ethanporcaro/eric-fulltext-meta huggingface dataset:
University of Central Florida Accountability Plan, 2021. Revised
Author: State University System of Florida, Board of Governors
Date: 2021-06-23
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the State University System of Florida's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of Central Florida Accountability Plan, 2020. Revised,&quot; see ED610451.]
University of West Florida Accountability Plan, 2021
Author: State University System of Florida, Board of Governors
Date: 2021-06-23
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the State University System of Florida's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;University of West Florida Accountability Plan, 2020. Revised,&quot; see ED610474.]
Mobilizing for Opportunity: Connecting Low-Income College Students to Internships and Good First Jobs
Author: Goldberger, Susan
Date: 2021-03-00
Type: Reports - Research
Subjects: Low Income Students,College Students,Internship Programs,Employment Opportunities,College Graduates,High School Graduates,Salaries,Employment Level,Majors (Students),Public Colleges,Career Development,Social Differences,Capacity Building

With support from the Boston Foundation, a team of organizations--NextGen Talent, the Boston Private Industry Council, and Burning Glass Technologies--conducted research to assess how well Boston Public Schools (BPS) graduates who attend four-year colleges are connecting to internships and good first jobs, along with the existing capacity in Greater Boston to support these students in attaining internships and quality employment upon graduation. The study specifically focuses on graduates of Boston district and charter high schools serving predominantly students of color from low-income backgrounds, many of whom are the first in their families to go to college. The research efforts were guided by an advisory committee representing businesses, higher education institutions, nonprofit organizations, and high schools. The report is organized into four sections: (1) description of data sources including the strengths and limitations of each source; (2) quantitative analysis of first-year post-college employment outcomes of students who graduated from a Boston district or Commonwealth charter high school serving predominantly low-income students of color; (3) estimated need for comprehensive career services among these students and existing capacity to connect them to internships and good first jobs; and (4) summary of research findings and recommendations to strengthen connections to internships and good first jobs. [This report was produced by NextGen Talent, the Boston Private Industry Council, and Burning Glass Technologies for The Boston Foundation.]
Student Experiences in English Corequisite Remediation versus a Standalone Developmental Education Course: Findings from an Experimental Study in Texas Community Colleges
Author: Daugherty, Lindsay
Date: 2021-00-00
Type: Reports - Research
Subjects: Student Experience,Two Year College Students,Required Courses,College English,Remedial Instruction,Acceleration (Education),Developmental Studies Programs,Academic Support Services,Student Attitudes,Alignment (Education),Student Centered Learning,Peer Teaching,Success,Difficulty Level,Time on Task,Educational Opportunities,Negative Attitudes

Until recently, many colleges provided academic support to students by requiring students to complete one or more developmental education courses in a subject area before they could enroll in college-level coursework. Now colleges have been experimenting with new approaches that accelerate students into college courses, including corequisite remediation. Corequisite remediation requires that students who are identified as requiring additional academic support be placed immediately into a college course while receiving aligned academic support during that same semester. Research has shown that corequisite remediation has positive impacts on academic outcomes relative to the traditional approach of requiring students to take developmental education courses. However, little is known about how student experiences differ in corequisite remediation relative to developmental education courses. In this report, researchers use student survey and administrative data from a randomized control trial at five community colleges in Texas and qualitative data to examine contrasts in student experiences between college students who were assigned either to corequisite remediation or to standalone developmental education courses. Findings indicated that corequisites improved student experiences in many areas, including: early opportunities to gain momentum; intensity and compression of academic practice; rigor of coursework and expectations; alignment of academic remediation with college coursework; and opportunities for peer learning. Findings also indicated that corequisites reduced student exposure to stigma. Our measures of opportunities for student-centered learning and support for success skills indicated no differences or favored traditional developmental education.
Making Improvements to Stackable Credential Pipelines: A Toolkit on Using Data to Drive Improvement in Ohio Postsecondary Institutions
Author: Daugherty, Lindsay
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Data Use,Educational Improvement,Postsecondary Education,Credentials,College Programs,Data Collection,Program Evaluation

