ethanporcaro/eric-fulltext-meta huggingface dataset:
Keeping California&apos;s Promise: Investing Equitably in California College Affordability. Equity Alert
Author: The Institute for College Access & Success (TICAS)
Date: 2023-05-08
Type: Reports - Descriptive
Subjects: Equal Education,Minority Group Students,College Students,Access to Education,Low Income Students,Paying for College,Student Costs,Policy Formation,At Risk Students,Student Financial Aid,College Attendance,Investment,Educational Change

In a joint report released today, The Institute for College Access &amp; Success (TICAS) and The Education Trust-West urge California lawmakers to keep their promise in ensuring educational equity for BIPOC students and students with the greatest need by investing in Cal Grant Reform starting in the 2023-24 state budget. &quot;Investing Equitably in California College Affordability&quot; outlines specific steps policymakers should take to ensure the most vulnerable students receive adequate financial aid to cover the cost of attending California colleges through intentional budgetary actions that would implement already passed reforms to the state's most critical financial aid investment one year earlier.
SNAP Reimagined: Improving Postsecondary Education Access and Completion
Author: The Institute for College Access & Success (TICAS)
Date: 2023-03-24
Type: Reports - Evaluative
Subjects: Welfare Services,Nutrition,Federal Programs,Postsecondary Education,Access to Education,Educational Attainment,Undergraduate Students,Paying for College,Student Loan Programs,Change,Student Employment

The higher education to workforce pipeline is crucial for our country's economic growth and longevity. However, almost half of students who enroll in college fall off and never complete. The outcomes are even starker for students from low-income backgrounds who face high levels of unmet needs and barriers to completion while in school. Ensuring that the Supplemental Nutrition Assistance Program (SNAP) supports postsecondary education and access, both for enrolled students and SNAP participants who could enroll, would better support higher education outcomes that can lead to a stronger workforce and economy. In its first analysis focused on student basic needs and anti-poverty, TICAS details the disconnect between higher education access and SNAP eligibility requirements and provides policy solutions to help improve pathways that lead to economic security.
Problems with How Texas Measures Continuous Enrollment and Proposed Solutions: A Methodological Report. Research Brief for the Houston Independent School District
Author: Nguyen, D.
Date: 2022-09-00
Type: Reports - Research
Subjects: Enrollment,Enrollment Management,Definitions,Student Mobility,School Districts,Enrollment Trends,Academic Achievement,Standardized Tests,Accountability,Predictor Variables

Texas's current definition of continuous enrollment does not sufficiently capture the benefit of stable educational experiences. Broadly, Texas defines continuous enrollment as remaining in the same school district for several years. Its definition does not take into consideration changing schools within districts or students who leave and return to a district. As a result, the state classifies over 70% of students in Texas and in the Houston area as continuously enrolled, suggesting a level of stability in schools that does not align with the lived experiences of students and teachers. It also fails to predict how well students do on state tests once prior performance is considered. To highlight these shortcomings and emphasize the importance of stability in students' education, two new definitions of continuous enrollment are compared with the existing definition while answering four research questions: (1) What percentage of students are continuously enrolled?; (2) What predicts the percentage of students continuously enrolled at a campus?; (3) What is the relationship between campus continuous enrollment and schools' performance on state accountability tests?; and (4) What is the relationship between continuous enrollment and students' performance on state accountability tests? The newly proposed definitions identify a smaller percentage of students as continuously enrolled and show that being continuously enrolled is beneficial to students. The link between campus continuous enrollment and campus performance remains tenuous. Recommendations for practice and policy are discussed.
CSU at All Costs: The Inequitable Burdens of Affording a College Degree
Author: The Institute for College Access & Success (TICAS)
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: Higher Education,Costs,Bachelors Degrees,Paying for College,Student Loan Programs,Debt (Financial),Family Income,Racial Differences,Ethnicity,Educational Equity (Finance),Tuition,Student Financial Aid,Low Income Students,State Colleges,Access to Education,Graduation Rate,Undergraduate Students,Federal Aid,Grants

