ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Pathways of High School Graduates and Non-Graduates: A Longitudinal Study from the Student Transitions Project
Author: Heslop, Joanne
Date: 2016-02-00
Type: Reports - Research
Subjects: Longitudinal Studies,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Postsecondary Education,Graduation,High School Graduates,Dropouts,Educational Attainment,Academic Persistence,Enrollment,Influences,College Graduates,Foreign Countries

This report provides key research findings from a recent analysis of 51,831 students who first entered grade 8 in the B.C. K-12 education system in academic year 2004/2005. These students who entered B.C. public and independent schools were tracked over a period of ten years, to the end of the Fall 2014 term. The numerous and diverse education pathways of these students were followed from grade 8 entry, to grade 12 graduation or non-graduation, to post-secondary entry, and finally to credential completion. This study addresses a number of research questions about the different routes students may take beyond initial entry to grade 8. Some students ultimately achieved their grade 12 graduation and subsequently enrolled in post-secondary education where they earned a credential. Other students did not achieve their grade 12 graduation, but did successfully enroll in B.C. public post-secondary institutions where many also earned a post-secondary credential. Numerous other education routes were possible for these students. This report describes their diverse range of education achievements along a multitude of pathways over varying lengths of time, with specific comparisons between grade 12 graduates and non-graduates, as well as Aboriginal and non-Aboriginal students.
Dual Credit and Exam-Based Credit Acceptance Policies of Minnesota Colleges and Universities: A Guide for Policymakers
Author: DeSalvo, Alaina
Date: 2017-05-00
Type: Guides - Non-Classroom
Subjects: College Credits,High School Students,Advanced Placement Programs,School Surveys,Relevance (Education),Transfer Policy,Transfer Programs,Equal Education,Access to Education,Progress Monitoring,Partnerships in Education,College Admission,School Policy,Educational Practices,Change Strategies,College Bound Students

Dual credit and exam-based credit programs are increasingly popular options for high school students who hope to earn college credit during their high school career. These programs provide college-level content for students seeking a head-start on college and promote college-going among high school students. As their popularity grows, dual credit and exam-based credit programs face new challenges that create barriers to participation for students. Among these challenges include credit transferability, equity and access, monitoring/course rigor, and high school and college partnerships. To address the issue of credit transferability, &quot;Minnesota Statute §136A.87(b)&quot; requires the Minnesota Office of Higher Education (OHE) to gather and share information related to the dual credit and exam-based credit acceptance policies for all Minnesota colleges and universities. Over the course of six months, OHE surveyed colleges and universities in Minnesota and compiled information on their dual credit/exam-based credit acceptance policies. Among the key findings are: (1) Almost all Minnesota colleges and universities award college credit for dual credit (98%) and exambased credit (95%) participation. Credit transferability issues are not caused by institutional unwillingness to accept dual credit/exam-based credit; (2) Most Minnesota colleges and universities have formal, written policies that facilitate the transfer of dual credit (88%) and exam-based credit (95%). Credit transferability issues do not seem to be caused by a lack of institutional dual credit/exam-based credit acceptance policies; (3) Knowledge of dual credit and exam-based credit policies tend to be dispersed among multiple offices within a college or university, which may lead to both institutional confusion and student confusion; and (4) When handling dual credit or exam-based credit decisions, there are typically multiple staff with decision-making power across two or more departments within the same institution. This creates nuanced, specialized circumstances for awarding credit which may contribute to student confusion.
Getting Prepared 2017: Recent High School Graduates and Development Courses
Author: Fergus, Meredith
Date: 2017-00-00
Type: Reports - Research
Subjects: High School Graduates,Developmental Programs,Public Education,College Bound Students,African American Students,Low Income Students,College Readiness,Needs Assessment,Institutional Mission,Educational Innovation,Acceleration (Education),Models,Educational Trends,Outcomes of Education,Gender Differences,Race,English Language Learners,Socioeconomic Status,Institutional Characteristics,Special Education,Testing,College Freshmen,Enrollment Rate

