ethanporcaro/eric-fulltext-meta huggingface dataset:
Structure in Community College Career-Technical Programs: A Qualitative Analysis. CCRC Working Paper No. 50
Author: Van Noy, Michelle
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Evidence,Maintenance,Technical Institutes,Community Colleges,Marketing,Information Science,Interviews,Web Sites,Comparative Analysis,Business Administration Education,Health Sciences,Alignment (Education),Academic Advising,Administrative Organization,College Faculty,Administrators,School Counselors

Using data obtained from interviews and program websites at Washington community and technical colleges, the authors of this study examine the structure of community college career-technical programs in allied health, business and marketing, computer and information studies, and mechanics and repair. A framework for structure with four dimensions--program alignment, program prescription, information quality, and active program advising and support--is used to evaluate the practices of relatively high- and low-performing colleges within each field of study. The authors reviewed the websites of all programs at high- and low-performing colleges in each of these fields of study and conducted case studies on individual programs from these fields, interviewing faculty, administrators, and counselors to learn more about the dimensions of structure in the programs. The allied health, computer and information science, and mechanics and repair programs were all found to be highly structured; the business and marketing programs were found to have a moderate level of structure. Overall, given that all of the programs were at least moderately structured, there was limited evidence of a connection between program structure and program performance. Appended are: (1) Site Selection Methodology; and (2) Coding Guidelines for Program Websites. (Contains 3 figures, 11 tables and 8 footnotes.)
The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report
Author: Maloney, Catherine
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Educational Technology,Computer Uses in Education,Technology Integration,Pilot Projects,Rural Schools,Grants,Program Implementation,Barriers,Cost Effectiveness,Sustainability,Program Effectiveness,Supplementary Education,Outcomes of Education,Online Surveys,Teacher Surveys,Student Surveys,Principals,Surveys,Facilitators (Individuals),Student Participation,Student Characteristics,Faculty Development,Inservice Teacher Education,Teacher Effectiveness,Teacher Role,Administrator Role,Elementary School Students,Secondary School Students,Elementary School Teachers,Secondary School Teachers

The evaluation of the Texas Rural Technology (R-Tech) Pilot sought to understand how districts implemented R-Tech grants, the effects of implementation on student and teacher outcomes, as well as the cost effectiveness and sustainability of R-Tech. The Texas legislature (80th Texas Legislature, Regular Session, 2007) authorized the creation of R-Tech in order to support the state's small, rural districts in implementing technology-based supplemental education programs. R-Tech grants were intended to support supplemental educational programs, including online courses, offered outside of students' regularly scheduled classes (e.g., before or after school). Districts that received grants were required to provide students in Grades 6 through 12 with access to technology-based instructional resources for a minimum of 10 hours a week; however, the grant did not establish minimum requirements for students' use of R-Tech resources. In establishing R-Tech, the legislature required that the program be evaluated to assess its effects on student and teacher outcomes, as well as the program's cost effectiveness. The evaluation is made up of two interim reports (December 2008 and February 2010) and a final report (fall 2010). The findings presented here are drawn from the evaluation's final report (fall 2010). The report considers outcomes for 63 districts that received Cycle 1 grant awards across the 2-year grant period (May 2008 through May 2010). The sections that follow present key findings relative to each of the evaluation's research questions. Results are drawn from data collected across the full 2-year implementation period for Cycle 1 districts. Appended are: (1) The Online Principal and R-Tech Facilitator Survey; (2) The Online Teacher Survey; (3) The Online Student Survey; (4) R-Tech Site Visits; (5) The Implementation of Dual Credit Courses on R-Tech Campuses; (6) Technical Appendix--Hierarchical Linear Modeling (HLM), Analyses of TAKS Outcomes; and (7) Technical Appendix--Hierarchical Linear Modeling (HLM), Analyses of Attendance Outcomes. (Contains 4 figures, 40 tables, and 56 footnotes.) [For &quot;The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report. Executive Summary,&quot; see ED536699.]
Community, Junior, and Technical Colleges--Form A. National Student Satisfaction and Priorities Report, 2012: Appendix Two
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Reports - Research
Subjects: Student Attitudes,Technical Institutes,Community Colleges,Two Year Colleges,Satisfaction,Vocational Education,Private Education,Enrollment Influences,Scores,Statistical Analysis,Postsecondary Education,National Surveys,School Surveys,Student Surveys,Rating Scales

