ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is the Price of College? Total, Net, and Out-of-Pocket Prices in 2007-08. Stats in Brief. NCES 2011-175
Author: Wei, Christina Chang
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Student Costs,Undergraduate Students,Student Financial Aid,Tuition,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Income,Eligibility,Low Income Groups,Family Income,College Attendance,Noninstructional Student Costs

This Statistics in Brief illustrates the kinds of questions that national data can answer about the amounts U.S. undergraduates pay annually, on average, for postsecondary education, with and without financial aid. This brief draws upon the National Postsecondary Student Aid Study (NPSAS), a nationally representative survey of all postsecondary students enrolled in Title IV institutions. Key findings include: (1) There is a wide range of prices for postsecondary education. This Brief shows the &quot;total price of attendance&quot; (tuition and living expenses), the &quot;net price after grants&quot; (total price of attendance minus all grants), and the &quot;out-of-pocket net price&quot; (total price of attendance minus all financial aid) for the four major types of postsecondary institutions; (2) Full-time students enrolled at public 2-year institutions had the lowest average total price of attendance ($12,600). Those at public 4-year institutions had an average total price of $18,900, those at for-profit institutions had an average total price of $28,600, and those at private non-profit 4-year institutions had the highest average total price ($35,500); (3) After all financial aid is received (including grants, loans, and work-study), the average out-of-pocket net price ranged from $9,100 at public 2-year institutions to $10,300 at public 4-year institutions, $16,000 at for-profit institutions, and $16,600 at private nonprofit 4-year institutions; (4) Along with income, a student's total price of attendance is also a factor in determining eligibility for financial aid. Students at a lower priced institution will have less eligibility for aid than if they had attended a higher priced institution. Those attending private institutions had the highest tuition but they also received the most financial aid. Undergraduates at private nonprofit 4-year institutions received the greatest amount of institutional grant aid while those at for-profit institutions had the largest proportion of borrowers; and (5) Low-income undergraduates enrolled full time at for-profit institutions had the highest average net price after grants as well as the highest average out-of-pocket net price when compared with low-income students enrolled at other institutions. The average net price after grants was $21,300 for low-income students at for-profit institutions but ranged from $7,800 to $17,900 at other institutions. Similarly, the average out-of-pocket net price was $11,700 among low-income students at for-profit institutions but the average for those enrolled elsewhere ranged from $6,000 to $9,800. (Contains 2 tables, 6 figures, and 21 footnotes.
How Well Prepared and Supported Are New Teachers? Results for the Northwest Region from the 2003/04 Schools and Staffing Survey. Issues &amp; Answers. REL 2010-No. 097
Author: Burke, Arthur
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Preservice Teacher Education,Public School Teachers,Elementary Secondary Education,National Surveys,Teacher Surveys,Questionnaires,Beginning Teachers,Beginning Teacher Induction,Comparative Analysis

This report summarizes responses from the 2003/04 Schools and Staffing Survey by public school teachers in the Northwest Region who began teaching during 1999-2003. The report focuses on questions for teachers about coursework in preparation for teaching; preparation for essential classroom roles; and their perceived level of support during the first year of teaching, and compares responses to those at the national level. (Contains 20 tables, 2 figures and 2 notes.) [For the summary of this report, see ED514053.]
How Well Prepared and Supported Are New Teachers? Results for the Northwest Region from the 2003/04 Schools and Staffing Survey. Summary. Issues &amp; Answers. REL 2010-No. 097
Author: Burke, Arthur
Date: 2010-12-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Public School Teachers,Elementary Secondary Education,National Surveys,Teacher Surveys,Beginning Teachers,Beginning Teacher Induction,Comparative Analysis

This report summarizes responses from the 2003/04 Schools and Staffing Survey by public school teachers in the Northwest Region who began teaching in during 1999-2003. The report focuses on questions for teachers about coursework in preparation for teaching; preparation for essential classroom roles; and their perceived level of support during the first year of teaching, and compares responses to those at the national level. (Contains 2 tables and 1 figure.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Northwest administered by Education Northwest. For the full report, see ED514052.]
The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004
Author: Condelli, Larry
Date: 2010-12-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Language Skills,Low Achievement,Second Language Instruction,Reading Instruction,Literacy,Intervention,Control Groups,Basal Reading,Instructional Effectiveness,Outcomes of Education,Adult Learning