&quot;Getting Prepared 2017&quot; examines Minnesota public high school graduates from the classes of 2008-2015 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. Overall, Minnesota does well in moving students from public high school to college (77% of 2014 graduates enrolled in college within 2 years of high school graduation). However, gaps in college enrollment exist for students of color and lower income students. &quot;Getting Prepared 2017 &quot;provides policymakers one measure of college readiness--enrollment in developmental education. Twenty-four percent of 2014 public high school graduates enrolled in one or more developmental courses within two years of graduating high school. Overall developmental education rates for recent high school graduates declined between 2008 and 2014. Almost all graduates enrolling in developmental education (98%) enrolled at Minnesota State Colleges and Universities. Disparities in enrollment in developmental education also exist for students of color, non-English speakers and lower income students. [The Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Minnesota Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED), provided data for this report. For &quot;Getting Prepared 2016: Recent High School Graduates and Developmental Courses,&quot; see ED610322.]
Intervention for College Attendance Program: 2013-2014 Report
Author: Walters, Nancy
Date: 2015-01-15
Type: Reports - Research
Subjects: Higher Education,Intervention,College Preparation,Enrichment Activities,Course Selection (Students),Student Participation,Graduation,Parent Participation,College Attendance,Parent School Relationship,High Schools,Grants,Colleges,High School Students,Middle School Students,Tutoring,Tutors,Summer Programs,Career Exploration,Career Awareness,Program Effectiveness,Educational Finance,College Students,Student Recruitment,Test Preparation,Career Planning,College Entrance Examinations,Academic Persistence,School Holding Power,Disproportionate Representation,Counseling,Mentors,English (Second Language),English Language Learners,School Orientation,College Admission,Student Financial Aid,Financial Support,College Readiness,At Risk Students,Access to Education

Minnesota's Intervention for College Attendance Program (ICAP) is a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their preparation and aptitude for postsecondary success. With the need to have Minnesota's students prepared for higher education and employment in occupations that require postsecondary training that ranges from sub-baccalaureate credentials--associate degrees and high-quality certificates--to higher level postsecondary degrees, this report provides information on the outcomes of ICAP funding for fiscal years 2013 and 2014. Among the key findings from the report are: (1) Program focus on enhancing success in core curriculum by strengthening academic preparation was a determinant in postsecondary enrollment and success for ICAP students; (2) Rigorous academic coursework (honors, dual enrollment, Advanced Placement, International Baccalaureate) beyond the high school core curriculum enhanced college readiness/mastery of college level content for ICAP students; (3) ICAP programs that targeted strengthening postsecondary enrollment through ACT preparation and assessment increased student ACT scores and profile for college admission. The average ACT score increase for these programs ranged from 0.85 to 5.99; and (4) The high school graduation rate for ICAP seniors (90% in 2013 and 95% in 2014) continues to be higher than the state's four-year graduation rate for public school students. While there is considerable local and national focus on improving secondary and postsecondary outcomes for students underrepresented in the education attainment pipeline, the targeted ICAP funding has enhanced academic attainment to allow postsecondary participation and workforce preparation for students supported by ICAP. [For the 2011-2012 report, see ED583078.]
Intervention for College Attendance Program: 2015-2016 Report
Author: Walters, Nancy
Date: 2017-01-17
Type: Reports - Research
Subjects: Higher Education,Intervention,College Preparation,Enrichment Activities,Course Selection (Students),Student Participation,Graduation,Parent Participation,College Attendance,Parent School Relationship,High Schools,Grants,Colleges,High School Students,Middle School Students,Tutoring,Tutors,Summer Programs,Career Exploration,Career Awareness,Program Effectiveness,Educational Finance,College Students,Student Recruitment,Test Preparation,Career Planning,College Entrance Examinations,Academic Persistence,School Holding Power,Disproportionate Representation,Counseling,Mentors,English (Second Language),English Language Learners,School Orientation,College Admission,Student Financial Aid,Financial Support,College Readiness,At Risk Students,Access to Education

Minnesota's Intervention for College Attendance Program (ICAP) is a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their preparation and aptitude for postsecondary success. With the need to have Minnesota's students prepared for higher education and employment in occupations that require postsecondary training that ranges from sub-baccalaureate credentials--associate degrees and high-quality certificates--to higher level postsecondary degrees, this report provides information on the outcomes of ICAP funding for fiscal years 2015 and 2016. Among the key findings from the report are: (1) Program focus on enhancing success in core curriculum by strengthening academic preparation was a determinant in postsecondary enrollment and success for ICAP students; (2) Rigorous academic coursework (honors, dual enrollment, Advanced Placement, International Baccalaureate, Concurrent Enrollment) beyond the high school core curriculum enhanced college readiness/mastery of college level content for ICAP students; (3) ICAP programs that targeted strengthening postsecondary enrollment through ACT preparation and assessment increased student ACT scores and profile for college admission. The average ACT score increase for these programs ranged from 0.94 to 6.0; and (4) The high school graduation rate for ICAP seniors (91% in 2015 and 93% in 2016) continues to be higher than the state's four-year graduation rate for public school students. While there is considerable local and national focus on improving secondary and postsecondary outcomes for students underrepresented in the education attainment pipeline, the targeted ICAP funding has enhanced academic attainment to allow postsecondary participation and workforce preparation for students supported by ICAP. [For the 2013-2014 report, see ED583058.]
STP Ten-Year Review of Trends in B.C.&apos;s Education Systems. Research Results from the Student Transitions Project
Author: Ministry of Advanced Education (British Columbia), Student Transitions Project
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Systems Analysis,Transitional Programs,Enrollment Trends,High School Graduates,College Bound Students,Cohort Analysis,Student Mobility,College Transfer Students,School Statistics,Student Characteristics,Demography,Geographic Distribution,Institutional Characteristics,School Districts,Credentials,Progress Monitoring,Statistical Distributions

