ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Summer Youth Employment Programs: Increasing Access through Career Pathways
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Summer Programs,Youth Employment,Career Pathways,Work Experience Programs,Vocational Education,Educational Policy,Disproportionate Representation,Access to Education,Work Experience,Education Work Relationship,Career Awareness,Career Exploration,Career Readiness,Job Training,Labor Force Development

Exploring Summer Youth Employment Programs: Increasing Access Through Career Pathways builds the case and provides actionable recommendations for state-led support in the intentional alignment of summer youth employment programs (SYEP) with career pathways and the work-based learning continuum, including through Career Technical Education (CTE). This tool was produced through JPMorgan Chase's &quot;New Skills ready network,&quot; a five year, $35 million initiative aimed at developing equitable career pathways and policy recommendations that give underserved students access to higher education and real-world work experiences that lead to high-wage, in-demand jobs.
The Influence of 3-D Model Biological Systems in Understanding Cellular Diversity
Author: Abdon-Liwanag, Belinda
Date: 2022-12-00
Type: Journal Articles
Subjects: Models,Biology,Cytology,Science Instruction,High School Students,Foreign Countries,Private Schools,Teaching Methods,Science Achievement,Communication Skills,Art Activities

This study focused on the influence of instructional 3D Model Biological Systems (MBS) in understanding cell diversity. It determined the academic performance of the students according to content knowledge, quality of the artwork, and communication skills; and determined what group of learners benefited most from using 3D instructional models. It involved 30 second-year high school students in a private school in Imus, Cavite. Data were treated statistically with arithmetic mean, dependent t-test, gain scores, Pearson r Product Moment of Correlation, one-way analysis of variance (ANOVA), F-test, and Tukey multiple comparison test. Findings revealed that the use of 3D instructional cell models was effective in improving the academic performance of the students in terms of content knowledge, quality of the artwork, and communication skills. The computed mean difference of 3.60 and t-value of 10.998 for 29 degrees of freedom, which is 2.756 at a 0.01 level of confidence, showed a significant difference from their pre-test and post-test scores. This implies that participants obtained much learning on cellular diversity using 3D cell models. All groups of learners benefited most from using 3D instructional cell models thus students' academic performance in Biology has improved. Thus, the study recommends that 3D instructional models should be used in teaching professional science subjects such as Biology. More so, similar studies should also be conducted not only in Biology subject but also in Chemistry and Physics courses. Other 3D Model Biological Systems can be used for instruction to senior high school science majors and college students.
Students&apos; Perceived Attainment on General Outcomes in Online Classes in a Private School
Author: Balsicas, Nilda W.
Date: 2023-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Online Courses,Public Colleges,Outcomes of Education,Student Attitudes,Technology Uses in Education,Skill Development,Independent Study,Student Motivation,Electronic Learning,Foreign Countries,COVID-19,Pandemics

Assessing the attained general outcomes of students during a pandemic is both a challenge and an opportunity. General skills are categorized into two: general academic outcomes and general intrapersonal outcomes. This study attempted to determine the perceptions of the students on the level of attainment toward general outcomes. Data were retrieved from more than 1,000 undergraduate students from different programs in a private higher education institution (HEI). The majority of the students perceived that their academic skills had improved. Among those skills, the use of search engines and software tools was rated highest. Also, students' perceptions of the attainment of general academic and intrapersonal skills indicated a significant difference. Moreover, themes that emerged from the study are personal qualities, self-directed learning, motivation, and skills enhancement. Implications include that teachers' competencies in relation to similar outcomes should be studied further to determine the concordance of students' outcomes.
Effect of Teaching Sequence on ESL Students&apos; Learning of Syntactic Cohesive Devices Using Sentence Transformation
Author: Siu, Fiona K. P.
Date: 2023-07-03
Type: Reports - Research
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Form Classes (Languages),Persuasive Discourse,Writing (Composition),Essays,Sino Tibetan Languages,Writing Skills,Sentence Structure,Syntax,Foreign Countries,College Students