This document is one of two appendices to the 2012 National Student Satisfaction and Priorities Report. These appendices focus on the Student Satisfaction Inventory Form A and Institutional Priorities Survey results for: (1) Community, junior, and technical colleges; and (2) Career and private schools. The data for four-year private and four-year public colleges and universities is available from 2011 and will be published again in 2013. This appendix focuses on the results for the community, junior, and technical colleges which administered the SSI and IPS between the fall of 2009 and the spring of 2012, including: (1) Scale scores; (2) Strengths and challenges; (3) Factors in the decision to enroll; and (4) List of participating institutions. [For "National Student Satisfaction and Priorities Report. National Research Report, 2012," see ED536667. For "Career and Private Schools--Form A. National Student Satisfaction and Priorities Report, 2012: Appendix One," see ED536669.]
Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012. Trends in Enrollment Management
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Student Recruitment,Graduate Study,Masters Programs,Enrollment Trends,Enrollment Management,Online Surveys,Program Effectiveness,Web Sites,Student Financial Aid,Electronic Mail,Adult Students,Partnerships in Education,School Business Relationship

What's working in the area of marketing and recruiting for master's-level graduate programs? To find out, the National Association of Graduate Admissions Professionals (NAGAP) and Noel-Levitz conducted a national, Web-based poll to determine and report the most effective practices. Highlights from the findings: (1) Among the "top 10" most effective practices identified in this study--across Carnegie institution types, private and public--were hosting campus visits for admitted students and maintaining graduate program Web pages to attract inquiries; (2) Awarding assistantships to admitted students, and following up by e-mail with students whose applications are incomplete, were also among the top practices across institution types; (3) Many of the top 10 practices (at least three of the 10 for each sector examined) were not being used by a significant portion of the poll respondents, sometimes more than half; (4) A significant percentage of respondents across institution types, up to 75 percent, reported using practices that most respondents of their type judged to be "minimally effective," with the most commonly-rated such practice for doctorate-granting institutions being local television and radio advertising; (5) Approximately three-quarters of respondents across institution types indicated that arranging partnership agreements with businesses or agencies to provide education to employees was "very effective" or "somewhat effective" for recruiting adult learners. Additional findings are appended. (Contains 1 footnote.) [For related report, "Appendix: Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012. Trends in Enrollment Management," see ED536689.]
Appendix: Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012. Trends in Enrollment Management
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Student Recruitment,Intellectual Disciplines,Enrollment Management,Adult Learning,Adult Students,Marketing,Enrollment Trends,Access to Information,Purchasing,Educational Practices,Graduate Study,Masters Programs,Online Surveys,Program Effectiveness,Student Financial Aid,Electronic Mail,Partnerships in Education,School Business Relationship,Web Sites

This paper presents the appendix to "Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012" report. Included in this appendix are: (1) Ratings of the primary practices measured in this study, displayed by institution type; (2) The practice of purchasing prospective student names and addresses; (3) Ratings of practices for specific academic disciplines: Business, Health, and Education; and (4) More findings for adult learners and international students. [For the full report, "Marketing and Student Recruitment Practices for Master's-Level Graduate Programs, 2012. Trends in Enrollment Management," see ED536688.]
Addendum by Race/Ethnicity: National Freshman Attitudes Report, 2012. National Research Study
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Student Attitudes,Race,Ethnicity,Demography,Educational Research,Statistical Analysis