The Cal State Student Association (CSSA) and The Institute for College Access &amp; Success (TICAS) examine trends in college affordability for California State University (CSU) bachelor's degree recipients compared to its original analysis published six years ago. This new report finds that in 2021-2022, nearly two in three CSU bachelor's degree recipients who left college with student loan debt had family incomes no greater than $54,000; and despite decreases in overall borrowing rates, equity gaps persist with racially marginalized students continuing to be more likely to graduate with debt than their white and Asian peers. As the CSU continues its efforts to strengthen student success, close equity gaps, and increase affordability without relying on student loans or working excessively, we offer recommendations to support its students' by ensuring that revenue from a tuition increase be used as institutional aid for the lowest income students with flexibility towards covering non-tuition costs, providing greater transparency to the public on how the CSU is using its State University Grant (SUG) funding to cover college costs, and supporting 2024 budget advocacy for Cal Grant Reform. The CSU's intentionality around closing equity gaps in affordability and success is more important than ever given the chilling effects of the U.S. Supreme Court decision to end affirmative action nationally, student loan repayments resuming in Fall 2023 after an extended pandemic-induced pause, proposed CSU tuition increases, and rising costs of living. [This report was produced with the Cal State Student Association (CSSA).]
First Generation Students in the Graduate Management Education Pipeline. Research Brief
Author: Graduate Management Admission Council (GMAC)
Date: 2023-02-00
Type: Reports - Research
Subjects: First Generation College Students,Business Administration Education,Disproportionate Representation,Minority Group Students,Success,Student Motivation,Barriers,Graduate Study,Administrator Education,Paying for College,Student Financial Aid,Low Income Students,School Role

This research brief provides insights on first-generation candidates in graduate management education including data on their motivations, financial plans, and barriers to pursuing higher education. These findings can help business school professionals to better understand and support this population of business school students. The brief draws upon GMAC's 2022 Prospective Students Survey data as well as expert insights to glean a closer look into how schools might most appropriately support first-generation students in graduate management education.
Long-Term English Learners: How Is Timing of Reclassification Associated with Middle and High School Outcomes? Research Brief for the Houston Independent School District
Author: Cashiola, Lizzy
Date: 2022-12-00
Type: Reports - Research
Subjects: English Language Learners,Middle School Students,High School Students,Classification,Language Proficiency,Outcomes of Education,Advanced Courses,Course Selection (Students),Time to Degree,Dropout Rate,Attendance Patterns,Discipline,Mathematics Achievement,Reading Achievement,Grade 5,Grade 8,Time Factors (Learning)

The number of English learners (ELs) who do not reclassify as English proficient after the first five years of schooling has increased in the Houston area and the state of Texas. ELs are a diverse population of students with varying levels of English proficiency. Many students who begin school as an EL reclassify as English proficient in a timely manner and go on to achieve academic success. Students who remain EL after five years in school are considered &quot;long-term English learners&quot; (LTELs). Previous research has found that LTELs are at risk for negative academic outcomes. The purpose of this brief is to examine middle and high school outcomes of LTELs in the Houston region, with a specific focus on how the timing of reclassification--when an EL student is reclassified as English proficient--was associated with academic achievement and school engagement. The results of this study support previous research showing that EL students who become LTELs are at risk for negative educational outcomes. However, these outcomes can vary based on the number of years a student remains in LTEL status. This brief is part of a larger research project examining characteristics of LTELs, patterns of reclassification, predictors of LTEL status, and outcomes of LTELs in Houston, with particular attention to 10 Houston-area public school districts.
Underwater: Student Mothers and Fathers Struggle to Support Their Families and Pay off College Loans. Research Brief
Author: Dundar, Afet
Date: 2023-04-00
Type: Reports - Research
Subjects: Parents,Child Rearing,College Students,Barriers,Food,Housing,Costs,Paying for College,Student Financial Aid,Debt (Financial),Student Loan Programs,Academic Persistence,Loan Repayment,Racial Differences,African American Students,Child Care,Equal Education,Educational Attainment,Two Year College Students,Academic Degrees,Two Year Colleges,Graduation Rate,Scholarships,Grants,Gender Differences,Educational Policy,Social Services,Racism,Gender Bias