The Student Transitions Project (STP) has reached a ten-year milestone: The STP has now collected student enrollment data from ten years of grade 12 graduation cohorts and ten years of post-secondary registrants, since the project's inception in 2003. The STP dataset continues to be an invaluable tool for tracking student transitions into post-secondary education and the mobility of students between post-secondary institutions. In addition, it provides a useful data source for summarizing B.C.'s grade 12 graduation cohorts and all B.C. public post-secondary registrations and credential completions. This newsletter offers a perfect opportunity to discuss some of the trends revealed in the STP data set. Figures 1 and 2 compare the ten-year rate of change along some of these dimensions. [The STP would like to thank the Ministry of Education, the Ministry of Advanced Education, Innovation and Technology and the B.C. public post-secondary institutions for collaborating in this research effort.]
An Annual Research Update on the First Transitions of B.C. Grade 12 Graduates into B.C. Public Post-Secondary Education. STP Research Results
Author: Heslop, Joanne
Date: 2017-09-27
Type: Reports - Evaluative
Subjects: Annual Reports,Postsecondary Education,Transitional Programs,Kindergarten,Enrollment Rate,Credentials,Student Mobility,Success,Research Reports,High School Graduates,College Bound Students,Academic Persistence,Qualifications,High School Equivalency Programs,Institutional Characteristics,Grade Point Average,Language Arts,English,Geographic Distribution,Stopouts,Trend Analysis,Bachelors Degrees,College Graduates,Demography,Student Characteristics,Foreign Countries,Grade 12

Every year, the Student Transitions Project (STP) collects post-secondary enrollment and credential completion data from the twenty-five British Columbia (B.C.) public post-secondary institutions and links this data to secondary enrollment information via encrypted personal education numbers (PENs). Now comprising fourteen full years of post-secondary information, the STP data is used for tracking student transitions, student mobility and student success. This report summarizes the latest research findings on the first transitions of B.C. grade 12 graduates entering B.C. public post-secondary education.
Public School Teacher Spending on Classroom Supplies. Data Point. NCES 2018-097
Author: Spiegelman, Maura
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Public School Teachers,Questionnaires,Teacher Surveys,Elementary Secondary Education,National Surveys,Educational Finance,Expenditures,Institutional Characteristics,Teacher Characteristics,Charter Schools,Rural Schools,Urban Schools,Suburban Schools,Poverty

The Teacher Questionnaire was administered as part of the 2015-16 National Teacher and Principal Survey (NTPS), which is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. Community type is defined by the urban-centric school locale code based on the 2010 Decennial Census data, collapsed into four categories: city, suburban, town, and rural. Instructional level refers to the grade levels taught by a teacher and divides teachers into elementary or secondary based on a combination of the grades taught, main teaching assignment, and the structure of their classes. This Data Point looks at: (1) What percentage of teachers spent their own money on classroom supplies during the 2014-15 school year?; and (2) Among teachers who spent their own money on classroom supplies during the 2014-15 school year, how much did they spend?
Creating a Classroom Culture That Supports Productive Struggle: Pre-Service Teachers&apos; Reflections on Teaching Mathematics
Author: Valentine, Keri D.
Date: 2018-04-13
Type: Reports - Research
Subjects: Preservice Teachers,Reflective Teaching,Mathematics Instruction,Case Studies,Educational Strategies,Classroom Environment,Alignment (Education),Mathematics Teachers,Preservice Teacher Education,Elementary Education,Education Majors

