ethanporcaro/eric-fulltext-meta huggingface dataset:
Parenting and Child Health: A Study of Low-Income Hispanic and African American Families
Author: Nievar, M. Angela
Date: 2011-03-17
Type: Reports - Research
Subjects: Low Income,Mothers,Chronic Illness,Child Health,Child Rearing,Depression (Psychology),Hispanic Americans,African Americans,Home Instruction,Prediction,Minority Groups,Preschool Children,Parent Education,Program Effectiveness,Parent Child Relationship,Correlation

Children in low-income and ethnic minority families are more likely to be in poor health, which may impact physical and economic well-being in adulthood. This study explored how maternal depression and parenting efficacy were associated with child health outcomes in a sample of minority low-income families (N = 311). Results demonstrate that mothers with higher parenting efficacy and fewer depressive symptoms are more likely to have healthy children. Low-income families and minority families whose mothers participated in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program were more likely to rate their child's health positively than similar families who lived in areas where the HIPPY program was not available, even when controlling for other predictors. Parental efficacy predicted optimal child health status beyond the presence of a chronic health condition for their young child. Parent characteristics may be opportune targets for addressing child health disparities, and future research should focus on understanding and identifying parent behaviors associated with child health. (Contains 2 tables.) [This research was funded by a UNT-UNTHSC Collaborative Grant.]
Reaching for 80%: How Post Secondary Opportunities in High Schools Are Changing the College Going Culture in Stark County, Ohio
Author: Rochford, Joseph A.
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Acceleration (Education),High Schools,Graduation Rate,Disadvantaged Youth,High School Graduates,College Credits,College Preparation,Advanced Placement,Advanced Placement Programs,Program Effectiveness,Academic Persistence,College Attendance,Enrollment Trends,Educational Opportunities

In 2002, the Stark County Preschool through College (P-16) Compact set the goal of achieving an 80% college going rate. Such a goal seemed both audacious and daunting for a community where in 2001 only 17.9% of the adults held a Bachelor's Degree, or higher, and where only 49% of all high school graduates went directly to college. Nine years have now passed. The 11% increase in the county's direct college going rate since 2001 has been dramatic. In 2010 the rate passed 60%, representing a percentage increase of 22.4%. Stark's growth in graduation rates and college going is happening amidst a general rise in poverty that has affected all school district communities. From 23% of children on free and reduced lunch in 2001, the percentage had grown to 43.3% in 2009. What has happened? At many levels of the community and in many ways, Stark Countians are taking the 80% goal seriously. The college going culture, no longer the purview of just the best students, is changing. For schools and districts this means a new emphasis on preparing all students for college and in growing a menu of post secondary opportunities (PSOs) to enable students to get a head start by earning or banking college credit while in high school. The state of these opportunities and their potential impact on the students, families, schools and the community is the subject of this report. (Contains 26 footnotes.) [Funding for this paper was provided by the Key Bank Foundation.]
Ongoing Proof: Results from the Canton Early College High School Class of 2010
Author: Rochford, Joseph A.
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: High Schools,College Credits,Associate Degrees,Acceleration (Education),Advanced Placement Programs,College Readiness,Academic Persistence,Graduation Rate,Achievement Gap,Disproportionate Representation,Effective Schools Research,Educational Assessment,Racial Differences,Educational Development

In 2005, the Canton City Schools (CCS), Stark College of Technology (SSCT), Canton Professional Educators Association (CPEA) and the Stark Education Partnership (SEP) came together to found Canton's Early College High School (CECHS). The goal of CECHS is to allow students an opportunity to earn both a diploma and an Associate Degree during their high school career. Results reveal that: (1) At 52%, CECHS graduates are outperforming Ohio at 33% and the nation at 10% in Associate Degree attainment; (2) Students with EXPLORE Composite Scores between 14 and 17 are the most successful in CECHS; (3) Both EXPLORE Composite scores and math subject scores appear to have predictability as to who will persist in early college; (4) One hundred percent of CECHS students graduate high school; (5) Ninety-six percent of all entering CECHS freshmen remaining in the Canton City Schools, whether persisting in early college, or not, graduated high school; (6) African American students outperformed white students in successfully earning college credit and Associate Degrees; (7) All first generation college going students who were also on free or reduced lunch who persisted in CECHS earned Associate Degrees; (8) The most successful sub-group in CECHS is the African American female on free or reduced lunch; and (9) Results from the Class of 2009 have impacted Timken's college going, raising it from 27% to 37.1% and added a college completion rate of 10.8%; 2010 will impact both Timken and McKinley. (Contains 11 footnotes.)
Growth &amp; Impact: The Expansion of High School Based Dual Credit in Stark County, Ohio
Author: Rochford, Joseph A.
Date: 2010-09-00
Type: Reports - Research
Subjects: Higher Education,Colleges,Counties,School Districts,College School Cooperation,High School Students,College Credits,Dual Enrollment,Institutional Cooperation,Acceleration (Education),Enrollment Trends,Secondary School Teachers,College Faculty,Adjunct Faculty,Focus Groups,Economic Impact

