ethanporcaro/eric-fulltext-meta huggingface dataset:
Money Management for Young Adults with Autism. Autism at-a-Glance
Author: Morrow, C.
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Young Adults,Autism,Pervasive Developmental Disorders,Money Management,Banking,Budgeting,Family Role

Like many young adults transitioning into the next phase of their life, young adults with autism desire increased independence and autonomy and want to feel confident in their ability to succeed. However, young adults with autism are often less financially independent compared to other youth, including other peers with special health care needs. Financial literacy is often not taught in high schools, with only 21 US states requiring students to take a course that integrates personal finance. This results in many young adults having limited knowledge of money management. Transition services for high school students with ASD often lack a personal finance component as well. This &quot;Autism at-a-Glance&quot; is designed to support practitioners and family members in developing and promoting money management skills for young adults on the autism spectrum.
Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2021
Author: Atwell, Matthew N.
Date: 2021-00-00
Type: Reports - Research
Subjects: High School Graduates,Pandemics,COVID-19,Futures (of Society),Strategic Planning,State Norms,Profiles,Barriers,Graduation Rate,School Closing,Low Income Students,Educational Attainment,Students with Disabilities,Homeless People,Institutional Characteristics,Attendance,National Competency Tests,Dropouts,Grade 8,Mathematics Achievement,English Language Learners,High Schools,African American Students,Hispanic American Students

Students and educators have returned to the classroom for the fall of 2021 after the COVID-19 pandemic disrupted in-person learning in schools across the country. Yet, this does not mean the pandemic's effects on education and students are behind everyone, and the pandemic continues to linger across America. The current understanding of the pandemic's impact on students has been mixed. This year's report analyzes the most recently released data on the 2018-19 school year by the National Center for Education Statistics (NCES) and will therefore serve as an essential, final pre-COVID-19 baseline. In 2019, the country reached another all-time national high graduation rate of 85.8 percent. In addition to the traditional subgroup analysis, this report also includes a State Data Profile for each of the 50 states. The data profiles in this report highlight where the graduation rate challenges lie in the state (pre-COVID-19) and are a continuation of last year's Meeting the Moment Plan. [For the 2020 report, see ED610686.]
Tuition and Fees Report, Fiscal Year 2021-22
Author: Colorado Department of Higher Education
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Tuition,Fees,Public Colleges,Paying for College,Costs,Educational Finance,College Students,Student Financial Aid,Budgets,Two Year Colleges,College Credits,Institutional Characteristics,Community Colleges,Resource Allocation,Taxes,Geographic Location,Out of State Students,In State Students

The Tuition and Fee Report is produced annually by the Colorado Department of Higher Education to provide detailed information on the tuition and fee rates at Colorado's public institutions, as well as to give context regarding the state funding environment in which tuition and fee rate-setting occurs. Colorado has mirrored national trends over the past fifteen years as the cost of higher education has shifted from the state to the student. In Fiscal Year (FY) 2000-01, the state covered 68 percent of the cost of college, while students and families were responsible for 32 percent. By FY 2011-12, the balance had effectively reversed, leaving students and families responsible for two-thirds of the costs while the state paid a third. This shifting funding structure comes at a time when a postsecondary credential has become an economic necessity. The Colorado Commission on Higher Education's Master Plan, Colorado Rises, establishes as an overarching goal increasing the number of adults who hold a high-quality postsecondary credential to 66 percent by 2025. This attainment goal recognizes research suggesting almost three-fourths of jobs now require some education beyond high school. Colorado has mirrored the nation in moving from a model of funding primarily supported by state appropriations to one that considers all sources of revenue, including resident and nonresident tuition and fees. From FY 2020-21 to FY 2021-22, resident tuition and fees increased an average of 1.6 percent across all of Colorado's public institutions. At four-year institutions, the average increase was 2.4 percent, and at two-year institutions, the average was 0.1 percent. This year, the report highlights limited or flat tuition across many of the state's institutions, demonstrating the commitment of both the state and institutions to contain costs. [For the 2020-21 report, see ED614188.]
How Will Minimum Wage Changes Impact Higher Ed?
Author: Brantley, Andy
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Minimum Wage,Higher Education,Economic Change,Economic Impact,Federal Government,State Government,Colleges,Income,Finance Reform,Labor Legislation,Federal Legislation,School Personnel