Included in this addendum are the findings for the Noel-Levitz 2012 National Freshman Attitudes Report by race/ethnicity for incoming students. These data show the percentage of students within each group that agreed with each item. Also included in this paper are the demographic breakdown of the respondents and a brief explanation of the statistical processes used to produce these data. [For the full report, "National Freshman Attitudes Report, 2012. An Exploration of Attitudes that Influence Student Success. Seventh Annual National Research Study," see ED536691.]
National Freshman Attitudes Report, 2012. An Exploration of Attitudes That Influence Student Success. Seventh Annual National Research Study
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Literature Appreciation,Student Surveys,Gender Differences,Student Motivation,Student Attitudes,Success,Learner Engagement,Academic Support Services,Interpersonal Competence,Hispanic American Students,Adult Students,Colleges

This annual report describes self-reported attitudes and motivations of today's first-year college students throughout the nation, based on survey responses from a sizable sample of freshmen attending college during the current academic year, 2011-2012. Among the highlights: (1) Compared to their female counterparts, many more incoming first-year males brought attitudes that reflected a low level of academic engagement, with fewer males than females indicating that they enjoy reading, take careful notes, and are receptive to academic assistance; (2) In a finding that appears to demonstrate the value of higher education at cultivating tolerance toward others, a substantially higher percentage of students at the mid-point of their freshman year compared to the beginning of their freshman year agreed with the statement, "I get along well with people who disagree with my opinion openly"; and (3) Incoming Hispanic freshmen and incoming adult freshmen also appeared to be more tolerant of others' opinions, as 64 percent of incoming first-year Hispanic students and 72 percent of incoming adult freshmen agreed with the statement, "I can feel comfortable with someone who thinks quite differently on major social issues." These percentages were higher than those of other racial/ethnic groups and higher than those of traditional-age learners. Appended are: (1) Reflections and actions to consider; and (2) Additional findings. (Contains 4 footnotes.) [For related report, "Addendum by Race/Ethnicity: National Freshman Attitudes Report, 2012. National Research Study," see ED536690.]
In the Child's Best Interest? The Consequences of Losing a Lawful Immigrant Parent to Deportation
Author: Baum, Jonathan
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Legislators,Immigration,Relocation,Immigrants,Parents,Parent Student Relationship,Citizenship,Status,Interdisciplinary Approach,Civil Rights,Evidence,National Security

Congress is considering a comprehensive overhaul of the nation's immigration laws more than a decade after the enactment of strict immigration measures. Lawmakers should take this opportunity to reaffirm the nation's historic commitment to family unity by addressing the discrete provisions that currently undermine it. Current U.S. immigration laws mandate deportation of lawful permanent resident (LPR) parents of thousands of U.S. citizen children, without providing these parents an opportunity to challenge their forced separations. Through a multi-disciplinary analysis, this policy brief examines the experiences of U.S. citizen children impacted by the forced deportation of their LPR parents and proposes ways to reform U.S. law consistent with domestic and international standards aimed to improve the lives of children. This report includes new, independent analysis of U.S. Department of Homeland Security (DHS) data. The authors estimate that more than 100,000 children have been affected by LPR parental deportation between 1997 and 2007, and that at least 88,000 of impacted children were U.S. citizens. Moreover, their analysis estimates that approximately 44,000 children were under the age of 5 when their parent was deported. In addition to these children, this analysis estimates that more than 217,000 others experienced the deportation of an immediate family member who was an LPR. The authors propose that the United States: (1) Restore judicial discretion in all cases involving the deportation of LPRs who have U.S. citizen children in order to give parents a meaningful opportunity to present evidence of the adverse impact that their deportation will have on their U.S. citizen children; (2) Revert to the pre-1996 definition of &quot;aggravated felony&quot;; (3) Collect data on U.S. citizen children impacted by deportation of an LPR parent; and (4) Establish guidelines for the exercise of discretion in cases involving the deportation of LPRs with U.S. citizen children. Data Sources and Methodology are appended. (Contains 1 figure, 2 tables and 92 notes. )[This report was co-produced by the International Human Rights Law Clinic at the University of California, Berkeley, School of Law and the Immigration Law Clinic at the University of California, Davis, School of Law. Parisa Ijadi-Maghsoodi provided legal analysis of immigration detention and removal defense, and conducted interviews of detainees as an intern in the Immigration Law Clinic at the University of California, Davis, School of Law (2010). Lisa Chavez conducted deportation and demographic data analysis. Quin Hodges contributed legal research and analysis of immigration laws and conducted interviews of detainees as an intern in the Immigration Law Clinic.]
Higher Standards for All: Implications of the Common Core for Equity in Education. Research Brief
Author: Quay, Lisa
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Equal Education,State Standards,Evidence,Educational Research,Academic Standards,Civil Rights,Literature Reviews,Benchmarking,Alignment (Education),English Language Learners,African American Students,Fundamental Concepts,Program Implementation,Performance Factors,Barriers