To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of the Impact of a Reading Intervention for Low-Literate Adult ESL Learners. The intervention studied was the basal reader &quot;Sam and Pat, Volume I,&quot; published by Thomson-Heinle (2006). &quot;Sam and Pat&quot; was selected as the focus of the study because it offers an approach to literacy development that is systematic, direct, sequential, and multi-sensory. The study produced the following key results: (1) More reading instruction was observed in &quot;Sam and Pat&quot; classes, while more English language instruction was observed in control classes; (2) Although students made gains in reading and English language skills, no differences in reading and English language outcomes were found between students in the &quot;Sam and Pat&quot; group and students in the control group; and (3) There were no impacts of &quot;Sam and Pat&quot; on reading and English language outcomes for five of six subgroups examined. For students with relatively lower levels of literacy at the start of the study, there was some suggestive evidence of a positive impact on reading outcomes. (Contains 1 table, 2 figures, and 5 footnotes.) [For the main report, see ED514094.]
The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. NCEE 2011-4003
Author: Condelli, Larry
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Second Language Learning,Language Skills,Low Achievement,Second Language Instruction,Reading Instruction,Intervention,Control Groups,Basal Reading,Instructional Effectiveness,Outcomes of Education,Adult Learning

To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of the Impact of a Reading Intervention for Low-Literate Adult ESL Learners. The intervention studied was the basal reader &quot;Sam and Pat, Volume I,&quot; published by Thomson-Heinle (2006). &quot;Sam and Pat&quot; was selected as the focus of the study because it offers an approach to literacy development that is systematic, direct, sequential, and multi-sensory. The study produced the following key results: (1) More reading instruction was observed in &quot;Sam and Pat&quot; classes, while more English language instruction was observed in control classes; (2) Although students made gains in reading and English language skills, no differences in reading and English language outcomes were found between students in the &quot;Sam and Pat&quot; group and students in the control group; and (3) There were no impacts of &quot;Sam and Pat&quot; on reading and English language outcomes for five of six subgroups examined. Appendices include: (1) Assessment Selection, Administration, and Scoring; (2) Supplemental Tables and Figures for Chapter 2; (3) Classroom Observation Methods and Instrument; (4) Power Calculations and Impact Estimation Methods; (5) Supplemental Tables for Chapter 3; and (6) Supplemental Tables for Chapter 4. (Contains 44 tables, 12 figures, and 33 footnotes.) [For the executive summary, see ED514093.]
Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting. SLDS Technical Brief 3. NCES 2011-603
Author: National Center for Education Statistics (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Confidentiality,Student Records,Statistical Analysis,Disclosure,Prevention,Best Practices,Reports,Federal Legislation,Statistical Data

Over the last decade, increased attention on education has led to an expansion in the amount of information on students and their schools and school districts reported to parents and the general public (20 U.S.C. Section 6311). States now report student outcomes based on assessments of student achievement in specific subjects and grade levels for all students, as well as for subgroups defined by gender, race and ethnicity, English proficiency status, migrant status, disability status, and economic status. Typically, the data are reported as the percentage distribution of students in a subgroup across achievement levels. These reports are issued at the state, district, and school levels. Additional outcome measures, such as data on attendance, dropout rates, and graduation rates, are also reported frequently. Individual states have adopted minimum group size reporting rules, with the minimum number of students ranging from 5 to 30 and a modal category of 10 (used by 39 states in the most recent results available on state websites in late winter of 2010). Each state has adopted additional practices to protect personally identifiable information about its students in reported results. These practices include various forms of suppression, top and bottom coding of values at the ends of a distribution, and limiting the amount of detail reported for the underlying counts. This Technical Brief includes a summary of key definitions, a brief discussion of background information, and a review and analysis of current practices to illustrate that some practices work better than others in protecting personally identifiable information reported from student education records. (Contains 15 tables and 6 footnotes.) For Technical Brief 2, &quot;Data Stewardship: Managing Personally Identifiable Information in Electronic Student Education Records,&quot; see ED513095.]
Cracking the Student Aid Code: Parent and Student Perspectives on Paying for College
Author: College Board Advocacy & Policy Center
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Focus Groups,Student Financial Aid,Paying for College,Parent Attitudes,Student Attitudes,Low Income Groups,Barriers,Access to Education,Access to Information,Educational Policy,Financial Policy,Finance Reform,Disadvantaged,Student Costs,Need Analysis (Student Financial Aid),Financial Needs