According to a 2019 Pew Research Center survey, 67% of Americans support raising the federal minimum hourly wage from $7.25 to $15 per hour, with 41% strongly supporting the increase. Raising the federal minimum wage to $15 per hour has been the battle cry for many members of Congress, while others have opposed or expressed concern regarding, such a large increase. The federal minimum wage receives significant media focus, but many states and higher education institutions have established minimum wage rates that exceed or significantly exceed $7.25 per hour. To more clearly shape the perspective and understand the impact for higher education of a possible minimum wage increase, this brief includes a short history of federal minimum wage increases and the views of minimum wage increases through various lenses: (1) economic impact; (2) living wage; (3) the federal government; (4) state governments; and (5) higher education institutions.
Center for Collegiate Mental Health (CCMH) 2021 Annual Report. Publication No. STA 22-132
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: College Students,Mental Health,Access to Health Care,Health Needs,Guidance Centers,School Counseling,Student Needs,Self Destructive Behavior,Sexual Abuse,Trauma,Mental Disorders,COVID-19,Pandemics,Depression (Psychology),Anxiety,Eating Disorders,Family Relationship,Stress Variables,Suicide,Psychological Patterns,Intervention,Trend Analysis,Use Studies,Incidence,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Sexual Identity,First Generation College Students,Emotional Problems,Drug Therapy,Hospitals,Substance Abuse,Academic Achievement,Interpersonal Relationship,Self Esteem,Student Characteristics,Aggression,School Counselors,Counselor Characteristics,Institutional Characteristics

The Center for Collegiate Mental Health (CCMH) 2021 Annual Report describes 153,233 unique college students, nationally and internationally, seeking mental health treatment; 4,043 clinicians; and more than 1,135,520 appointments from the 2020-2021 academic year. This is the 13th year the report has been produced. This year's report specifically examined the relationship between counselor caseloads (Clinical Load Index (CLI) scores) and the amount of treatment received by students with critical and key needs (e.g., students with suicidality, recent self-harm, sexual assault survivors, and students with a registered disability). Also captured in the report are the ongoing mental health trends among college and university counseling centers. Several mental health trends shifted during 2020-2021, likely a consequence of the impacts from the COVID-19 pandemic. Findings demonstrated students with all presenting concerns, on average, received less treatment at high CLI centers, including clients with recent serious suicidal ideation and self-injury, histories of sexual assault and trauma, transgender identity, registered disability, first-generation identity, and various racial/ethnic identities. The report concludes that the increasing demand for services in college counseling centers over the last two decades, coupled with the lack of equivalent funding to increase treatment capacity, has led to negative consequences for counseling centers, including pending questions about the effect on the counselors providing services. [Additional support for this research comes from the collaborative efforts of over 600 university and college counseling centers; Association for University and College Counseling Center Directors (AUCCCD); Titanium Software, Inc.; and the Penn State University Counseling and Psychological Services. For the 2020 report, see ED610604.]
All Together Now: Getting Students with Disabilities What They Need during the Pandemic
Author: Bateman, Katherine
Date: 2021-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Students with Disabilities,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Special Education,Educational Practices,Teacher Collaboration,Lesson Plans,Regular and Special Education Relationship,Teacher Education,Elementary Secondary Education,Teacher Responsibility,Academic Accommodations (Disabilities)

Without a doubt, the COVID-19 pandemic pivot to remote learning made school harder for students with disabilities and their teachers. A series of interviews was conducted with special education administrators, school administrators, special educators, general educators, parents, and teachers, in order to learn more about each individual's experience in special education during the pandemic. Questions were asked about current practices, changes in roles and job responsibilities, data collection, compliance, and overall satisfaction. Quotes in this brief are from the first wave of data collection, conducted from December 2020 to February 2021. Findings include: (1) general and special education teachers rarely collaborated on lesson plans. Both types of educators said they had been largely left on their own, rather than working in teams to support students; (2) special educators were largely responsible for providing instructional support and communication with families, even in inclusive settings where students with and without disabilities are educated together; and (3) few general educators received the training they needed to support students with disabilities in remote settings.
COVID-19 Showed Us How Important It Is to Focus on Adolescent Well-Being: Here Is What School Systems Should Do
Author: Heyward, Georgia
Date: 2021-11-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Adolescents,Well Being,School Role,Teacher Role,Student Needs,School Districts,Mentors,Social Emotional Learning,Teacher Competencies,Community Involvement,Leadership Responsibility