Institute for Women's Policy Research (IWPR) conducted original research on an often-overlooked group of students--parents with children--as they struggle to make ends meet while pursuing academic degrees and certificates. Student parents often face enormous financial barriers to academic success. They report high financial insecurity including issues with food, housing and other basic needs. For students with children, borrowing for postsecondary education may mean accumulating debt without improved labor market outcomes or the financial ability to pay off loans. This is because the financial barriers and logistical challenges, such as inadequate access to reliable child care, student parents face may result in leaving college early without a credential, which has implications for future earnings.
2023-2024 English Learner Guidebook. Revised
Author: Indiana Department of Education
Date: 2023-00-00
Type: Guides - General
Subjects: English Language Learners,English (Second Language),Second Language Learning,Guides,Identification,Student Evaluation,Educational Finance,Accountability,Family Involvement,Access to Education,Learner Engagement

Providing foundational academic support to Indiana's culturally and linguistically diverse students is a cornerstone of the state's educational goals. Over 139,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 83,000 students have been formally identified as English learners (ELs) due to limited proficiency in speaking, listening, reading, and writing academic English. ELs comprise roughly 6% of Indiana's total student population, and they are enrolled in schools and districts in every corner of the state. Some EL students are immigrants and refugees, but the vast majority of Indiana's ELs were born in the United States. ELs have rich potential -- culturally, linguistically, and academically. Indiana assessment data shows that students who achieve fluency in English often outperform native-speaking peers on statewide content assessments. Whether a local educational agency (LEA) has one EL or thousands, they are obligated to meet certain federal requirements for their students. This document is designed as a reference for district and school personnel working with ELs as they provide support and guidance throughout their educational journey. This guidance presents a compilation of information, examples, and resources directly for local use. [For the previous edition, see ED623485.]
State Policy for Student Parent Success: A Landscape Scan of Policy Solutions Enacted at the State Level. Poliy Brief. IWPR #C518
Author: Doorley, Nina Besser
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Postsecondary Education,Student Needs,College Students,Parents,Barriers,Data Collection,Educational Research,Paying for College,Costs,Debt (Financial),Student Financial Aid,Social Services,Family Programs,Federal Programs,Welfare Services,Nutrition,Housing,Child Care,Federal Aid,Block Grants,State Programs,State Legislation,Educational Legislation,Federal Legislation,Undocumented Immigrants,Racism,Racial Discrimination

Earning a college degree has long been critical to unlocking many high-paying jobs -- and, as a result, to economic mobility and security. Increasingly, however, the traditional &quot;norm&quot; of a college student--one who enrolls straight out of high school, receives some support from their parents, lives on campus, and does not have substantial work or family responsibilities outside of school--does not fit the reality of much of the student population. Today, students who are themselves parents make up a significant percentage of those enrolled in college. While promoting student-parent success has mainly been left to institutions of higher education, several states have considered or adopted a range of policy initiatives to support student parents in postsecondary education. This paper provides state policy stakeholders, including governors, state agencies, and advocates, with a snapshot of the multitude of issues faced by student parents and with options to utilize state policy to address these issues.
Proceedings of the International Conference on Educational Data Mining (EDM) (16th, Bengaluru, India, July 11-14, 2023)
Author: Feng, Mingyu, Ed.
Date: 2023-00-00
Type: Collected Works - Proceedings
Subjects: Information Retrieval,Data Analysis,Computer Assisted Testing,Cheating,Automation,Online Searching,Programming,Intelligent Tutoring Systems,Resources,Semantics,Computer Mediated Communication,Group Discussion,Performance,Prediction,Models,Algorithms,Scoring,Demography,Mathematics,Problem Solving,Vocabulary,Feedback (Response),MOOCs,Enrollment,Peer Influence,Writing (Composition),Cooperation,Reading Skills,Computer Software,Attention,Learning Strategies,Reaction Time,Educational Technology,Negative Attitudes,Knowledge Level,Online Courses,Health Sciences,Self Evaluation (Individuals),College Students,Student Behavior,Markov Processes,Reinforcement,Syntax,Error Patterns,Mathematics Tests,English Language Learners,Informal Education,Artificial Intelligence,Social Media,Revision (Written Composition),Turkish,Student Motivation,Grades (Scholastic),Persuasive Discourse,Peer Evaluation,Secondary Education,Test Items,Classroom Communication,Chinese,Reading Strategies,Puzzles,Learning Processes,Computer Simulation,Teamwork,Robotics,Metacognition,Cooperative Learning,Interaction,Critical Thinking,Psychological Testing,Logical Thinking,Encyclopedias,Collaborative Writing

