving federal financial aid are eligible to apply for a student loan. This chart summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2018 through June 30, 2019. [For &quot;Federal Student Loan Amounts and Terms for Loans Issued in 2017-18,&quot; see ED591119.]
Student Debt and the Class of 2017. 13th Annual Report
Author: Cheng, Diane
Date: 2018-09-00
Type: Reports - Research
Subjects: Debt (Financial),Student Loan Programs,Student Financial Aid,State Policy,Federal Programs,Federal Aid,Paying for College,Private Financial Support,Loan Repayment,Tuition,Accountability,Risk,Public Colleges,Private Colleges,Grants,College Graduates

&quot;Student Debt and the Class of 2017&quot; is the thirteenth annual report produced by The Institute for College Access &amp; Success (TICAS) on the student loan debt of recent graduates from four-year colleges, documenting the changes in student loan debt and variation among states as well as colleges. [For &quot;Student Debt and the Class of 2016. 12th Annual Report,&quot; see ED587389.]
2012 Cohort Graduation and Dropout Rate Report
Author: Utah State Office of Education
Date: 2013-04-18
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Federal Legislation,Racial Differences,Ethnicity,Disabilities,Economically Disadvantaged,English Language Learners,Low Income Groups,High School Students

The 2012 cohort report includes: (1) Historic Utah Federal Four-Year Graduation by Demographics; (2) Federal Three-Year Graduation, Other Completer, Continuing Student and Dropout Counts and Rates by LEA and High School, 2012 Cohort; (3) Federal Four-Year Graduation, Other Completer, Continuing Student and Dropout Counts and Rates by LEA and High School, 2012 Cohort. [For the 2011 report, see ED566186.]
2013 Cohort Graduation and Dropout Rate Report
Author: Utah State Office of Education
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Federal Legislation,Racial Differences,Ethnicity,Disabilities,Economically Disadvantaged,English Language Learners,Low Income Groups,High School Students,Educational Legislation

The 2013 cohort report includes: (1) State Cohort Graduation and Dropout Rates; (2) Federal 4 Year Graduation Rate Comparisons; and (3) Graduation, Other Completer, Continuing Students and Dropouts by LEA and High School. [For the 2012 report, see ED591122.]
2014 Cohort Graduation and Dropout Rate Report
Author: Utah State Office of Education
Date: 2015-04-14
Type: Reports - Evaluative
Subjects: Graduation Rate,Dropout Rate,Federal Legislation,Racial Differences,Ethnicity,Disabilities,Economically Disadvantaged,English Language Learners,Low Income Groups,High School Students,Educational Legislation,Elementary Secondary Education

The 2014 cohort report includes: (1) State Federal Four-Year Cohort Rates; and (2) Federal Four-Year Graduation Rates by District and School. [For the 2013 report, see ED591123.]
The Progressive Choice: Creating 21st Century School Systems
Author: Groff, Peter
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Public Education,Institutional Autonomy,Accountability,School Choice,Educational Innovation,Educational Environment,Educational Change,Elementary Secondary Education

Progressives have long understood that access to a quality education is the one factor that consistently and permanently changes the trajectory of a life. As such, creating a strong public school system has been at the epicenter of our decades-long struggle to promote equal rights and equal opportunity for all. For many of America's families of color, a public school education has historically been the path to the middle class. Unfortunately, America's public education system is stagnant. Scores on the most widely respected test, the National Assessment of Educational Progress (NAEP), have been flat for a decade. Without transformation, our school districts will be unable to prepare students for the demands of the future, and our kids won't be productive in tomorrow's global workforce. As President Barack Obama said, &quot;In a global economy, where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity -- it is a prerequisite.&quot; It's a prerequisite we're not close to attaining. America's public education system continues to function like one designed for the industrial era. While other industries have adapted to the Information Age and the global marketplace, most of America's school districts remain trapped in a structural model of centralized decision making and top-down bureaucracy.
Life Skills and Leadership. Publication No. M0098
Author: Peace Corps
Date: 2013-02-00
Type: Guides - Classroom - Teacher
Subjects: Voluntary Agencies,Volunteers,International Organizations,Daily Living Skills,Leadership,Leadership Training,Youth Programs,Individual Development,Interpersonal Competence,Goal Orientation,Planning,Teamwork,Skill Development,Developmental Stages,Adolescent Development,Self Esteem,Values Education,Cognitive Processes,Stress Variables,Psychological Patterns,Listening Skills,Communication Skills,Decision Making Skills,Creativity,Problem Solving,Conflict Resolution,Cooperation,Time Management,Leadership Role,Volunteer Training,Cultural Awareness,Role Playing,Student Educational Objectives