High school based dual credit (HSBDC) is a course offered through a collaborative agreement between an institution of higher education and a school district. A student may earn both high school and college credit in an HSBDC course taught by a high school teacher who qualifies to become a college adjunct on a high school campus. The growth of HSBDC courses in Stark County, Ohio has been explosive. During the 2009-10 academic year, HSBDC courses were offered across all 17 Stark County school districts for the first time. Enrollments in such courses reached 2,460 nearly doubling the 2008-09 enrollments of 1,294. From an initial 65 students during the summer of 2006, HSBDC last year impacted an estimated 1,300 students. This report looks at data from enrollment records, grades, surveys and focus groups conducted by the Stark Education Partnership throughout the year. Results are viewed using a method known as &quot;Impact Evaluation.&quot; Indications are that HSBDC is beginning to produce substantial returns: (1) HSBDC has added another early college credit earning opportunity for an estimated 13% of the junior and senior Stark County cohort or 6.5% of all high school students, compared to 5% nationally or 2% in Ohio; (2) Over 92% of Stark County HSBDC students successfully earned 6,366 hours of college credit at a grade of &quot;C&quot; or above; (3) The financial benefit to Stark County families and students may range between $860,000 to $5,000,000 (textbooks included) depending on where students transfer credit; (4) Since 2006, the cadre of high school teacher qualified as college adjunct faculty has grown from 2 to 69; and (5) From an initial two courses during the summer of 2006, all Stark County high schools combined now offer 83 dual credit courses, with 165 separate class sections. Probable outcomes include: (1) HSBDC may be promoting less remediation, greater persistence and faster completion rates for students going on to college; (2) Local colleges and universities may begin to benefit with higher enrollment and greater success among HSBDC students; and (3) HSBDC students may be adding to a fast growing contingent of county 18 to 24 year-olds with some college, no degree, increasing Stark County's education attainment rate and providing possible economic benefit to the community. Appended are: (1) Narrative Summary of Teacher Interviews; (2) Survey Responses of College Faculty; (3) Student Focus Group Responses; and (4) Courses and Sections Taught by District. (Contains 14 footnotes.)
Getting Ready for College: An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs
Author: Wathington, Heather D.
Date: 2011-10-00
Type: Reports - Research
Subjects: Control Groups,Summer Programs,College Preparation,Program Effectiveness,Remedial Instruction,Program Costs,Community Colleges,Nontraditional Education,Higher Education,Reading Instruction,Mathematics Instruction,Program Evaluation,Program Implementation,Writing Instruction,Academic Achievement,Program Descriptions