The Indian Institute of Science is proud to host the fully in-person sixteenth iteration of the International Conference on Educational Data Mining (EDM) during July 11-14, 2023. EDM is the annual flagship conference of the International Educational Data Mining Society. The theme of this year's conference is &quot;Educational data mining for amplifying human potential.&quot; Not all students or seekers of knowledge receive the education necessary to help them realize their full potential, be it due to a lack of resources or lack of access to high quality teaching. The dearth in high-quality educational content, teaching aids, and methodologies, and non-availability of objective feedback on how they could become better teachers, deprive our teachers from achieving their full potential. The administrators and policy makers lack tools for making optimal decisions such as optimal class sizes, class composition, and course sequencing. All these handicap the nations, particularly the economically emergent ones, who recognize the centrality of education for their growth. EDM-2023 has striven to focus on concepts, principles, and techniques mined from educational data for amplifying the potential of all the stakeholders in the education system. The spotlights of EDM-2023 include: (1) Five keynote talks by outstanding researchers of eminence; (2) A plenary Test of Time award talk and a Banquet talk; (3) Five tutorials (foundational as well as advanced); (4) Four thought provoking panels on contemporary themes; (5) Peer reviewed technical paper and poster presentations; (6) Doctoral students consortium; and (7) An enchanting cultural programme. [Individual papers are indexed in ERIC.]
Spring 2023 Illinois Community College Opening Enrollment Report
Author: Illinois Community College Board (ICCB)
Date: 2023-03-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Enrollment Rate,Enrollment Trends,Full Time Students,COVID-19,Pandemics,Online Courses,College Transfer Students,Adult Education,Dual Enrollment,Distance Education

Overall, compared to the Spring term one year ago, Illinois Community College System Spring 2023 opening headcount enrollments (+7.2 percent) and full-time equivalent (FTE) enrollments (+6.8 percent) had substantial growth. The opening enrollments reflect the end of the regular spring registration period which is usually the 10th day of class. The preliminary counts derive from the web-based ICCB Spring 2023 Enrollment Survey. Illinois community colleges continue to be positioned to meet regional and statewide student and employer needs by providing high-quality, accessible, and cost-effective educational opportunities, programs, and services for a diverse student population. The substantial increase in enrollment for the Illinois Community College System represents a dramatic rebound in enrollment from the unprecedented declines due to the pandemic from Spring 2020 to Spring 2021. The Illinois Community College System was no different than National enrollment trends in previous years when student headcount at community colleges across the United States fell 9.5 percent in Spring 2021 and declined again by 7.8 percent in Spring 2022 (National Student Clearinghouse (NSC) Research Center Spring 2022 Enrollment). [For the previous report, &quot;Illinois Community College Board Fiscal Year 2022 Spring Enrollment,&quot; see ED623243.]
Peer-Led Team Learning is Associated with an Increased Retention Rate for STEM Majors from Marginalized Groups
Author: Sloane, Jeremy D.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teamwork,Peer Teaching,Undergraduate Students,STEM Education,Majors (Students),Minority Group Students,Disproportionate Representation,Biology,Student Participation,Academic Persistence,Program Effectiveness

