ethanporcaro/eric-fulltext-meta huggingface dataset:
The Reality of College Readiness, 2012. Hawaii
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Hawaii. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Illinois
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Illinois. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
Enrollment Capacity and Technology Study
Author: Washington Higher Education Coordinating Board
Date: 2008-10-00
Type: Reports - Research
Subjects: Higher Education,Enrollment Projections,Educational Facilities,Educational Technology,Electronic Learning,Influence of Technology,Costs,Community Colleges,Technical Institutes,Private Colleges,Public Colleges,Full Time Equivalency,Academic Degrees,High School Graduates,African American Students,White Students,American Indian Students,Asian American Students,Hispanic American Students

The 2007-09 Appropriations Act provided funding to the Higher Education Coordinating Board (HECB) to study the state's capital facility and technology capacity. Specifically, &quot;...state appropriation is provided solely to implement a capital facility and technology capacity study which will compare the 10-year enrollment projections with the capital facility requirements and technology application and hardware capacity needed to deliver higher education programs for the period 2009-2019.&quot; Basically, the charge was to estimate the capacity of institutional space and the effect of technology on enrollments and space needs. Through a competitive bid process, MGT of America, Inc., was selected to assist the HECB in conducting the study. In a collaborative effort, the project team made of HECB and MGT staff worked closely with Washington's public four-year higher education institutions, the State Board of Community and Technical Colleges, the Council of Presidents, and the Independent Colleges of Washington to obtain and analyze the information contained in the report. The major tasks conducted for the study included: (1) Identifying the existing physical and programmatic capacity of each institution, branch campus, and education center including factors that have or will impact institutional capacity; (2) Identifying the institutional degree and enrollment plans, by level, for the Community &amp; Technical Colleges, Independent Colleges of Washington, and the four-year public institutions; (3) Identifying the impact technology has and could have on accommodating future enrollments; (4) Determining the capital and operating costs associated with accommodating future enrollments; and (5) Identifying conclusions and policy implications regarding institutional capacity and degree and enrollment plans. Appended are: (1) FTE Enrollment; (2) 2008-09 Base State Support Rates per Average Additional FTE; and (3) A list of the institutional and agency personnel who assisted the project team during the course of the Capacity Study. (Contains 27 figures.)
Transfer Is a Key Strategy in Baccalaureate Degree Attainment. Policy Brief
Author: Clements-Sampson, Sara
Date: 2006-09-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Educational Attainment,Community Colleges,Technical Institutes,College Transfer Students,College Graduates,Graduation Rate,Education Work Relationship,Transfer Rates (College)

Over the past several decades, a bachelor's degree has become an increasingly important tool for workers interested in pursuing the jobs of tomorrow. For the thousands of students who begin their college careers at community and technical colleges, transfer is essential in realizing their goal of attaining a bachelor's degree and ensuring they can compete for jobs that require higher levels of education. Almost all occupations are becoming more complex and require workers prepared with higher levels of education than in the past. Analysis of migration trends indicates that in addition to high numbers of workers moving to the state in computer science and engineering, between 1995 and 2000 there has been a substantial net in-migration of workers at the baccalaureate level and higher in construction, hospitality, sales, and management occupations. As national and state economic trends continue to illustrate shifts toward occupations that require higher levels of education, policy makers must ensure that Washington citizens are provided the opportunity to compete for these jobs. By doing so, policy makers also ensure that employers have the skilled workers they need to serve the community and foster economic growth. (Contains 11 endnotes.)
Statewide Student Mobility Report
Author: Washington Higher Education Coordinating Board
Date: 2006-09-00
Type: Reports - Research
Subjects: Student Mobility,College Transfer Students,Higher Education,Public Colleges,Private Colleges,Community Colleges

The Statewide Student Mobility Report provides data on student movement between institutions of higher education within the state. The report includes data for two- and four-year institutions, both public and private. Beginning this year, the Higher Education Coordinating Board (HECB) took over responsibility for compiling the report. Based on the feedback they received, several revisions have been made. Given that the HECB will be responsible for producing this report in years to come, staff will continue to work with the institutions to include richer data and make the report even more user-friendly. The mobility report demonstrates that there is a great deal of student movement within the Washington higher education system. The University of Washington accepted courses from the largest number of students, followed closely by the Washington State University (WSU). Nine community colleges had more than 1,000 outgoing transfer students.
Workforce Training in a Recovering Economy: Perceptions of State Community College Leaders
Author: Katsinas, Stephen G.
Date: 2012-09-00
Type: Reports - Research
Subjects: Educational Finance,Taxes,Skilled Workers,Community Colleges,Two Year Colleges,Higher Education,Leaders,Surveys,Labor Force Development,Job Training,Federal Legislation,Unemployment,Employment,Enrollment,Economic Climate,Financial Problems,Financial Exigency,Retrenchment