In partnership with the Barr Foundation, the Center on Reinventing Public Education conducted longitudinal interviews with ten teachers and seven parents across four school systems in Connecticut, Rhode Island, Maine, and Massachusetts between January and June of 2021. Our interviews expose how ill-equipped New England schools were to address adolescent well-being during the pandemic. Specifically, our interviews reveal that as adolescents suffered, under-resourced families looked to schools for help that didn't come. While teachers made heroic efforts, they reportedly felt unprepared to deliver the support students needed. And schoolwide efforts were often inconsistent or limited. States and districts should be using this as an opportunity to reassess how they support adolescents and their families. This doesn't require radical redesign, fancy technology, or additional staff. Schools can make important changes with the resources they currently have. Specifically, school systems should: (1) tap community assets to dramatically deepen supports for the well-being of young people and their families; (2) give teachers mentorship and support in social-emotional learning, not just training materials; and (3) use leadership and data to make sure social-emotional well-being a schoolwide priority.
Advancing Equity at Scale-Up: Research Priorities for College and Career Pathways
Author: Johnston, Annie
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocational Education,Equal Education,College Readiness,Career Readiness,Cooperative Planning,Partnerships in Education,Educational Research,Best Practices,Researchers,Teachers,Success,Capacity Building,Alignment (Education),Research Needs,Conferences (Gatherings),Educational Quality,Program Effectiveness,Educational Practices,Student Needs,Barriers,Evidence Based Practice,School Business Relationship,Student Diversity,Leadership Qualities,Dual Enrollment,High Schools,Colleges,Faculty Development,School Community Relationship,Postsecondary Education

This report summarizes a three-year project designed to stimulate collaboration, build capacity, and prioritize research that can support equity in college and career pathway (CCP) students' success. CCPs combine career technical education (CTE) with rigorous academics, work-based learning, and coordinated, integrated systems of comprehensive student supports that personalize the learning experience to provide equitable access to postsecondary opportunities. Using a grounded theoretical approach, researchers worked iteratively with a collaborative of ten research and policy organizations, to design a series of four symposia. Through review of the literature, and of issues impacting equity as CCPs scale up, research recommendations were prioritized regarding topics, approaches and methodologies to inform policies and practices. Key lessons emerged on the implications of an equity lens in determining research priorities: (1) the importance of scholar-practitioners' role in the co-creation of research priorities through investigation of practical problems affecting equity in CCPs; (2) the value of Research-Practice Partnerships (RPP) for mutual learning and capacity building, and the commitment required for effective RPP collaborations with CCP stakeholders--to address the causes of inequity and remove systemic barriers; and (3) the role of research in identifying best practices that enhance equity in CCP outcomes -- to both guide practice and inform local and state policymakers responsible for the systemic supports needed to scale CCPs. The symposia also produced criteria for prioritization of research, topical bibliographies, reports on the process and priorities determined at each symposium, and a network of college and career pathway researchers interested in pursuing the identified priorities. [For the executive summary, see ED617365.]
What Drives Learning: Young People&apos;s Perspectives on the Importance of Relationships, Belonging, and Agency. Results from a 2020 Survey of High School Youth
Author: Margolius, Max
Date: 2020-09-00
Type: Reports - Research
Subjects: High School Students,Student Surveys,Student Attitudes,Interpersonal Relationship,Personal Autonomy,Social Development,Emotional Development,Cognitive Development,Learner Engagement,Gender Differences,Native Language,Student Characteristics,Race,Parent Background,Educational Attainment,Urban Areas,Barriers,Social Differences,Socioeconomic Status,Teacher Attitudes,Power Structure,Peer Relationship,Teacher Student Relationship

&quot;What Drives Learning: Young People's Perspectives on the Importance of Relationships, Belonging, and Agency&quot; is the third publication in the How Learning Happens research series. Together with &quot;All of Who I Am&quot; (see ED606338) and &quot;The State of Young People during COVID-19,&quot; (see ED606305), this report places adolescents' experiences and perspectives at the center of an urgent national conversation about prioritizing young people's social, emotional, and cognitive development. Based on findings from a nationally representative survey of 3,300 high school students, &quot;What Drives Learning&quot; highlights the effect that supportive relationships, a sense of belonging, and feelings of agency can have on students' self-reported engagement and learning in school. [Support for this research was provided by Sanford Programs at National University System.]
Advancing Equity at Scale-Up: Research Priorities for College and Career Pathways. Executive Summary
Author: Johnston, Annie
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Equal Education,College Readiness,Career Readiness,Cooperative Planning,Partnerships in Education,Educational Research,Best Practices,Researchers,Teachers,Success,Capacity Building,Alignment (Education),Research Needs,Conferences (Gatherings),Educational Quality,Program Effectiveness,Educational Practices,Student Needs,Barriers,Evidence Based Practice,Student Diversity,Leadership Qualities,Dual Enrollment,High Schools,Colleges,Faculty Development,School Community Relationship,Postsecondary Education