This research aims to investigate the effects of two teaching sequences -- interleaving and blocking -- on the participants' use of three types of cohesive devices (conjunctions, conjunctive adverbs and prepositions [thereafter CCPs]) in their argumentative essays. The participants included 50 native Cantonese-speaking university students taking an academic writing course. Interleaving refers to the teaching sequence in which learners practice several skills at one time whereas in blocking only one skill is practiced at one time. Prior to essay writing, participants were taught CCPs using sentence transformation. One class was taught using interleaving and the other blocking. The first and the second drafts of the argumentative essay served as pre-and post-tests. The total numbers of CCPs used correctly both syntactically and semantically in their argumentative essays were counted for the pre-tests and post-tests for both groups. Results of Paired Samples and Independent t-tests suggest that neither of the two teaching sequences was more effective than the other in raising the participants' total instances of CCPs; however, blocking appears to be more effective in boosting the use of prepositions as linking words. Sentence transformation, whether administered in the interleaved or blocked sequence, was considered to have served the teaching purpose of providing an opportunity for the students to engage in serious thinking about the semantic relationship between two given sentences. [This paper was published in &quot;Education, Language and Sociology Research&quot; v4 n3 p31-49 Jul 2023.]
Means-Tested State Prekindergarten Programs Are More Segregated than Universal Prekindergarten Programs. An Essay for the Learning Curve
Author: Swain, Walker
Date: 2023-05-00
Type: Numerical/Quantitative Data
Subjects: Preschool Education,Public Education,Equal Education,State Programs,School Segregation,Racial Segregation,Racial Factors,Ethnicity,Blacks,Hispanic American Students,African American Students,White Students,Financial Needs,Open Enrollment,Program Effectiveness,Family Income

Absent a nationwide plan for universal public prekindergarten, states and districts have taken various approaches to increasing access to school-based educational opportunities for their youngest learners. Though some of these programs have focused on making public prekindergarten available to all families, others have targeted families most in need by introducing means-tested programs. Early efforts to expand access to public schooling for preschool-age children, such as the War on Poverty-era federal Head Start program, focused on reaching low-income children. More recently, states and cities have made significant investments in their own public preschool programs, often citing their utility in combatting racial, ethnic, and income-based test score differences that are apparent at school entry. A long-standing debate has weighed the relative merits of targeting limited resources to equalize early educational opportunities versus providing universal programs. But an underexplored distinction between the two approaches is how they might contribute to racial and ethnic school segregation among this country's youngest students. Key findings in this essay include: (1) Black and Hispanic prekindergarten students in means-tested programs experience consistently higher rates of racial isolation and lower rates of exposure to white students relative to their K-12 counterparts than those in open programs; (2) In states with open-enrollment prekindergarten, the proportion of Black prekindergarten students enrolled in racially isolated schools is nearly identical to that of Black first-graders (roughly 46 percent), but in states where prekindergarten is means tested, the proportion of Black preschoolers in racially isolated schools is 6 percentage points higher than that of Black first-graders; (3) Hispanic preschool students are 5 percentage points more likely than their first-grade counterparts to attend racially isolated schools in states with means-tested prekindergarten and are 3 percentage points less likely than first-grade students to do so in states where prekindergarten is open; and (4) In comparing states with diverse and robust prekindergarten programs, the data show that Black and Hispanic prekindergarten students in Texas and North Carolina, which have means-tested programs, have less exposure to white students than their counterparts in Georgia and Oklahoma, which have universal enrollment.
School Supports for English Learners during the Pandemic. ACT Research. Data Byte
Author: Schnieders, Joyce Z.
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,Student Needs,COVID-19,Pandemics,Student Experience,Student Attitudes,Instruction,Testing,High School Students,English (Second Language),Second Language Instruction,Bilingual Education,Language of Instruction,Online Courses

To support English learners (ELs), schools across the US have been providing programs and services to ELs, such as English language development instructions and bilingual education (Umansky &amp; Porter, 2020). However, the COVID-19 pandemic has brought significant changes to education, including the abrupt transition to online learning. Several studies have found declines in ELs' academic performance and English language proficiency performance, and, in some cases, these declines were disproportionately larger compared to other students (Lazarin, 2022). To understand why their performance declined, it is important to first find out whether the pandemic disrupted the programs and services that ELs received in school. In 2002, ACT surveyed EL students who took the ACT® test in February or April 2022 to learn about their experiences and perceptions of instruction and testing supports at school. This data byte focuses on survey responses to questions about the programs and services they received at school during the pandemic. [For the full report, &quot;Experiences and Perceptions of English Learners Testing with Language Supports. ACT Research. Insights in Education &amp; Work,&quot; see ED629126.]
Alabama State Department of Education Quick Facts, 2023
Author: Alabama State Department of Education (ALSDE)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Public Schools,Lunch Programs,Bus Transportation,Student Transportation,Gifted,Academically Gifted,Attendance Patterns,Graduation Rate,Scores,Electronic Learning,Special Education,Educational Finance,Data,College Entrance Examinations,School Statistics,STEM Education,Teacher Characteristics,Student Characteristics