The purpose of this study was to examine policy issues from the unique viewpoint of state offices that are responsible for the supervision of community colleges and their role in developing the workforce. Using selected survey items from the 2012 Survey of Access and Finance conducted by the Education Policy Center at the University of Alabama, 50 out of 51 members of the National Council of State Directors of Community Colleges (NCSDCC) participated in the study. State community college directors provided perceptions of their short-and long-term roles or capacity in workforce development given the uncertainty in employment and current national economic conditions. Results indicated that a majority of respondents agreed that business leaders saw community colleges as workforce training providers; however, the end of American Recovery and Reinvestment Act (ARRA), slow recovery in state tax revenues for college operating budgets, and limited workforce training funding all challenged training capacity. A majority of respondents expressed that there is a need to expand high-wage jobs through current high-cost training programs and curricula. The fiscal stress and pressure to prepare skilled workers with drastically reduced funding must be addressed if community colleges are to maintain their workforce develop mission. (Contains 5 tables, 1 figure, and 41 endnotes.) [This report was written with the assistance of J. Lucas Adair, Phillip D. Grant, Jonathan P. Koh, William Rex Bailey, and D. Nelson Tidwell.]
Competency-Based Transfer Pilot Project--Final Report. Executive Summary [and] Competency-Based Transfer Pilot Project: Final Report on House Bill 1909
Author: Washington Higher Education Coordinating Board
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: Pilot Projects,College Transfer Students,Competency Based Education,Criminology,Computer Science Education,Teacher Education,Elementary Education,Community Colleges,Public Colleges,Private Colleges,Intercollegiate Cooperation,Alignment (Education)

This publication contains the following: (1) Competency-Based Transfer Pilot Project--Final Report. Executive Summary (January 2006); and (2) Competency-Based Transfer Pilot Project: Final Report on House Bill 1909 (January 2005). In 2003, the legislature and governor enacted House Bill 1909 to create a pilot project on competency-based transfer between two- and four-year colleges and universities. The legislation directed the Higher Education Coordinating Board (HECB) to select institutions to define transfer requirements in several disciplines on the basis of students' skills and knowledge. Eastern Washington University and the two community colleges in Spokane, which volunteered to undertake the project, began the pilot in fall 2003. The participating institutions, in collaboration with the Higher Education Coordinating Board, were directed to report on the progress and status of the project to the legislative higher education committees by December 1, 2005. The full report, subject to the approval of the HECB, is intended to fulfill that requirement. The executive summary presents a summary of the final report's findings and recommendations. The full report contains the following appendices: (1) Competency Based Transfer Workgroup Participants; (2) Final Report: Criminal Justice; (3) Statistics Competency Assessment; (4) Methods Competency Based Assessment Pilot Exam; (5) Final Report: Elementary Education; (6) Final Report: Computer Science; and (7) Bachelor of Science in Computer Science (BSCS) (139-150 credits). (Contains 8 tables and 5 footnotes.)
A Skilled and Educated Workforce: An Assessment of the Number and Type of Higher Education and Training Credentials Required to Meet Employer Demand
Author: Washington Higher Education Coordinating Board
Date: 2009-03-00
Type: Reports - Research
Subjects: Higher Education,Educational Demand,Demand Occupations,Supply and Demand,Educational Attainment,Alignment (Education),Labor Needs,Education Work Relationship,Health Personnel,Teachers

When the Legislature and Governor enacted House Bill 3103 in 2004, they intended to improve the quality of information available to help policymakers determine how well Washington's higher education system was meeting employer demand for skilled workers. This is the second joint report published by the three agencies in response to the 2004 statute; the first report was released in 2006. The report includes an updated analysis of the workforce supplied by higher education institutions in Washington, employer demand for higher education as measured by the number of projected job openings, and the match between supply and demand. This update also includes new detailed analysis of specific occupations within the following areas: engineering, health professions, and education. This report also serves as part of the state needs assessment process, which will include a forthcoming statewide and regional analysis of student, employer, and community demand for education and training at the baccalaureate level and above. It compares forecast employment openings through 2016 with the current output of students who have completed one year of college through post-baccalaureate education. It is important to note that this report is based on forecasts of economic trends existing prior to the current economic crisis. These long-term projections could be inaccurate if the recession and recovery periods unexpectedly last for an extended number of years or if the recession causes long-term structural changes in the state economy. Otherwise, we can expect these trends to hold, and for the supply gaps in high demand programs of study to continue to remain a problem for the Washington economy. Appended are: (1) High Demand Logic Model; (2) Common Definitions Relating to High Demand; and (3) Selected Recent Publications on Skill Demand and Supply Gaps in Washington. (Contains 2 tables, 15 figures and 25 footnotes.)
Jobs, Jobs, Jobs: Challenges Community Colleges Face to Reach the Unemployed
Author: Katsinas, Stephen G.
Date: 2011-12-00
Type: Reports - Research
Subjects: Community Colleges,Expectation,Business,Leadership,Dislocated Workers,Educational Finance,Underemployment,Unemployment,Job Training,State Government,Financial Problems,Retrenchment