Lack of diversity in the science community is a serious concern for social justice, scientific productivity, equity and efficacy. The first year of undergraduate education is of critical importance in increasing diversity in these fields. Peer-Led Team Learning (PLTL) has previously been shown to be associated with higher student achievement in gateway courses, particularly among students from populations that have been underserved and excluded within STEM fields (often referred to as underrepresented minorities, or URMs). We sought to determine whether participation in PLTL in an undergraduate introductory biology course is associated long-term retention rates among URM students in STEM majors. We used institutional data related to student recruitment and retention rates as well as pertinent demographic information over three and a half years subsequent to the introductory biology course experience. These data were combined with data on PLTL participation from the introductory biology course. Among students who did not engage in PLTL, URM students were significantly less likely to remain in STEM fields than non-URM students. However, no significant difference in STEM retention rates between URM and non-URM students was observed among those students who engaged in PLTL. Additionally, we found that retention rates were significantly higher for URM students who engaged in PLTL versus those who did not. These findings identify PLTL as a potential strategy to improve URM student recruitment and retention in STEM majors and indicate a need for further studies to determine the important aspects of PLTL that may lead to improved outcomes for URM students. [This paper was published in: &quot;Proceedings of the 13th Annual Research Symposium,&quot; National Association of Biology Teachers, 2021.]
Longitudinal Study of Georgia&apos;s Pre-K Program. Final Report: Pre-K through 4th Grade
Author: Soliday Hong, S.
Date: 2023-00-00
Type: Reports - Research
Subjects: Longitudinal Studies,Preschool Education,Kindergarten,Grade 4,Elementary School Students,Outcomes of Education,Educational Benefits,Comparative Analysis,Grade 3,Program Evaluation,Educational Quality,Parent Attitudes,Teacher Attitudes,Scores,Student Characteristics,Outcome Measures,Bilingualism,English (Second Language),Second Language Learning,Spanish,Literacy,State Programs,Executive Function,Interpersonal Competence,Mathematics Achievement,Vocabulary Development,Second Language Instruction,Language Proficiency,Classroom Environment,Standardized Tests,Achievement Gains,Attendance

The purpose of this evaluation study was to examine children's longitudinal academic and social outcomes associated with attendance in Georgia's Pre-K Program and to examine the quality of the classrooms attended. This report covers pre-k to 4th grade outcomes collected between the 2013-2014 and 2018-2019 school years as well as a sub-study comparing 3rd and 4th grade outcomes of children who attended Georgia's Pre-K Program with children who did not attend any pre-k program. The primary evaluation questions include: (1) What are the longitudinal outcomes through 4th grade for children who attended Georgia's Pre-K Program?; (2) What factors predict better longitudinal outcomes for children?; (3) What is the quality of children's instructional experiences from pre-k through 4th grade?; and (4) Are there differential long-term outcomes for children with and without Georgia's Pre-K experience? [For the summary report, see ED630838.]
Longitudinal Study of Georgia&apos;s Pre-K Program: Pre-K through 4th Grade
Author: Soliday Hong, S.
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Longitudinal Studies,Preschool Education,Kindergarten,Grade 4,Elementary School Students,State Programs,Program Effectiveness,Standardized Tests,Comparative Analysis,Educational Quality,Bilingualism,Spanish,English (Second Language),Second Language Learning,Second Language Instruction,Achievement Gains,Literacy,Mathematics Achievement,Executive Function,Interpersonal Competence,Classroom Environment,Language Proficiency,Program Evaluation,Outcomes of Education,Child Development

Georgia's Pre-K Longitudinal Study followed a statewide sample of 1,169 children who attended Georgia's Pre-K Program in 2013-14 through their 4th grade year in 2018-19. The study was conducted by researchers at the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina at Chapel Hill. The following summary describes the design and results of the full study. [For the full report, see ED630837.]