Paying for college is a challenge for many Americans and navigating the financial aid process can be very difficult, especially for low-income and first-generation college students. The College Board commissioned research to learn more about students' and parents' knowledge, beliefs and attitudes about the importance of a college education and how to pay for it. In addition, students and parents who participated in the research were asked to evaluate whether the recommendations of the College Board's Rethinking Student Aid (RSA) project would improve the effectiveness of the nation's federal student aid system. Focus group participants and survey respondents included students from low- and moderate-income backgrounds, parents with modest financial resources, nontraditional college students and advocates for members of immigrant groups. After analyzing the data, one consistent theme emerged: While participants overwhelmingly understand the importance of college, lack of information and understanding of the college financing process is a barrier that is difficult to overcome for many students and families. This report urges policymakers to pursue the necessary changes to the federal financial aid system to &quot;crack the student aid code&quot; for first-generation students, students from low-income backgrounds, and their parents. By presenting the right information at the right time and in ways that families can understand, individuals can begin to break down existing barriers to college entrance and success. The Research Methodology is appended. (Contains 8 figures and 8 footnotes.)
The College Completion Agenda: 2010 Progress Report
Author: Lee, John Michael, Jr.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Partnerships in Education,Educational Assessment,Educational Attainment,Educational Change,Educational Development,Educational Improvement,Educational Indicators,Access to Education,School Counseling,Dropout Prevention,Alignment (Education),Teacher Improvement,Admission Criteria,Student Financial Aid,Finance Reform,Paying for College,Adult Education,Outreach Programs,Enrollment Rate,Graduation Rate,Change Strategies,Educational Policy

When the Commission on Access, Admissions and Success in Higher Education (subsequently referred to as the commission) convened in the fall of 2008, the educational landscape included a number of issues that the commission's members recognized as formidable challenges to those students who aspire to enroll and succeed in college. The Commission's 2008 report, &quot;Coming to Our Senses: Education and the American Future,&quot; painted a disheartening portrait of recent trends in education: college and high school completion ranking had dropped dramatically; the proportion of adults with postsecondary credentials was not keeping pace with growth in other industrialized nations; and significant disparities existed for low-income and minority students. As such, the commission faced two key questions: What must be done to improve the nation's education system, and how will individuals know if the changes that are made are successful? Echoing the findings of other key educational policymakers, the commission declared that it is critical--and thus should be a primary goal--that 55 percent of the nation's young adults attain an associate degree or higher. The commission offered a 10-part action plan in the form of 10 recommendations. The purpose of this document is to measure or demonstrate the need to establish an appropriate measure of the commission's goal and recommendations. The measures identified in this report are meant to give some indication of the current status and future changes that impact the goal and recommendations. Data book is appended. (Contains 128 figures and 59 footnotes.)
The College Completion Agenda: State Policy Guide
Author: Stedron, Jennifer M.
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Public Policy,State Action,State Legislation,State Surveys,Educational Assessment,Educational Attainment,Educational Change,Educational Development,Educational Improvement,Educational Indicators,Performance Factors,Meta Analysis,Cost Effectiveness,Educational Policy,Best Practices,Dropout Prevention,Dropout Rate,Enrollment Rate,Graduation Rate,School Holding Power,Academic Persistence,Guides,Administrator Guides,Compulsory Education,Career Counseling,Alignment (Education),Teacher Improvement,Admissions Counseling,Student Financial Aid