Unemployment rates continued to fall slowly as the economy gains strength following the longest recession in over half a century. This report addressed the challenges of the community colleges attempting to reach the unemployed and underemployed. Responses from a survey conducted by the Education Policy Center at the University of Alabama, were received from 51 (100%) of the National Council of State Directors of Community College (NCSDCC) members or their designees. The majority of the respondents perceived that business leaders expect the community colleges to provide workforce training. However, federal and state funds designated for workforce training continued to be limited, and were virtually exhausted in some states. Four examples of statewide responses to reach displaced workers were also featured in the report. The trend of states cutting community college operating budgets, along with the reduction of federal funds, made it more difficult for community colleges to reach out to the unemployed and underemployed. This widening gap between the supply of training and educational funds and the demand for workforce training must be addressed in order to assist with the nation's economic recovery and competitiveness. (Contains 8 tables.)
The Reality of College Readiness, 2012. Kansas
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Kansas. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The MetLife Survey of the American Teacher: Challenges for School Leadership
Author: Metropolitan Life Insurance Company
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Principals,Instructional Leadership,Career Readiness,Academic Standards,Teachers,Administrator Attitudes,Teacher Attitudes,Administrator Responsibility,Teacher Responsibility,College Readiness,Teaching (Occupation),Job Satisfaction,Academic Achievement,Teacher Surveys,Interviews,Administrator Role,Public Schools,Teacher Effectiveness,Teacher Evaluation,Elementary Secondary Education,Questionnaires,School Culture,Accountability

"The MetLife Survey of the American Teacher: Challenges for School Leadership" (2012) was conducted by Harris Interactive and is the twenty-ninth in a series sponsored annually by MetLife since 1984 to give voice to those closest to the classroom. This report examines the views of teachers and principals on the responsibilities and challenges facing school leaders, including the changing roles of principals and teachers, budget and resources, professional satisfaction, and implementation of the Common Core State Standards for college and career readiness. This research combined both quantitative and qualitative methods to gain a clear picture of attitudes and perceptions among teachers and principals. Major findings include: (1) Principals take responsibility for leadership of their schools; (2) The job of principal is becoming more complex and stressful; (3) Teachers take leadership in schools and think principals are doing a good job; (4) The biggest challenges leaders face are beyond the capacity of schools alone to address; (5) Principals and teachers have similar views on academic challenges, but diverge somewhat on their priorities for leadership; (6) Teacher satisfaction continues to decline; (7) Challenges cited by educators are greater in high-needs schools; and (8) Educators are confident about implementing the Common Core, less so about its potential for increasing student success. Appended are: (1) Methodology; and (2) Questionnaires. (Contains 39 figures and 27 endnotes.)
The MetLife Survey of the American Teacher: Listening to Teachers in Rural Schools
Author: Metropolitan Life Insurance Company
Date: 2013-04-00
Type: Reports - Research
Subjects: School Location,Minority Group Students,Family Life,Rural Schools,Socioeconomic Status,Surveys,Teachers,Rural Education,Students,Teacher Student Relationship,Community Involvement,Parent Participation,Urban Areas,Urban Schools,Suburban Schools,Educational Improvement

MetLife has sponsored and Harris Interactive has conducted the annual MetLife Survey of the American Teacher series since 1984 to share the voices of teachers with educators, policymakers and the public. The series examines significant changes and trends over time, highlights important current issues, and explores topics relevant to the future of education, teaching and student success. Throughout the MetLife Survey series, reports have noted the important ways in which the experiences of teachers, principals and students can vary depending on the school setting, including such factors as school level (elementary, middle and high school), school location (urban, suburban, rural), and student population (proportion of low income students and/or minority students). This brief presents selected findings from recent survey reports highlighting views from rural schools. (Contains 2 figures.)
The Impact of Interstate Migration on Human Capital Development in Washington
Author: Spaulding, Randy
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Migration,Adults,Brain Drain,Student Mobility,Human Capital,Educational Attainment

Washington State is a leader in the innovation economy largely due to the combination of aerospace, software, and biomedical industries centered in the greater Seattle area; and, the state's high level of international trade. Despite Washington's national ranking, the state is overly reliant on importing educated workers from other states and countries. This reliance is, in part, due to a scarcity of educational opportunities for its citizens to achieve degrees in the key employment disciplines driving the knowledge economy. Other developed nations have been investing heavily in postsecondary education, raising the attainment levels of their younger citizens at a much faster rate than the United States--and Washington. Meanwhile, the competition for educated workers around the world and in other states is growing. For example, in 2000 Washington was one of only 16 states that relied on net in-migration of educated workers to meet the needs of its employers. By 2007, 40 states were importing more talent than they produced. To provide a more complete picture of the dynamics driving the need for increased educational attainment in Washington State, staff at the Higher Education Coordinating Board conducted an analysis of in-migration of talented workers and out-migration of talented high school graduates. This paper presents the findings from this analysis. (Contains 12 footnotes.)