ethanporcaro/eric-fulltext-meta huggingface dataset:
College Transfer &amp; Student Success
Author: Indiana Commission for Higher Education
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: College Transfer Students,Two Year College Students,Community Colleges,State Colleges,Public Colleges,Age Differences,Grade Point Average,Racial Differences,Ethnicity,Associate Degrees,College Credits,College Graduates,Bachelors Degrees,Private Colleges,Socioeconomic Status,Student Mobility

In Indiana, about 25 percent of students who enter college for the first time at an Indiana public institution transfer to a different campus or institution at least once within six years--a mobility pattern that underscores the complexity of postsecondary pathways and the importance of better understanding the role transfer plays in helping individuals and the state reach degree attainment goals. As a supplement to the Indiana Commission for Higher Education's College Completion report, this analysis looks at which students transfer, where they go, and how many succeed. It explains that: (1) The vast majority of transfers (85%) transfer without a prior degree or credential, and on average, transfers tend to be younger, have lower first-year GPAs, and are less likely than non-transfer students to be white; (2) The majority of transfers remain in state, with most enrolling at Ivy Tech Community Colleges and Indiana University campuses; (3) Students who transfer from 2- to 4-year public colleges are about twice as likely to succeed as those who transfer from 4- to 2-year public colleges (42% compared to 21%), and students who earn an associate prior to transfer have higher (about 10 percentage points) success rates than those with no prior; and (4) The amount of transfer credit accepted at Indiana public institutions (about 1 million credit hours per year) has increased by about 25% since 2007, and about 40% of graduates earn transfer credit on their way to a degree.
The Role of Teacher Quality in Fourth-Grade Mathematics Instruction: Evidence from TIMSS 2015. Policy Brief No. 16
Author: Burroughs, Nathan
Date: 2017-10-00
Type: Reports - Research
Subjects: Teacher Role,Teacher Effectiveness,Grade 4,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Mathematics Instruction,Teacher Education,Elementary Education,Outcomes of Education,Instructional Effectiveness,Teaching Methods

Does teacher quality differ within and between countries, and how are measures of teacher quality related to instructional alignment and instructional time in mathematics? Fourth-grade classroom data from the IEA's Trends in Mathematics and Science Study (TIMSS) 2015 revealed that although measures of teacher quality were only weakly related to one another, countries with more variation along one dimension (for example, experience) also have high variation along other dimensions (such as education, or readiness to teach math topics). Measures of teacher quality were not strong or consistent predictors of instructional alignment or time, suggesting that primary school teachers' preparation to teach mathematics may have limited influence on classroom opportunity to learn. Crucially, in many countries, disadvantaged students have (by some measures) higher quality teachers. Teacher collaboration and school expectations of instructional behavior merit further research, and the influence of principals and other teachers may have strong impact on educational outcomes. Policymakers should focus their efforts on improving their systems of teacher preparation.
The Women&apos;s Sports Foundation Report Brief: Her Life Depends on It III &amp; Girls and Women of Color
Author: Women's Sports Foundation
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Womens Athletics,Minority Groups,Physical Activity Level,Heart Disorders,Obesity,Diabetes,Physical Education,Gender Differences,Sex Fairness,Racial Differences,Socioeconomic Status

&quot;Her Life Depends on It III &amp; Girls and Women of Color,&quot; continues with the theme of previous reports that examined the need for girls and women to lead healthy, strong, and fulfilled lives and reviewed the research on links between sports and physical activity and the health and well-being of American girls and women. While some of the most iconic female athletes in U.S. sport history have been women of color, females of color encounter an array of issues that affect access to sport and physical activity (fewer programs, fewer resources, less access to safe and secure playing areas). By extension, girls and women of color have less access to the educational, social, and health benefits of being physically active. The result is females of color are more vulnerable to the negative effects of chronic illnesses and other health concerns that would otherwise be mediated through more active lifestyles. Research shows that women of color are more at risk for heart and respiratory problems and have higher incidents of obesity and diabetes. In a study of physical education classes, Culp (2013) concluded that U.S. physical education needs to refocus efforts to ensure equity across gender, class, and racial lines and religious and political beliefs. [Adapted from Staurowsky, E. J., DeSousa, M. J., Miller, K. E., Sabo, D., Shakib, S., Theberge, N., Veliz, P., Weaver, A., &amp; Williams, N. (2015). &quot;Her Life Depends On It III: Sport, Physical Activity, and the Health and Well-Being of American Girls and Women.&quot; East Meadow, NY: Women's Sports Foundation (see ED570479).]
YoungStar: What Does Recent Research Tell Us. An Early Care and Education Report
Author: Edie, David
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Young Children,Educational Quality,Rating Scales,Educational Improvement,Program Effectiveness,Outcomes of Education,Quality Assurance,Educational Environment,Preschool Curriculum,Educational Practices,Child Health,Well Being