&quot;Stackable credential programs&quot; are designed to make it easier for students to earn multiple postsecondary certificates or degrees in a field as they advance in their careers. To examine the stacking of credentials in Ohio and inform ongoing efforts to scale stackable credential programs, the Ohio Department of Higher Education and the RAND Corporation formed a research partnership. In May 2020, RAND released &quot;Stacking Educational Credentials in Ohio: Pathways Through Postsecondary Education in Health Care, Manufacturing and Engineering Technology,&quot; and Information Technology, a report that documented how students were moving through stackable credential pipelines in Ohio postsecondary institutions between 2005 and 2015. This toolkit is intended to be a companion document to that report, providing a how-to guide for practitioners who are overseeing stackable credential programs to identify issues in their stackable credential pipelines and make data-driven improvements. Using three stackable credential pipeline issues identified in the 2020 report--i.e., improving rates of stacking for Black students and adult learners, increasing stacking opportunities among students who earn a certificate at an Ohio Technical Center, and reducing excess credit hours--the toolkit illustrates how practitioners can use a four-step process to (1) take high-level statewide findings and collect additional evidence to explore these issues in their context, (2) narrow in on specific levers for change, (3) identify improvements and a framework for assessing them, and (4) carry out rapid cycles of improvement. [For &quot;Stacking Educational Credentials in Ohio: Pathways through Postsecondary Education in Health Care, Manufacturing and Engineering Technology, and Information Technology,&quot; see ED613709.]
Mississippi&apos;s Literacy-Based Promotion Act: An inside Look
Author: RMC Research Corporation
Date: 2019-02-00
Type: Reports - Research
Subjects: State Legislation,Educational Legislation,Literacy Education,Primary Education,Reading Instruction,State Departments of Education,Technical Assistance,School Districts,Teacher Attitudes,Elementary School Teachers,Administrator Attitudes

When students are unable to read by the end of third grade, their risk of falling behind academically grows exponentially. In fact, research shows that nearly nine out of ten high school dropouts were struggling readers in third grade. Students who are not reading proficiently by the end of third grade are four times more likely to drop out of high school, and high school dropouts are not eligible for 90 percent of jobs in the U.S. economy. To address this issue and ensure all students become capable readers by the end of third grade, many states have passed comprehensive K-3 reading policies, including Mississippi. In 2013, the state established the Literacy-Based Promotion Act (LBPA). The law was to ensure a comprehensive approach to teaching all children to read starting as early as kindergarten. The true spirit of the law is to identify K-3 students who need additional help in reading as early as possible and to provide effective instruction and intervention to ensure they read on grade level by the end of third grade. In 2016, the law was amended to include individual reading plans for students identified with a reading deficiency, and a higher cut score was established for third-grade promotion. Additionally, it required teacher candidates to pass a foundational reading test for certification to ensure they have the knowledge and skill to teach all students to read. Since Mississippi enacted the LBPA in 2013 the state's fourth-grade National Assessment of Educational Progress (NAEP) reading scores have substantially improved. In 2013, 21 percent of fourth graders were proficient in reading, and by 2017, 27 percent of fourth graders were reading proficiently: a 6-percentage point increase. Mississippi also decreased the percentage of fourth graders scoring below basic by 7 percentage points, going from 47 percent scoring below basic to 40 percent. Furthermore, Mississippi is second in the nation in learning gains. ExcelinEd contracted with RMC Research Corporation to conduct a study to better understand Mississippi stakeholders' perceptions of and experiences with the LBPA. The questions of interest were as follows: (1) What support strategies and technical assistance do the Mississippi Department of Education (MDE) and school districts provide to improve K-3 literacy? (2) What are teachers' perceptions of the LBPA? (3) What recommendations do stakeholders have for improving the implementation process? and (4) What impact has the LBPA had on districts and schools?
California&apos;s Biggest Return: Raising College Attainment to 60 Percent for All by 2030 Will Generate $133 Billion in Additional Federal and State Revenue. A Road Map for How Our State Can Reap the High Rewards of Improving College Attainment for All Racial/Ethnic Groups
Author: Reddy, Vikash
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Attainment,Outcomes of Education,Economic Impact,Economic Factors,Labor Needs,Equal Education,Racial Bias,Ethnicity,Labor Force Development,College Attendance,Enrollment,Academic Degrees,Adult Education,College Transfer Students,Educational Certificates,Minority Group Students,Income,Wages,COVID-19,Pandemics,African American Students,Hispanic American Students,American Indian Students,Alaska Natives,Taxes