There are formidable challenges at every level of the system that confront students who aspire to enroll and succeed in college. In 2007, the College Board formed the Commission on Access, Admissions and Success in Higher Education to study the educational pipeline as a single continuum and identify solutions to increase the number of students who graduate from college and are prepared to succeed in the 21st century. The commission found that a &quot;torrent of American talent and human potential entering the educational pipeline is reduced to a trickle 16 years later as it moves through the K-16 system.&quot; In short, too many students fall through the cracks at each point of the P-16 pipeline. Led by William &quot;Brit&quot; Kirwan, chancellor of the University System of Maryland, the commission established 10 interdependent recommendations to reach its goal of ensuring that at least 55 percent of Americans hold a postsecondary degree by 2025. The College Board and the National Conference of State Legislatures (NCSL) joined together to produce a practical policy guide for state legislators to pursue each of the commission's recommendations. The guide acts as a road map toward increasing the number of Americans who attain a postsecondary degree and empowering legislators to be an even more positive and active force. The College Board and NCSL have identified coauthors in their respective organizations with policy and practice expertise in each recommendation area to create the individual chapters of this State Policy Guide. Each chapter of this guide includes: (1) Brief background information on the topic; (2) A list of questions that state legislators need to ask about conditions in their own states; (3) An overview of current and relevant research; (4) Specific strategies for dealing with the problems; (5) The cost implications of the policy strategies (including low- , medium- and high-cost options); (6) Examples of policies that are currently being implemented in the states; and (7) Short- , medium- and long-term action steps state legislators can take. Individual sections contain figures, notes and references.
Education Pays, 2010: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Benefits,College Attendance,Racial Differences,Salary Wage Differentials,Human Capital,Outcomes of Education,College Outcomes Assessment,Trend Analysis,Enrollment Trends,Educational Attainment,Geographic Distribution,Economic Impact

Students who attend institutions of higher education obtain a wide range of personal, financial, and other lifelong benefits; likewise, taxpayers and society as a whole derive a multitude of direct and indirect benefits when citizens have access to postsecondary education. Accordingly, uneven rates of participation in higher education across different segments of U.S. society should be a matter of urgent concern not only to the individuals directly affected, but also to public policymakers at the federal, state, and local levels. This report presents detailed evidence of the private and public benefits of higher education. It also sheds light on the distribution of these benefits by examining both the increases and the persistent disparities in college participation and completion. (Contains 48 figures.) [For related reports, see &quot;Trends in Student Aid, 2011. Trends in Higher Education Series&quot; (ED526356) and &quot;Trends in College Pricing, 2011. Trends in Higher Education Series&quot; (ED526358).]
What Will They Learn? A Survey of Core Requirements at Our Nation&apos;s Colleges and Universities
Author: Bako, Tom
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Core Curriculum,College Curriculum,Undergraduate Study,Required Courses,General Education,Writing (Composition),Literature,Second Languages,United States Government (Course),United States History,Economics,Mathematics,Natural Sciences,Physical Sciences,Tuition,Reputation,Graduation Rate,School Catalogs,Course Descriptions,Trustees,Educational Quality

The crisis in higher education is about more than money. It is about what one has been paying for, paying for dearly. The public, even in these hard times, supports higher education with its tax dollars. And families make huge sacrifices to send their sons and daughters to college. They deserve in return higher education that provides real preparation for a challenging, dynamic world economy and for the continuing demands of engaged and informed citizenship. In this report, the American Council of Trustees and Alumni (ACTA) examines just what it is that tuition dollars and public support are paying for. The authors ask whether American undergraduates are gaining a reasonable college-level introduction to seven core subjects. Will they find at their colleges and universities a coherent core curriculum that identifies critical areas for required study? Or will they be left to devise their own general education from an array of random, unconnected choices? These are not trivial questions. In a time of economic uncertainty and rapid changes in career opportunities, a college education that lacks a solid core betrays the public trust. By asking such questions, parents, trustees, policymakers, and prospective students can sound a wake-up call to colleges and universities. That is why ACTA is issuing this report. The authors cut through the rhetoric of college catalogs and get to what matters: what will students be expected to learn. For fifteen years, ACTA has focused on higher education accountability, and the authors hope their findings will help parents and students make informed choices and motivate trustees and alumni to demand more of their institutions. List of colleges by state is appended. (Contains 13 endnotes.)