The report is about the effectiveness of the YoungStar system which provides consumers with a simple 5 Star rating system for the quality of early care and education (ECE) programs for children ages 0 to 5. It also explores what was learned from a recent research study of YoungStar, Wisconsin's child care quality rating and improvement system. The report will address key questions, including: (1) Is the 5 Star quality rating system valid? (2) Do program ratings improve over time? (3) Do programs with higher quality ratings produce better outcomes? and (4) How well has Wisconsin done in its effort to build a strong Quality Rating and Improvement System (QRIS)? For example, one of the findings of the evaluation study was that the state's YoungStar system does reflect differences in quality: programs with more stars were doing a much better job with young children. For example, in the area of language and reasoning, the average 5 Star program teachers were observed introducing logical concepts (for example over/under, before/after) into conversations with children, and children were encouraged to talk through or explain their own reasoning when solving problems. Some 2 Star programs also did these practices with children, but the average 2 Star program did not. [Introduction by David Riley. The evaluation was led by Katherine Magnuson. Special acknowledgement goes to: Herzfeld Foundation, Alliance for Early Success, and Oscar &amp; Elsa Mayer Family Foundation.]
PIRLS for Teachers: Making PIRLS Results More Useful for Practitioners. Policy Brief No. 17
Author: Hopfenbeck, Therese N.
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Achievement Tests,Grade 4,Reading Achievement,International Assessment,Reading Tests,Elementary School Teachers,Reading Instruction,Test Use,Educational Research,Partnerships in Education,Test Interpretation

International large-scale assessments (ILSAs) have had an increasing influence on the discourse surrounding education systems around the world. However, the results of these studies tend to have less impact on pedagogy in the classroom than would be expected. For example, a recent review of 114 published peer-reviewed articles on the IEA's Progress in International Reading Literacy Study (PIRLS) indicated that PIRLS is not often used to inform reading research, which could be one reason for its low impact on pedagogy in the classroom (Lenkeit et al., 2015). Teachers often lack knowledge about ILSAs (Popat et al., 2017). Previous studies have indicated teachers struggle to make sense of assessment data (Young, 2006) beyond general findings. In the case of ILSAs, such general findings are normally restricted to aggregated country rankings. Educators' poor assessment literacy often leads to confusion about how ILSA data can and should be used to inform their pedagogy. In this policy brief, the authors present findings from the PIRLS for Teachers project, designed to improve teachers' assessment literacy and knowledge of PIRLS. In 2015, teachers from four schools in England worked closely with researchers from Oxford University to develop strategies for interpreting and using the knowledge from PIRLS 2011 to improve teaching of reading in primary schools.
Too Scared to Learn? Understanding the Importance of School Safety for Immigrant Students. Policy Brief No. 15
Author: Katschnig, Tamara
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: School Safety,Immigrants,Student Attitudes,Academic Achievement,Correlation,Well Being,Aspiration,Educational Environment,Social Justice,Foreign Countries,Elementary Secondary Education,School Policy

School safety is an important factor in schools. Data from the IEA's Trends in International Mathematics and Science Study (TIMSS) indicate that perceptions of school safety are directly related to academic success. School safety seems to be particularly relevant for immigrant students, as their perceptions of safety appear to be more strongly related to academic success; meanwhile, research has revealed that immigrant students often report feeling less safe in schools. Using data from TIMSS, this brief explores immigrant students' perceptions of school safety in comparison to their native-born peers in more depth. Immigrant students' perceptions of school safety appear to be more closely linked to achievement, and may also thus be more strongly related to student well-being and aspirations. It is crucial that teachers and principals are sensitive to school safety and school climate if inclusive and equitable quality education is a target. Evidence supporting which countries are providing the safest environments for immigrant students and whether safer schools are associated with higher achievement will be of interest to policymakers around the world.
State Strategies to Develop Teacher Capacity for Personalized, Competency-Based Learning. Issue Brief
Author: Patrick, S.
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Capacity Building,Elementary School Teachers,Secondary School Teachers,Individualized Instruction,Competency Based Education,Student Centered Learning,Teacher Competencies,Teacher Education,Student Evaluation,State Policy