The most significant investment California made in the 1960s was the creation of, arguably, the best public higher education system in the world. The 1965 Master Plan for Higher Education created a three-tiered system of higher education that provided a place in college for any Californian seeking the opportunity. From research universities to accessible four-year public state universities and community colleges, the Master Plan for Higher Education catapulted California into world leadership in gross domestic product such that today, the state is the 5th largest economy in the world. While revolutionary for its time, the design of the Master Plan no longer reflects the economic and workforce demands of the state and has led to uneven degree attainment and income inequality across the state. Today, California needs additional college graduates and a more ambitious Master Plan to help us meet the economic imperatives of the next decade. If California is to remain competitive, maintain an economic standing as the fifth largest economy in the world, and meet workforce demand, the state must ensure that college preparation and opportunity are provided in a more equitable way, and we must close racial/ethnic gaps in college attainment while ensuring that 60 percent of residents in every racial/ethnic group hold a college credential by 2030. If we do not take action, by 2030, we estimate only 32.5 percent of the state's Latinx workforce will have a degree or high-value credential. This is barely half of the 60 percent goal articulated above. Ensuring that at least 60 percent of the state's workforce holds a college credential, and that at least 60 percent of the state's Latinx, Black, and American Indian/Alaska Native residents hold a college credential will generate an additional 2.5 million credentials over the coming decade. Moving from a 32.5 percent college attainment rate among Latinx Californians in the workforce to a 60 percent college attainment would result in 1.26 million additional Bachelor's degrees and 1.16 million additional Associate's degrees and certificates for the state's Latinx residents alone. [Written with contributions from Michele Siqueiros.]
B.C. Graduation Program Policy Guide, Grades 10 to 12
Author: Ministry of Education (British Columbia)
Date: 2020-07-00
Type: Guides - General
Subjects: Foreign Countries,Graduation Requirements,High School Students,Educational Policy,Exit Examinations,Student Educational Objectives,Educational Quality,Student Centered Learning,Skill Development,Lifelong Learning,Inclusion,Adult Education,Core Curriculum,Students with Disabilities,Career Development

This guide focuses on the curriculum and assessment requirements in Grades 10, 11, and 12 and the related policies for the B.C. Graduation Program. The guide provides a common understanding among educators, students, parents, post-secondary institutions, business, and government of the policies of the B.C. Graduation Program. The B.C. Graduation Program sets the requirements to exit the K-12 education system and ensures that students are graduating from secondary school as educated citizens, with the knowledge, competencies, and skills they will need to transition successfully into higher education, training, or the workforce. This guide also contains information about the Adult Graduation Program, available to students aged 18 and older. A complete summary of all policies within this guide is included in Appendix 5: Graduation Program Policies and Associated Ministerial Orders.
Private Schooling after a Year of COVID-19: How the Private Sector Has Fared and How to Keep It Healthy. Policy Analysis. Number 914
Author: McCluskey, Neal
Date: 2021-04-13
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Private Schools,School Closing,Enrollment Trends,School Schedules,Institutional Characteristics,Program Termination,Geographic Regions,Educational Finance,Tuition,Costs,Racial Differences,Ethnicity,Federal Aid,Federal Legislation,Educational Policy,Public Schools,Elementary Secondary Education,Economic Factors

As COVID-19 struck the United States in March 2020, sending the nation into lockdown, worry about the fate of private schools was high. These schools, which only survive if people can pay for them, seemed to face deep trouble. To gauge how the private schooling sector has fared amid the coronavirus pandemic, Cato's Center for Educational Freedom launched the COVID-19 Permanent Private School Closures tracker. The tracker attempts to capture all private schools that announced permanent closure--not just temporary closure of a building to in-person education--with the effects of the COVID-19 pandemic having at least partially driven the decision. In addition, the Center for Educational Freedom has collected data on private schools that have closed without the pandemic as a contributing factor and has attempted to gauge the effect of COVID-19 on overall private school enrollment. This paper provides data on private school closures one year after the first reported COVID-19-connected closure, covering March 18, 2020, to March 17, 2021. It also discusses overall private schooling vitality, including why the pandemic's effects on the sector were less dire than many people likely expected, which schools and areas were most affected, and what policies going forward can preserve private schooling for families that desire it.
Preparing Students of Color for the Future Workforce: Lessons from Communities in Indiana and New Mexico
Author: Jeffrey, Ashley
Date: 2021-04-22
Type: Reports - Evaluative
Subjects: Minority Group Students,Elementary Secondary Education,African American Students,Hispanic American Students,College Readiness,Career Readiness,Labor Force Development,American Indian Students,Partnerships in Education,School Business Relationship,College School Cooperation,Financial Support,Educational Finance,Vocational Education,Equal Opportunities (Jobs),Family School Relationship,Faculty Development,Career Exploration,Equal Education,Cultural Awareness,Cultural Relevance