In 2007, the Texas Higher Education Coordinating Board (THECB) funded 22 colleges to  establish developmental summer bridge programs. Aimed at providing an alternative to  traditional developmental education, these programs involve intensive remedial instruction in math, reading, and/or writing and college preparation content for students entering college with low basic skills. In 2009, the National Center for Postsecondary Research (NCPR) launched an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university), the early findings of which are described in this report. Students who participated in the study were randomly assigned to the program group or the control group. Program group students participated in the developmental summer bridge programs, while control group students received colleges' regular services. All developmental summer bridge programs had four common features: accelerated instruction in math, reading, and/or writing; academic support; a &quot;college knowledge&quot; component; and the opportunity for participants to receive a $400 stipend. The main findings of this preliminary report are: (1) All eight programs in the study were implemented with reasonable fidelity to the model framed by the THECB, but they varied on some key dimensions; (2) Program costs averaged about $1,300 per student but varied widely; (3) Program group students did not enroll in either the fall or spring semester at significantly different rates than control group students; enrollment rates were high for both groups; and (4) There is evidence that the program students were more likely to pass college-level courses in math and writing in the fall semester following the summer programs. The findings also suggest that program students were more likely to attempt higher level reading, writing, and math courses compared with control group students. Estimating Effects are appended. Individual chapters contain footnotes. (Contains 13 tables and 1 box.) [This paper was written with Matthew Zeidenberg, Madeline Joy Weiss, Alison Black, Claire Mitchell, and John Wachen. For &quot;Getting Ready for College: An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs. Executive Summary,&quot; see ED525150.]
Getting Ready for College: An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs. Executive Summary
Author: Wathington, Heather D.
Date: 2011-10-00
Type: Reports - Research
Subjects: Control Groups,Summer Programs,College Preparation,Academic Achievement,Program Effectiveness,Remedial Instruction,Program Costs,Community Colleges,Higher Education,Evaluation,Two Year Colleges,College Readiness,College Bound Students

In 2007, the Texas Higher Education Coordinating Board (THECB) funded 22 colleges to  establish developmental summer bridge programs. Aimed at providing an alternative to  traditional developmental education, these programs involve intensive remedial instruction in math, reading, and/or writing and college preparation content for students entering college with low basic skills. In 2009, the National Center for Postsecondary Research (NCPR) launched an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university), the early findings of which are described in this report. Students who participated in the study were randomly assigned to the program group or the control group. Program group students participated in the developmental summer bridge programs, while control group students received colleges' regular services. All developmental summer bridge programs had four common features: accelerated instruction in math, reading, and/or writing; academic support; a &quot;college knowledge&quot; component; and the opportunity for participants to receive a $400 stipend. The main findings of this preliminary report are: (1) All eight programs in the study were implemented with reasonable fidelity to the model framed by the THECB, but they varied on some key dimensions; (2) Program costs averaged about $1,300 per student but varied widely; (3) Program group students did not enroll in either the fall or spring semester at significantly different rates than control group students; enrollment rates were high for both groups; and (4) There is evidence that the program students were more likely to pass college-level courses in math and writing in the fall semester following the summer programs. The findings also suggest that program students were more likely to attempt higher level reading, writing, and math courses compared with control group students. (Contains 1 table and 2 footnotes.) [This paper was written with Matthew Zeidenberg, Madeline Joy Weiss, Alison Black, Claire Mitchell, and John Wachen. For the full report, &quot;Getting Ready for College: An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs,&quot; see ED525149.]
Wyoming Community College Commission Annual Report, 2010
Author: Wyoming Community College Commission
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,College Planning,Community Colleges,Quality of Life,Lifelong Learning,Job Skills,Enrichment,Advocacy,Cooperation,Educational Objectives,College Transfer Students,Certification,School Business Relationship,School Community Relationship

The Wyoming Community College Commission (WCCC) serves the system of Wyoming's seven community colleges. Wyoming's seven community colleges provide affordable, accessible and lifelong education. The Wyoming Community College Commission supports the colleges through advocacy, coordination and collaboration. In partnership with the colleges, the Commission is committed to improving quality of life through learning. Wyoming's seven community colleges successfully served more than 26,000 students during the 2008-09 academic year. While a common goal is to earn an associate's degree or transfer to another institution, other important goals of Wyoming's community college students included earning a certificate, upgrading current or developing new job skills, and personal enrichment. Fiscal year 2010 embodied a period of collaborative and concentrated effort among the Commission, colleges and business and community stakeholders to complete the comprehensive statewide community college strategic plan. The final strategic plan was approved by the Commission in October or 2009. It was subsequently presented to the Community College Planning Task Force in November of 2009, approved and forwarded to the Joint Education Interim Committee. In conformance with the strategic plan, this annual report provides information related to the five state interests and eight strategic objectives identified in the plan that will guide the community college system to better serve the state.
Wyoming Community College Commission Annual Accreditation Report, April 1, 2009-March 31, 2010
Author: Wyoming Community College Commission
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Program Effectiveness,Accreditation (Institutions),Annual Reports,Educational Improvement,Improvement Programs,Quality Assurance,Institutional Evaluation,Institutional Characteristics,Evaluation Criteria,Benchmarking,College Outcomes Assessment