The purpose of this instrumental case study was to examine pre-service teachers' (PSTs) reflections on mathematics teaching and learning as it relates to the practice of supporting productive struggle. The research team created a framework aligning instructional features/teacher strategies that support productive struggle with related perspectives, organizing these by classroom culture/environment, treatment of content, and communication to support reasoning. The current analysis reports on PSTs perspectives related specifically to classroom culture/environment. Findings show the variant ways in which PSTs perspectives are both aligned and misaligned as well as considerations for leveraging these perspectives in mathematics teacher education.
Mathematical Learning Experiences: Leveraging Elementary Pre-Service Teachers&apos; Existing Perspectives to Support New Understandings
Author: Bolyard, Johnna
Date: 2017-05-01
Type: Reports - Research
Subjects: Learning Experience,Elementary School Teachers,Preservice Teachers,Mathematics Education,Phenomenology,Semi Structured Interviews,Learning Processes,Student Teacher Attitudes,Elementary Education,Education Majors,Autobiographies,Reflection,Writing (Composition),Classroom Communication,Learning Problems

The purpose of this phenomenological research study was to examine the phenomenon of living through struggle while learning mathematics on the part of pre-service elementary teachers. We elicited lived-experience descriptions and interviews from 46 participants enrolled in an elementary teacher education program over the course of two years. We chose to focus on struggle, as one of the research-based teaching practices recommends that teachers of mathematics engage their students in &quot;productive&quot; struggle. We argue that opening up an understanding of the variant ways struggle manifests in learning informs the work of teacher educators; namely, it supports our understanding of how these lived-struggle moments may influence subsequent perspectives of mathematics and mathematics teaching and learning pre-service teachers may bring with them. We end by considering the ways in which teacher educators can leverage this understanding of lived-struggle to support continued growth, such as drawing on these experiences to engage pre-service teachers in a critical examination of mathematics teaching and learning.
What Factors Explain the Likelihood of Completing a VET Qualification? Support Document
Author: Ong, Adrian
Date: 2018-00-00
Type: Reports - Research
Subjects: Qualifications,Vocational Education,Graduation Rate,Performance Factors,Regression (Statistics),Maximum Likelihood Statistics,Classification,Cohort Analysis,Academic Persistence,Achievement Need,Predictor Variables,Models,Foreign Countries,Statistical Analysis

People participate in vocational education and training (VET) for a variety of reasons and at different stages of their life. Some undertake VET to gain the vocational skills necessary to enter the labour market for the first time, while others enter in order to upgrade existing skills, learn new ones, or simply for personal interest. Successful completion of a VET qualification may not be the prime objective for all students. This consideration, together with the fact that not all people are equally capable of coping with the education and training demands required of some qualifications, suggests that measures of VET qualification completion rates may not be adequate for determining the full effectiveness of the sector. Hence, a number of different performance measures exist. However, little information is available on the likelihood of success for individual students or on the characteristics of those students more or less likely to succeed in completing their qualification. Consequently, there is a need to identify the various learner groups undertaking VET and determine those factors that impact upon their likelihood of success in completing their qualification. Complementary to the publication &quot;Australian Vocational Education and Training Statistics: VET Program Completion Rates 2011-15,&quot; the aim of the project is to identify the factors affecting the likelihood of completing a VET qualification among government-funded students. In doing so it is hoped that the findings prompt discussion on ways to improve VET completion by identifying the characteristics of those students most likely to complete a VET qualification. A further aim of this research is to explore the feasibility of using advanced data analytics to examine the factors that influence the likelihood of completing a VET qualification. Three appendices are included. [To view &quot;Australian Vocational Education and Training Statistics: VET Program Completion Rates 2011-15,&quot; see ED575989.]
Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. A Summary of Key Findings from The National Longitudinal Transition Study 2012. NCEE Evaluation Brief
Author: Lipscomb, Stephen
Date: 2018-05-00
Type: Reports - Research
Subjects: Disabilities,Transitional Programs,Longitudinal Studies,Special Education,Success,Secondary School Students,Parent Attitudes,Student Attitudes,Educational Legislation,Federal Legislation,Equal Education,Individualized Education Programs,Friendship,Activities,Academic Support Services,Parent Role,School Role,Family Environment,Individual Characteristics,Institutional Characteristics,Peer Relationship,Student Behavior

Preparing youth with disabilities for successful futures is a longstanding priority for policymakers and educators. This priority is reflected in the federal Individuals with Disabilities Education Act (IDEA), last updated in 2004. This brief summarizes findings from surveys of secondary school youth with disabilities and their parents collected for the National Longitudinal Transition Study (NLTS) 2012, which is being conducted as part of an assessment of IDEA.