When it comes to readying students for the jobs of the future, America's K-12 education system too often does not sufficiently prepare Black, Latinx, and Indigenous students. Research has shown that this negatively affects these students' life outcomes, specifically in terms of their long-term career prospects and economic security. To change this dynamic, K-12 schools and districts need to do much better at preparing Black, Latinx, and Indigenous for the future workforce. This means preparing them for college, training them to receive high-quality credentials that lead to good jobs with decent pay, and appropriately enrolling them in work-based learning experiences such as internships and apprenticeships. To understand what community members view as necessary to prepare students for the future workforce, the Center for American Progress conducted conversations via virtual forums with Black, Latinx, and Indigenous communities in Indiana and New Mexico. The conversations helped the authors understand community leaders' thoughts as well as brainstorm potential solutions to issues raised during the forums. This issue brief applies a race equity, community-centered lens to understand how to prepare Black, Latinx, and Indigenous students for college and the future workforce.
Lessons Learned from Prison Education Interruption during Pandemic. Fact Sheet
Author: Johnson, Cameron
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Postsecondary Education,Adult Education,Correctional Education,Institutionalized Persons,Correctional Institutions,Access to Education,Disease Control,Educational Technology,Technology Uses in Education,Barriers,Distance Education,Federal Aid,Federal Legislation,Grants,Eligibility,Videoconferencing,Educational Legislation,Vocational Education

As the novel coronavirus spreads across the country, the pandemic has raged through United States correctional facilities with little regard to the health of the incarcerated. The pandemic also affected access to postsecondary education and adult education in correctional facilities. As a result, prison education programs--including postsecondary programs--faced technological and bureaucratic challenges to continuing the term. This fact sheet by Cameron Johnson details the effect the coronavirus pandemic has had on prison postsecondary education. Focusing on the spring 2020 term, it highlights some changes in correctional facility visitation policy, details challenges in the provision of prison postsecondary education, recognizes the history of prison education disruption, and amplifies appropriate policy solutions. Despite the many challenges the pandemic presents to prison education, advocates and people who are incarcerated have offered solutions that policymakers and others can actualize. They can help leaders strengthen postsecondary prison education throughout and beyond the immediate pandemic.
Winners and Losers? The Effect of Gaining and Losing Access to Selective Colleges on Education and Labor Market Outcomes. Research &amp; Occasional Paper Series: CSHE.2.2020
Author: Black, Sandra E.
Date: 2020-03-00
Type: Reports - Research
Subjects: Universities,College Admission,Selective Admission,Access to Education,Admission Criteria,Outcomes of Education,Labor Market,Equal Education,Enrollment

Selective college admissions are fundamentally a question of tradeoffs: Given capacity, admitting one student means rejecting another. Research to date has generally estimated average effects of college selectivity and has been unable to distinguish between the effects on students gaining access and on those losing access under alternative admissions policies. We use the introduction of the Top Ten Percent rule and administrative data from the State of Texas to estimate the effect of access to a selective college on student graduation and earnings outcomes. We estimate separate effects on two groups of students. The first--highly ranked students at schools which previously sent few students to the flagship university--gain access due to the policy; the second--students outside the top tier at traditional &quot;feeder&quot; high schools--tend to lose access. We find that students in the first group see increases in college enrollment and graduation with some evidence of positive earnings gains 7-9 years after college. In contrast, students in the second group attend less selective colleges but do not see declines in overall college enrollment, graduation, or earnings. The Top Ten Percent rule, introduced for equity reasons, thus also seems to have improved efficiency. [This research was originally published by the National Bureau of Economic Research (see ED604542). Funding was provided by the Research Council of Norway through its Centres of Excellence Scheme, FAIR project No 262675.]