The Higher Learning Commission (HLC), a commission of the North Central Association of Colleges and Schools (NCA), accredits Wyoming's seven community colleges. Institutional accreditation is a voluntary process that serves the critical purposes of quality assurance and institutional and program improvement. Colleges that are accredited by the HLC continually evaluate their programs and overall institutions in light of the criteria for accreditation set forth by the HLC. Because continued institutional accreditation is reaffirmed for various periods of time and institutions applied for candidacy at various times in the past, each of the Wyoming community colleges is at a different phase of the on-going institutional accreditation process. During the time period of April 1, 2009 to March 31, 2010 four of the seven Wyoming community colleges had institutional accreditation activity. This summary is provided in compliance with W.S. 21-18-202(e)(i), which requires the Community College Commission to &quot;report the findings of institutional and specialized accreditation studies.&quot; An accreditation schedule is also included at the end of this summary for easy reference.
Standardized Testing: Measurement of Academic Achievement
Author: Weaver, Keshia
Date: 2011-10-17
Type: Reports - Research
Subjects: Testing,Standardized Tests,Academic Achievement,Methods Teachers,Evaluation,Accountability,High Stakes Tests

Standardized testing has been a very important issue in education today. Many schools use the testing score to determine whether a child should continue to the next grade level. As we review the methods teachers use to prepare students for these types of tests, the amount of instruction time utilized to cover test materials, and the level of emphasis placed on these test the question of students' performance as well as academic success is a rising question. It is important for educational stakeholders to determine if students are learning the necessary materials needed to prepare them to move into the next grade and if the results from the test used accurately measures students' individualized success and academic performance. Another issue that sheds light on the importance of this question is how much of this information is retained by students after the test is over from each year?
Radical versus Social Constructivism: Dilemma, Dialogue, and Defense
Author: Belbase, Shashidhar
Date: 2011-10-19
Type: Reports - Evaluative
Subjects: Constructivism (Learning),Epistemology,Mathematics Instruction,Science Instruction,Educational Philosophy

This paper aims to discuss epistemological and philosophical foundation of meaningful learning and teaching mathematics and science from the perspective of radical and social constructivism. I have reflected on my experiences of radical and social constructivism through dilemma, dialogue, and defense of my personal epistemology of learning. I went through articles of different authors which immensely put me into a dilemma as I tried to make connections to my experiences of learning and teaching mathematics and science. While doing this, I found myself in a great crevice of philosophical tensions between radical and social constructivism that lead into further dialogue between two selves, one as radical and other as social constructivist, and defended each epistemological/philosophical identities in terms of learning and teaching mathematics and science. (Contains 3 online resources.)
Upgrading High-Stakes Assessment
Author: Oosterhof, Albert
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Feedback (Response),Testing,Academic Achievement,Formative Evaluation,Summative Evaluation,Grants,High Stakes Tests,Scoring,Administration,Problem Solving,Performance Based Assessment

Because of the large number of students involved, statewide assessments used throughout the United States are designed to be highly efficient with respect to administration and scoring. This constrains the formats that can be used and consequently limits testing to a subset of competencies typically associated with the education standards being assessed. The present paper outlines an alternative approach designed to help address this limitation. Performance assessments are used, but administered statewide only to samples of students. These samples provide group estimates of proficiency. Parallel performance assessments administered by teachers are then used to measure proficiency at the individual student level. Common specifications facilitate the development of comparable performance assessments at the state and classroom levels. Within classrooms, the performance assessments are used formatively with emphasis given to employing best practices when providing students feedback. The performance assessments administered by teachers are eventually used summatively, with student performance on teachers' assessments and the assessments administered to samples of students used to cross-validate each other. (Contains 1 footnote.) [This paper was produced by the Center for Advancement of Learning and Assessment (CALA) at Florida State University.]
Competitive Intelligence: Significance in Higher Education
Author: Barrett, Susan E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Commercialization,Competition,Adjustment (to Environment),Administrator Responsibility

Historically noncompetitive, the higher education sector is now having to adjust dramatically  to new and increasing demands on numerous levels. To remain successfully operational  within the higher educational market universities today must consider all relevant forces which can impact present and future planning. Those institutions that were quick to seek information relative to their competitive landscape are more likely to have positioned themselves securely for future growth.