The Civil Rights Research Roundtable on Education is an initiative of the Warren Institute that convenes an ongoing learning community composed of leading national civil rights organizations to discuss the latest educational research and evidence-based practices related to civil rights goals in education. This research brief reviews the research and evidence that informs the Common Core State Standards Initiative (Common Core), an effort led by governors and state school leaders to promote universal adoption of "fewer, clearer, higher" content standards that are internationally benchmarked and aligned with the skills and knowledge necessary for college and career success. In addition, the brief examines the available research to better understand how the adoption of the Common Core might affect students of color and English Language Learners (ELL) in particular--those students who have historically been held to lower academic expectations; enrolled in the least challenging, often non-academic courses; and continue to experience far worse academic outcomes in comparison to their white and non-ELL peers. (Contains 44 footnotes.)
How Escalating Education Spending Is Killing Crucial Reform. Backgrounder. No. 2739
Author: Burke, Lindsey M.
Date: 2012-10-15
Type: Reports - Descriptive
Subjects: Educational Policy,Enrollment,Public Schools,Teacher Student Ratio,Administrators,Educational Legislation,Federal Legislation,Teacher Salaries,Merit Pay

In August 2012, the White House released the report &quot;Investing in Our Future: Returning Teachers to the Classroom&quot; to bolster President Obama's call for massive new education spending. The report suggests that, absent an enormous infusion of more tax dollars, the nation's public schools will lose teachers and programs, damaging American education. This claim ignores the fact that over the past 40 years, both teaching and nonteaching positions in public schools have increased at far greater rates than student enrollment. And, of all education jobs, teachers make up only half. Heritage Foundation education policy expert Lindsey Burke explains how another federal education bailout will act as a disincentive for state and local leaders to implement necessary reforms--and keeps taxpayers on the hook for funding policies of dubious value. (Contains 3 charts and 21 footnotes.)
The Texas Rural Technology (R-TECH) Pilot Program: Second Interim Evaluation Report. Executive Summary
Author: Maloney, Catherine
Date: 2010-02-00
Type: Reports - Research
Subjects: Student Participation,Laptop Computers,Summer Schools,Administrator Role,Barriers,Outcomes of Education,Online Surveys,Teacher Surveys,Student Surveys,Facilitators (Individuals),Principals,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Data Analysis,Interviews,School Visitation,Sustainability,Educational Finance,Academic Achievement,Cost Effectiveness,Program Effectiveness,Pilot Projects,Access to Computers,Online Courses,Grants,Educational Technology,Computer Uses in Education,Technology Integration,Distance Education,Rural Schools,Program Evaluation,Program Descriptions,Program Implementation,School Districts,Disadvantaged,Supplementary Education,Academic Support Services,Inservice Teacher Education,Dual Enrollment,Tutoring,Remedial Instruction,State Legislation,State Aid,At Risk Students,Elementary School Students,Middle School Students,High School Students,Student Characteristics,Minority Group Students,White Students,Educational Indicators,Accountability,High Stakes Tests,Resource Allocation