The &quot;Life Skills and Leadership Manual&quot; is designed to be used by Peace Corps Volunteers and their counterparts who work with youth worldwide to develop the knowledge, skills, and attitudes integral to three Youth in Development sector competencies: (1) Support healthy lifestyles and prepare youth for family life; (2) Prepare youth for the world of work; and (3) Engage youth as active citizens. While a particular project may focus on only one or two of these sector competencies, the life skills and leadership topics relate to all aspects of life, including: succeeding in the workplace, fostering healthy living, and engaging with communities. With this manual, Volunteers leading a wide range of positive youth development activities in any sector can learn to integrate life and leadership skills training into their relationships with youth in their communities. Once Volunteers and staff members are familiar with the concepts introduced in the manual, they will be able to see consistency with other important principles and practices of the Peace Corps' approach to programming and training in the Youth in Development sector. These include life skills indicators and tracking tools for monitoring, reporting, and evaluating outcomes of youth training activities. There are approximately 45 hours of instruction in this manual. The sessions are divided into the following units: (1) Personal Development (13 hours, 45 minutes); (2) Interpersonal Development (13 hours, 30 minutes); (3) Goal Setting and Action Planning (8 hours); and (4) Teamwork and Leadership (10 hours). [Individual sections include references.]
Which Colleges Offer Three-Year Bachelor&apos;s and Why Aren&apos;t They Working?
Author: Weinstein, Paul, Jr.
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Colleges,Universities,Undergraduate Study,Bachelors Degrees,Program Effectiveness,Outcomes of Education,Politics of Education,Paying for College,Costs,Access to Education,Student Financial Aid,Finance Reform,Tuition,Program Design,Time to Degree

Despite all the attention it has received in recent years, the cost of college continues to rise at both private and public institutions across the United States. According to data from the College Board, average tuition and fees for a public four-year college is $20,770 if in-state or $35,420 for out-of-state, and $46,950 for private, non-profit institutions. This represents increases of 13, 12, and 15 percent respectively since 2014, when the Progressive Policy Institute (PPI) first called for institutions of higher learning to make a three-year bachelor's degree the norm and cut the cost of college by 25 percent. American college students are facing a triple whammy -- out-of-control college costs, record levels of student debt, and declining real earnings for college graduates. Yet politicians from both the left and the right have done nothing to fix the problem. Republicans actually proposed cutting student aid during the debate over tax reform. Meanwhile, some Democrats are pushing &quot;free college,&quot; which -- while well intentioned -- would do nothing to restrain the rising cost of college (in fact, just the opposite) or ensure Americans access to the best colleges and universities.
How Students Engage with News: Five Takeaways for Educators, Journalists, and Librarians. The News Study Report
Author: Head, Alison J.
Date: 2018-10-16
Type: Reports - Research
Subjects: College Students,Information Seeking,News Media,Handheld Devices,Telecommunications,Social Media,Validity,Journalism,Political Issues,Trust (Psychology),Libraries,Peer Influence,Newspapers,Electronic Publishing,Teacher Influence,Television,Radio,Periodicals,Librarians,Audio Equipment,Information Dissemination,Student Characteristics

This report presents findings about how a sample of U.S. college students gathers information and engages with news in the digital age. Included are results from an online survey of 5,844 respondents and telephone interviews with 37 participants from 11 U.S. colleges and universities selected for their regional, demographic, and red/blue state diversity. A computational analysis was conducted of Twitter data associated with the survey respondents and a larger Twitter panel of more than 135,000 college-age persons. Findings indicated two-thirds of the survey respondents received news from at least five pathways to news during a given week with peers, social media, professors, and online newspapers most commonly used. News was overwhelming for two-thirds of the respondents (68%), so they were selective about what they read or viewed, following topics meeting their immediate needs, i.e., weather and traffic reports, news about national politics, or political memes that appealed to their appreciation of satire. Some 58% shared news on social media during the past week, often to pass on information they thought friends and followers should know. Most students defined news content broadly and no longer see news as a cohesive, authoritative report as prior generations may have defined it. Many invested time and critical thinking to assemble, compare, and interpret news across sources. Social media and the open Web make traditional standards of evaluation increasingly problematic. While most believed in the core principles of journalism, and considered news necessary in a democracy (82%), many students were dissatisfied with the quality of news available today when media and political polarization were particularly acute. Distrust of news stemmed, in part, from the rise of &quot;fast news&quot; -- oversimplified and fragmented news snippets released throughout a day -- and the &quot;fake news&quot; phenomenon; only 14% felt very confident they could tell &quot;fake news&quot; from &quot;real news.&quot; Six recommendations are included for educators, journalists, and librarians working to make students effective news consumers. To explore the implications of this study's findings, concise commentaries from leading thinkers in education, libraries, media research, and journalism are included. [For the executive summary, see ED591129.]
How Students Engage with News: Five Takeaways for Educators, Journalists, and Librarians. The News Study Executive Summary
Author: Head, Alison J.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: College Students,Information Seeking,News Media,Handheld Devices,Telecommunications,Social Media,Validity,Journalism,Political Issues,Trust (Psychology),Libraries,Peer Influence,Newspapers,Electronic Publishing,Teacher Influence,Librarians,Information Dissemination