This Quick Facts document provides a snapshot of facts about Alabama school systems and public schools; Alabama students; Alabama educators; National School Lunch Program lunches served; Alabama school buses; Alabama gifted students; total personnel; average daily attendance; graduation rate; average ACT score; AMSTI schools; ACCESS virtual learning; special education students; and financial data. [For &quot;Alabama State Department of Education Quick Facts, 2022,&quot; see ED621534.]
2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC). Data File Documentation. NCES 2022-477
Author: Siegel, Peter
Date: 2021-11-00
Type: Reports - Research
Subjects: Student Financial Aid,College Students,Postsecondary Education,Institutional Characteristics,Federal Aid,State Aid,Paying for College,Data Collection,Student Records,Enrollment,College Entrance Examinations,Veterans,Quality Assurance,Sampling,Sample Size

This publication describes the methods and procedures used for the 2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC). It also provides information that will be helpful to analysts in accessing and understanding the restricted-use files containing the NPSAS:18-AC data. NPSAS:18-AC includes cross-sectional, nationally representative samples of undergraduate and graduate students enrolled in postsecondary education in the United States. NPSAS:18 AC also includes state-representative samples of undergraduate students in some states, as well as in public 2 year and in public 4 year institution sectors within some states. The study covers topics pertaining to student enrollment with a focus on how individuals and families finance postsecondary education. NPSAS:18-AC is based solely on data collected from administrative data sources and, unlike other NPSAS studies, does not include student survey data.
Foster Care, Postsecondary Education, and the Need for Financial Aid: How Affordable Is Postsecondary Education for Young People with a Foster Care History?
Author: Tucker, Laura Packard
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Foster Care,Postsecondary Education,Access to Education,Costs,Student Needs,Student Financial Aid,Educational Equity (Finance),Federal Aid,Grants,Educational Vouchers,State Aid,Student Employment,College Choice,Institutional Characteristics,Student Characteristics,Enrollment,Low Income Students

Young people with foster care history need financial support to attain their educational goals. Are these young people getting the financial support they need for college? How do their financial aid packages compare with those of their peers? To answer these questions, the authors used data from the National Center for Education Statistics, &quot;National Postsecondary Student Aid Study, Administrative Collection: 2018, Undergraduates (NPSAS:18-AC)&quot; (Siegel, Ramirez, and Johnson 2021) (ED629113). The authors compared postsecondary costs for students with foster care history with those of students without foster care history. They found that students with foster care history do not receive the level of support needed to cover their postsecondary education costs, despite attending lower-cost institutions. [This report was funded by John Burton Advocates for Youth and builds on work originally funded by the US Department of Health and Human Services Administration for Children and Families, Office of Planning, Research and Evaluation.]
An Overview of Quality Assurance in Higher Education: Concepts and Frameworks
Author: Kayyali, Mustafa
Date: 2023-03-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Higher Education,Educational Change,Educational Strategies,Quality Control,Institutional Evaluation,Accreditation (Institutions),Benchmarking,Regional Characteristics,Differences,Educational Policy,Decision Making