In 2007, the Texas Legislature (80th Texas Legislature, Regular Session, 2007) authorized the creation of the Texas Rural Technology (R-Tech) Pilot program, which provides $8 million in funding to support rural districts in implementing technology-based supplemental education programs. In order to be eligible for funding, districts must have served fewer than 5,000 students and must not have been located in a metropolitan region of the state in 2007. Districts with limited course offerings and low accountability ratings received priority in grant awards. R-Tech funding is intended to support supplemental educational programs, including online courses, offered outside of students' regularly scheduled classes (e.g., before or after school). Districts that receive funding are required to provide students in Grades 6 through 12 with access to technology-based instructional resources for a minimum of 10 hours a week. In establishing R-Tech, the Legislature required that the program be evaluated to assess its effects on student and teacher outcomes, as well as the program's cost effectiveness. The findings presented in this executive summary are preliminary and are drawn from R-Tech's first implementation year in Cycle 1 districts. The ongoing evaluation will continue to collect information about how Cycle 1 districts implement R-Tech, the challenges and benefits of implementation, and the program's effect on student and teacher outcomes, as well as its cost effectiveness across the grant's second year. More conclusive findings for the grant's full 2-year implementation period will be presented in the final evaluation report (fall 2010). (Contains 5 footnotes.) [For the full report, &quot;The Texas Rural Technology (R-TECH) Pilot Program: Second Interim Evaluation Report,&quot; see ED536697.]
The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report
Author: Maloney, Catherine
Date: 2008-12-00
Type: Reports - Research
Subjects: Educational Technology,Online Courses,Computer Uses in Education,Technology Integration,Distance Education,Pilot Projects,Rural Schools,Program Effectiveness,Program Evaluation,Program Descriptions,Program Implementation,School Districts,Disadvantaged,Supplementary Education,Academic Support Services,Teacher Education,Dual Enrollment,Tutoring,Remedial Instruction,State Legislation,State Aid,Grants,At Risk Students,Elementary School Students,Middle School Students,High School Students,Teacher Characteristics,Student Characteristics,Minority Group Students,White Students,Educational Indicators,Data Analysis,Comparative Analysis,Accountability,Vendors,High Stakes Tests,Dropout Rate,Student Mobility,Attendance,Advanced Courses,Graduation Rate,College Entrance Examinations,College Readiness

Recognizing the challenges rural districts face in providing broad curricular offerings and supplemental educational services to students, in 2007, the 80th Texas Legislature authorized the creation of a pilot program designed to provide technology-based supplemental educational services to rural school districts that show an overall academic need as demonstrated by their 2007 state accountability ratings. The Rural Technology (R-Tech) Pilot Program provides nearly $8 million in funding for technology-based supplemental education programs, including online courses, to students in Grades 6 through 12 in high-need, rural districts. In establishing R-Tech, Legislators called for the pilot program to be evaluated to assess its effectiveness, requiring an interim report in December 2008 and a final evaluation report in December 2010. The interim report describes the characteristics of R-Tech districts and campuses, the students they enroll, and the teachers they employ. It presents baseline data on students' academic outcomes and describes how districts plan to implement the R-Tech program in their schools. Report sections provide baseline information and are descriptive in nature. They provide important information about the context for and implementation of the R-Tech pilot program, but they do not comprise an assessment of the pilot's effectiveness. A comprehensive evaluation report, due in December 2010, will evaluate the pilot program's effectiveness, including its effect on students' academic achievement and college readiness outcomes, as well as its cost effectiveness. (Contains 6 figures, 19 tables, and 14 footnotes.) [For &quot;The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report. Executive Summary,&quot; see ED536700.]