This executive summary provides a snapshot of the larger report, &quot;How Students Engage with News: Five Takeaways for Educators, Journalists, and Librarians&quot; (ED591128). The report represents perhaps the largest and most comprehensive research effort exploring how U.S. college-age students are accessing, consuming, and engaging with news in the digital era. It seeks to understand how students see the role of news in their lives, in their learning and social communities, and in a democracy at a time when personal beliefs may carry more weight than objective facts, information platforms fuel endless debates, and the authority of traditional media is falling away. Findings are drawn from an online survey administered at a diverse mix of 11 colleges and universities from across the country, yielding a sample of 5,844 students. Follow-up interviews with 37 survey respondents complemented the survey. A computational analysis of Twitter data from survey respondents (N = 731) and a larger Twitter panel of more than 135,000 college-age persons provided observational and external comparative data to help frame the survey results. The findings suggest young adults believe news is valuable to their lives and to society on the whole, and many see themselves as active participants in its dissemination. Yet, the new digital environment and current political reality has made successful navigation extremely difficult. Educational and media institutions need to do far more to help this emerging generation succeed in operating in this confusing, overwhelming, and often misleading online environment. Ultimately, they must educate young adults to understand how to find and engage with credible information and give them the knowledge necessary to fulfill both their personal needs and civic roles. This summary concludes with the five research takeaways presented in the larger report.
4-H Science Initiative: Youth Engagement, Attitudes, and Knowledge Study. Revised
Author: Mielke, Monica
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Learner Engagement,Student Attitudes,Science Interests,Science Careers,Science Programs,Program Implementation,Extension Agents,Youth,Student Surveys,Youth Programs,National Competency Tests,Science Teachers,Comparative Analysis,Science Activities,Scientific Attitudes,Science Process Skills,Occupational Aspiration,Program Evaluation,Student Participation,Grade 4,Grade 8,Grade 12

In 2006 4-H National Headquarters at the U.S. Department of Agriculture and National 4-H Council introduced a new initiative aimed at increasing the number and quality of science, engineering, and technology programs that 4-H offers around the country, and increasing the number of youth involved in these programs. By engaging youth in informal science educational opportunities through the 4-H Science Initiative, the organization hopes to increase: science interest and literacy among youth, the number of youth pursuing post-secondary education in scientific fields, and the number of youth pursuing science-related careers. With the support of the Noyce Foundation, National 4-H Council has contracted with Policy Studies Associates (PSA) to evaluate the implementation of this new initiative. The National 4-H Science Evaluation Design Team created a logic model for the initiative that outlines the short- and long-term goals of the initiative. This year's evaluation had three key objectives: (1) to gather program-level information about the implementation of 4-H science programs from science educators, (2) to collect information from participants about their attitudes toward science and their opinions of their 4-H Science programs, and (3) to look for any associations between youth-level data and the characteristics of the 4-H Science programs in which youth are enrolled. In order to meet these goals, a survey was conducted of science educators leading 4-H Science programs, and a survey of youth participants. The science educator survey was administered in spring 2011 had an overall response rate of 62 percent. Youth surveys were administered in a random sample of programs in late May and June 2011.Youth surveys were received from 19 of the 21 programs in the sample, for a program-level response rate of 91 percent. The first section of this report describes findings from the survey of all 4-H Science educators in the seven states participating in the evaluation, the second section presents data from the YEAK survey, and the final sections summarize this evaluation's findings and present recommendations.