This is the executive summary for the report &quot;Advancing Equity at Scale-Up: Research Priorities for College and Career Pathways.&quot; UC Berkeley's College and Career Academy Support Network facilitated a team of ten research and policy based organizations to examine how research could best inform college and career pathway (CCP) policy and practice. Researchers and practitioners from across the country convened in four symposia to identify critical structural issues impacting the promise of equity as CCPs scale up. Key lessons emerged on the implications of an equity lens in determining research priorities as CCPs scale-up: (1) the importance of scholar-practitioners' role in the co-creation of research priorities through investigation of practical problems affecting equity in CCPs; (2) the value of Research-Practice Partnerships (RPPs) for mutual learning and capacity building, and the commitment required for effective RPP collaborations with CCP stakeholders-- to address the causes of inequity and remove systemic barriers; and (3) the role of research on best practices that enhance equity in CCP outcomes--to both guide practice and inform local and state policymakers responsible for the systemic supports needed to scale CCP programs. [For the full report, see ED617363.]
Systemic Social and Emotional Learning for States. Theory of Action
Author: Yoder, Nick
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Cooperation,Academic Achievement,Interpersonal Relationship,Definitions,Equal Education,Educational Improvement,Scoring Rubrics,Models,Statewide Planning,Academic Standards,Partnerships in Education,Faculty Development,Preschool Education,Kindergarten,Elementary Secondary Education,Educational Policy,Policy Formation,School Districts,Educational Planning

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has been a leader in the field of social and emotional learning (SEL) for over two decades. CASEL collaborates with thought leaders to equip educators, policymakers, and researchers with the knowledge and resources to make evidence-based SEL an integral part of equitable learning environments so all students can thrive. Fueled by these collaborations and science, CASEL aims to facilitate and promote the continued adoption and implementation of systemic, high-quality, integrated social, emotional, and academic learning that will lead students toward academic success, form meaningful relationships throughout their life, obtain a fulfilling career, and participate in civic life. To support states in this work, CASEL developed a State Theory of Action (TOA). This document outlines how CASEL: (1) Defines SEL and systemic SEL; (2) Connects SEL and equity; (3) Describes the State TOA, including cross-cutting activities and ways to engage in a cycle of continuous improvement; (4) Identifies steps on how to use the tool, including the organization and process; (5) Defines the four focus areas and 20 activities in the State TOA rubric; and (6) Describes the State TOA logic model (Appendix A).
Analysing and Comparing VET Qualifications: VET Qualifications Must Be Relevant at National and Local Levels While Opening the Door to International Comparability. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Vocational Education,Qualifications,Comparative Analysis,Foreign Countries,School Business Relationship

Pressure on European education and training systems has increased in recent years, with technological and demographic trends reshaping demand for skills and qualifications and making lifelong learning a necessity, for both individuals and countries. Vocational education and training (VET) provision has to respond to rapidly changing labour market needs and to match qualification supply to skills demand. Improving its quality, relevance and agility is, therefore, at the heart of the European VET policy framework 2021-25, which emphasises the importance of international cooperation, learner and worker mobility and recognition of learning outcomes. To support the implementation of policies strengthening cross-country transparency and comparability of qualifications, Cedefop has conducted a study into methods for analysing and comparing the profile and content of VET qualifications; these still largely differ between European countries. This briefing note outlines the two main objectives addressed: (1) Better comparison of VET qualifications; and (2) Better feedback between work and VET. This report also outlines the solutions identified and their implications for researchers and policy-makers.
Review and Renewal of Qualifications: Towards Methodologies for Analysing and Comparing Learning Outcomes. Cedefop Research Paper. No 82
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-00-00
Type: Reports - Research
Subjects: Vocational Education,Outcomes of Education,Education Work Relationship,Qualifications,Data Collection,Data Analysis,Labor Market,Occupational Surveys,Foreign Countries,Employers,Supply and Demand,Labor Needs,Pretesting,Graduate Surveys

The feedback between vocational education and training (VET) and the labour market can provide important input for the review and renewal of qualifications. A feedback loop that is based on learning outcomes helps provide deeper insights into what is required on the labour market, what is offered in training provisions and assessed at the end of a learning programme. The aim of this study is to contribute to strengthening the quality and relevance of qualifications and completing the feedback loop between education and the labour market. It examines methods of collecting data on the match/mismatch between qualifications and labour market requirements, including analysis of how achieved learning outcomes are applied and perceived in the labour market (for example methods of collecting the experience of employers with holders of these qualifications). This report addresses the following two questions: (1) which data already exist in the countries, providing insight into the relevance of qualifications to employees, employers and other labour market stakeholders?; and (2) how can survey methodology be designed to systematically capture the experiences and appreciations of employers as regards the content and profile of qualifications? To what extent, based on limited testing, can scalability of the methodology be achieved?