To ensure that students obtain an effective and appropriate education, quality assurance in higher education is crucial. The primary concepts, structures, and procedures associated with quality assurance in higher education are extensively addressed in this paper. To improve student learning outcomes, institutional reputation, and overall accountability, it examines the changing landscape of higher education and the growing emphasis on quality. The introduction of the paper defines quality assurance in the context of higher education, emphasizing its complexity and the range of stakeholders it involves. It explores the numerous quality dimensions--both academic and non-academic--and their importance in promoting a well-rounded educational experience. The paper then addresses the essential tenets and strategies that support quality assurance. It looks at internal quality control approaches that enable institutions to regularly review and enhance their educational practices, such as faculty development, curriculum design, and self-assessment. To further promote openness, comparability, and accountability across higher education institutions, external quality assurance, including accreditation, benchmarking, and regulatory frameworks, is being investigated as well. The paper also explores international perspectives on quality assurance in higher education, emphasizing regional differences and global initiatives. It looks at how standards-setting organizations, professional groups, and quality control organizations influence policies and encourage institutional cooperation. To improve processes for making decisions and ensure constant enhancement, the paper also examines the role of data analysis, assessment instruments, and quality indicators. The paper also seeks to provide scholars, policymakers, administrators, and practitioners with a firm foundation to comprehend the concepts, theories, and techniques involved in quality assurance in higher education. It is a useful tool for promoting quality in higher education institutions around the world, encouraging discussion, and influencing decision-making processes.
Foster Care, Postsecondary Education, and Financial Aid in California: How Affordable Is Postsecondary Education for Young People with a Foster Care History in California?
Author: Tucker, Laura Packard
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Foster Care,Student Financial Aid,Paying for College,Costs,Postsecondary Education,Educational Equity (Finance),Student Needs,College Choice,Educational Vouchers,Access to Education,Federal Aid,Grants,State Aid,Student Employment,Institutional Characteristics,Enrollment,Low Income Students

Young people with foster care history need financial support to attain their educational goals. Are these young people getting the financial support they need for college? How do their financial aid packages compare with those of their peers? Does the Education and Training Voucher program meet their needs? If not, how can it be improved? To answer these questions, the authors used data on California students from the National Center for Education Statistics, &quot;National Postsecondary Student Aid Study-Administrative Collection: 2018, Undergraduates (NPSAS:18-AC)&quot; (Siegel, Ramirez, and Johnson 2021) (ED629113). The authors compared postsecondary costs and financial aid for students with foster care history versus those of students without foster care history. They found that students with foster care history do not receive the level of support needed to cover their postsecondary education costs, despite choosing lower-cost institutions. Further, while Education and Training Vouchers are meant to fill this need, the program is underfunded to serve all young people, and the funding cap leaves a lot of unmet need. [This report was funded by John Burton Advocates for Youth and builds on work originally funded by the US Department of Health and Human Services Administration for Children and Families, Office of Planning, Research and Evaluation.]
The Relationship between Rankings and Academic Quality
Author: Kayyali, Mustafa
Date: 2023-05-00
Type: Journal Articles
Subjects: Correlation,Reputation,Educational Quality,Institutional Characteristics,Guidelines,Institutional Evaluation,Comparative Analysis,Educational Policy,Educational Practices,Barriers,Evaluation Methods,Accuracy,Institutional Mission,Equal Education,Decision Making,Universities,Quality Assurance

University rankings have a growing impact on how people view the academic excellence of higher education. The complicated relationship between rankings and academic excellence is explored in this essay along with how it may affect higher education policy and practice. The importance of rankings and their influence on institutional decision-making is highlighted in the introduction to the article. After that, it goes into detail about how to understand university rankings, going over their methodology, metrics, and influences. The subsequent sections focus on the link between rankings and academic quality, highlighting how rankings can both reflect and shape perceptions of quality. The limitations and challenges associated with rankings are also explored, including the simplification of academic quality, data accuracy, and interpretation, and the potential for distortions and unintended consequences. Alternative approaches to assessing academic quality beyond rankings are presented, emphasizing the importance of comprehensive evaluation frameworks that encompass diverse dimensions of excellence. This paper goes into more detail about how rankings affect institutions of higher learning, including how they affect institutional priorities and the necessity of mission-driven decision-making. Additionally, discussions of student opinions on rankings and academic standards highlight the significance of including students in the evaluation process. Exploring the difficulties and possibilities for policy and practice while concentrating on themes of equity, data transparency, and public opinion. The paper concludes by highlighting the need for a nuanced understanding of rankings and academic quality and the importance of adopting comprehensive approaches that prioritize student success, diversity, and institutional missions. By recognizing the limitations of rankings and embracing alternative assessment measures, policymakers and institutions can promote a more holistic and accurate assessment of academic quality in higher education.
Teachers&apos; Voice in Zambia: How to Make Them Involved in Curriculum Development
Author: Luo, Jianhua
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Teacher Participation,Secondary School Teachers,Teacher Attitudes,Principals,Administrator Attitudes,Barriers

Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).