This issue brief shares state policy recommendations and action steps for policymakers who are supporting the redesign of educator workforce systems to enable educators to build the skills, competencies and knowledge needed to thrive in modern, student-centered learning environments. By modernizing educator preparation and development systems, policymakers will support transformation at scale toward education systems that prepare every student for success in higher education, the modern workforce and as citizens. Transforming K-12 education systems to student-centered learning requires building teacher capacity for personalized, competency-based education. This issue brief highlights four strategies for states and school districts to transform educator workforce systems to prepare teachers with the skills they need for student-centered learning: (1) identifying clear, specific educator competencies for personalized, competency-based learning environments; (2) creating multiple, high-quality pathways to educator credentials and development; (3) developing educator professional judgment for student-centered learning; and (4) building assessment literacy.
Hungarian Migrants in the UK Labour Market: A Pilot Study on the Former Education of Hungarian Migrants and on Underutilisation of Their Skills in the UK. SKOPE Research Paper No. 119
Author: Laczik, Andrea
Date: 2014-02-00
Type: Reports - Research
Subjects: Foreign Countries,Migration,Attitudes,Job Skills,Labor Market,Employment Level,Economic Factors,Employment Qualifications,Job Satisfaction,Motivation,Migrants

Migration is a hugely contested area and the widely differing views, statistics, and attitudes to migrants are infused with politics. EU migration is a special case because EU citizens have free movement rights, may live and work in any other EU country, and have almost the same rights as locals. During the past 10 years there have been two waves of EU accession: In 2004 eight East European countries received the right to take up employment in the UK freely, and in 2007 when the UK introduced restrictions on Bulgarian and Romanian citizens to work in the UK, which were lifted on 1 January 2014. In 2004 a much larger than expected number of A8 citizens moved to work in the UK, which raised the alarm in particular among the wider public. Questions were raised concerning the impact of the A8 migrants on social and welfare benefits, on youth unemployment, on the labour market, on wages, and whether or not the A8 migrants contribute to the UK economy and generate financial benefits for the country. This study investigated the views and experiences of 10 Hungarian migrants living in the south-east of England. The data suggest that the UK offers better opportunities for Hungarian migrants to find employment than Hungary, and that there are better chances for them in the UK to establish financial security. Many of the interviewees have already worked excessive hours in Hungary, and some also engaged in low-skilled and low-paid work before coming to the UK. All interviewees were well educated at levels 3, 4 and 5 and often had two to three qualifications. In spite of this most interviewees found employment in the UK in low-skilled and low-paid work. English language skills, unknown Hungarian qualifications, lack of UK work experience, lack of time, and lack of financial resources were the main reasons for not being able to negotiate better jobs and starting higher on the job ladder. Most interviewees felt uncomfortable in their low-skilled jobs and often felt that they would be able to offer so much more. They also felt they brought their positive attitude, flexibility, high standards, and, in particular, intelligence to their jobs. Career progression was very slow, and often they had one low-skilled job after the other, making horizontal moves rather then vertical. However, all were engaged in learning and professional development and education was considered as the means to success. All interviewees felt they had established financial security for themselves by 2014, they had permanent posts and their wages had increased over time. However, progressing in their chosen career or working according to their highest qualifications was a distant future for many.
Redefining Student Success: Profile of a Graduate. Issue Brief
Author: Patrick, Susan
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Change,Alignment (Education),Success,Public Education,State Policy,State Departments of Education,Competence,Citizenship Education,High School Graduates,Graduation Requirements

This policy issue brief provides recommendations for state policymakers to generate a shared vision for student success that prepares all students for college, career and civic life. The Every Student Succeeds Act (ESSA) provides states with an unprecedented opportunity to transform K-12 education systems with new flexibility. The new law makes it possible for state leaders to start with a new definition of success that provides a more well-rounded education, redesign systems of assessments, accountability models, and educator preparation and development systems that coherently align to and support more holistic student learning outcomes. Under ESSA, it calls for states to work with local communities and redefine student success -- states have the potential to engage deeply with communities in conversations around the purpose of K-12 public education and what students should know and be able to do upon graduation. Conversations around new definitions of success can include academic competencies, social emotional competencies, skills and dispositions necessary for success. This issue brief provides recommendations and resources for state policymakers who are ready to engage deeply with communities and develop clear, comprehensive definitions of student success, designed to ensure every student can succeed in K-12 education and beyond.
Rethinking State Accountability to Support Personalized, Competency-Based Learning in K-12 Education. Issue Brief
Author: Patrick, S.
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,State Policy,Accountability,Federal Legislation,Educational Legislation,Government Role,State Government,Alignment (Education),College Readiness,Career Readiness,Success,Educational Improvement,Student Centered Learning,Competency Based Education,State Standards

This issue brief shares state policy recommendations and resources for policymakers who are ready to rethink state accountability systems to support student-centered learning. With the passage of the federal Every Student Succeeds Act (ESSA), states gain considerably more authority and autonomy over the design of school accountability systems. This shift in responsibility creates the opportunity for states to reimagine new accountability models that align to goals of college and career readiness for all students, and to move from a culture of compliance to one of continuous improvement. State leaders can begin to transform state accountability systems to better support more holistic definitions of student success, provide greater transparency, and allow districts and schools to analyze and continuously improve on their practice and build future capacity for change. This issue brief shares recommendations states may want to consider to take advantage of the opportunities in ESSA and move towards building student-centered learning systems in their state.
Governing Education and Training Systems in England: Some Lessons from the United States. SKOPE Working Paper No. 121
Author: Stasz, Cathleen
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Labor Force Development,Educational Change,Governance,Educational Policy,Cross Cultural Studies,Community Education,Employers,Skill Development,Postsecondary Education,Vocational Education,Strategic Planning,Federal Government,State Government,Educational Quality,Quality Control,Standards,Federal Legislation,Employment Qualifications

Recent changes in education and training policy in England continue to focus on creating a 'demand-led' system in an environment where public funds are dwindling and where more responsibility is being devolved away from central government. This raises questions about governance of the system, among others, and the roles that key system actors are expected to play. This paper broadly discusses education and training system policies that focus on workforce development in England and the US, especially with regard to the role of further education colleges (community colleges in the US), employer engagement, and local workforce development bodies. The focus is on governance at the post-secondary level, as the main interest is skills development after compulsory education. The US and England share a number of features and problems that affect the education and training system, such as lack of employer involvement, the lower status of sub-baccalaureate education and training providers despite their central role in delivering vocational education and training programmes, and insufficient links between education and training provision and the labour market. The most striking differences between the American and English systems are the governance and authority structures, which are stronger in the US and afford greater scope for strategic planning by states and between states and the federal level. The experiences of community colleges in working with employers to provide workforce training may be worth further investigation as further education colleges further develop this type of provision. The US experience is less instructive with regard to quality assurance or increasing employers' engagement with education.
Promising State Policies to Advance Personalized Learning
Author: Patrick, Susan
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: State Policy,Individualized Instruction,Competency Based Education,Educational Policy,Equal Education,Achievement Gap

iNACOL published the report &quot;Promising State Policies for Personalized Learning&quot; to highlight specific state examples of promising policies to support and scale personalized, competency-based learning to close equity and achievement gaps. This executive summary outlines the policies in that report.
Are Degrees Worth Higher Fees? Perceptions of the Financial Benefits of Entering Higher Education. SKOPE Research Paper No. 117
Author: Ertl, Hubert
Date: 2013-06-00
Type: Reports - Research
Subjects: Foreign Countries,Student Costs,Outcomes of Education,College Applicants,Secondary School Students,College Choice,Undergraduate Study,Education Work Relationship,Debt (Financial),Loan Repayment,Information Sources

Politicians regularly cite an expected individual economic gain (the 'graduate premium') as a justification for greater private contributions to the cost of higher education, most recently as part of the rationale for the increase in England of the cap on Home/EU undergraduate fees to £9000 from 2012 (e.g. Willetts 2011a). However, the choices that potential students make about whether to apply to university, and if so where and what to study, are not influenced directly by the, necessarily impersonal, and highly contested (Thompson 2012), theoretical and often overly generalised estimates of the financial benefits for recent graduates over their careers (e.g. BIS 2011: 111-115). Rather, views that individual applicants hold about outcomes that they envisage personally can be expected to be significant; these are explored in this paper which is based on research conducted in seven secondary schools/colleges among Year 13 pupils taking courses that would make them eligible to apply for higher education. A questionnaire was followed by focus groups with applicants in five of the participating institutions. The research found that there are high levels of uncertainty amongst potential applicants regarding the costs and possible financial benefits of studying for a degree. However, attitudes towards the concept of a graduate premium have a strong influence on the propensity of applying to higher education. The differences in the expected cost of studying at different institutions was not a predominant factor in participants' choices about where to apply -- this was partly because the difference in costs of studying at different institutions were seen as small and students did not expect to have precise information until they started at university or college.