ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on STEM Graduation and Enrollment Trends. February 2014
Author: Jenkins, Rick
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: STEM Education,Enrollment Trends,Graduation Rate,Two Year Colleges,Academic Degrees,Institutional Characteristics,Associate Degrees,Bachelors Degrees,Masters Degrees,Graduate Study,Doctoral Programs,Gender Differences,Racial Differences,White Students,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Alaska Natives,Hawaiians,Pacific Islanders,Multiracial Persons,Immigrants,Ethnic Groups,Majors (Students),Education Majors

The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant shortfall in its ability to meet the STEM education needs of its students which will have tremendous implications for the state's scientific and engineering workforce needed for the next decade. Addressing this issue is absolutely essential for the continued economic success of Arkansas. All Arkansas citizens must have the basic scientific, technological, and mathematical knowledge to make informed personal choices, to develop human capital, and to thrive in the increasingly technological global marketplace. The Arkansas Department of Higher Education uses three different sets of CIP Codes for the STEM fields. The most recent was obtained in 2012 with other versions being obtained in 2011 and before 2010. All sets of CIP Codes for the STEM fields were obtained from the website of the U.S. Immigration and Customs Enforcement (ICE) at www.ice.gov. The 2010 and earlier version contains 217 CIP Codes, the 2011 version contains 328 CIP Codes, and the 2012 version contains 422 CIP Codes. In this report: (1) all graduate and enrollment data for Academic Year 2010 and before used the 2010 version; (2) all graduate and enrollment data for Academic Year 2011 used the 2011 version; and (3) all graduate and enrollment data for Academic Year 2012 and 2012 Fall (AY2013) and Academic Year 2013 and 2013 Fall (AY2014) used the 2012 version. Therefore, this report is comparable to last year's report.
What Factors Relate to Student Performance in Arkansas College Gateway Courses?
Author: Jenkins, Rick
Date: 2013-08-00
Type: Reports - Research
Subjects: College Students,Academic Achievement,Progress Monitoring,Performance Factors,Achievement Rating,College Mathematics,Algebra,Writing (Composition),Grade Point Average,Correlation,Remedial Mathematics,Remedial Reading,Remedial Programs,College English,Incidence,Scores,Enrollment Rate,School Statistics,Standardized Tests,Two Year College Students,Associate Degrees,Bachelors Degrees

In higher education in the state of Arkansas, two courses are considered to be gateway courses to obtaining a college degree--College Algebra and English Composition I. While students may obtain Certificates of Proficiency and Technical Certificates without taking these courses, few, if any, can earn an Associate's or Bachelor's degree without passing these courses. This situation may change, however, based on changes in academic policy. In this study, student performance is tracked for these two courses for Academic Years 2010, 2011, 2012, and 2013.
Report on STEM Graduation and Enrollment Trends. April 2013
Author: Jenkins, Rick
Date: 2013-04-00
Type: Reports - Evaluative
Subjects: STEM Education,Graduation Rate,Enrollment Trends,Classification,Academic Degrees,Gender Differences,Ethnicity,Racial Differences,Graduate Study,Undergraduate Students,Graduate Students,Education Majors,College Graduates

The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM-related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant shortfall in its ability to meet the STEM education needs of its students, which will have tremendous implications for the state's scientific and engineering workforce needed for the next decade. Addressing this issue is absolutely essential for the continued economic success of Arkansas. All Arkansas citizens must have the basic scientific, technological, and mathematical knowledge to make informed personal choices, to develop human capital, and to thrive in the increasingly technological global marketplace. The Arkansas Department of Higher Education uses three different sets of CIP Codes for the STEM fields. The most recent was obtained in 2012 with other versions being obtained in 2011 and before 2010. All sets of CIP Codes for the STEM fields were obtained from the website of the U.S. Immigration and Customs Enforcement (ICE) at www.ice.gov. The 2010 and earlier version contains 217 CIP Codes, the 2011 version contains 328 CIP Codes, and the 2012 version contains 422 CIP Codes. In this report: (1) all graduate and enrollment data for Academic Year 2010 and before used the 2010 version; (2) all graduate and enrollment data for Academic Year 2011 used the 2011 version; and (3) all graduate and enrollment data for Academic Year 2012 and 2012 Fall (AY2013) used the 2012 version. Therefore, this report will not be comparable to reports from past years. Included in this report are eight attachments: (1) STEM Credentials Awarded for AY2008-2012 by STEM CIP Code; (2) STEM Credentials Awarded for AY2008-2012 by Institution; (3) STEM Credentials Awarded for AY2008-2012 by Institution and Degree Level; (4) STEM Bachelor Graduates in Graduate School; (5) General STEM Education Credentials Awarded; (6) General STEM Education Majors; (7) Potential UTeach Participants; and (8) STEM CIP Codes from ICE.
Envisioning the Changes in Teaching Framed by the National Science Education Standards-Teaching Standards
Author: Campbell, Todd
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Science Education,National Standards,Educational Change,Science Instruction,Constructivism (Learning),Educational Research,Inquiry,Active Learning,Science Teachers,Teacher Role,Formative Evaluation,Classroom Techniques,Classroom Environment,Teacher Participation,Elementary Secondary Education,Vignettes

The National Science Education Standards (NRC, 1996) have been one of the leading reformed documents in the U.S. since its release. It has served as a foundation for all state standards and has supported the development of the newest standards documents recently released in the U.S. (i.e., Achieve Inc., 2013; NRC 2012). One of the most important contributions this document has made is in the area of teaching, as it puts forth explicit standards for teaching science grounded framed by constructivism. These standards are quite different than what has traditionally been found in U.S. schools. This article examines each of the teaching standards outlined in the NSES, 1) to better explain the bases and importance of the teaching standard and specific less/more emphasis indicators found in the Changing Emphasis table in the teaching standards, before 2) current science education research that is forming the foundations of each of the standards moving forward is shared. Finally, examination of each teaching standard in the article concludes with exemplar vignettes to provide a vision for the enactment of each standard in the context of teachers&apos; and students&apos; everyday classroom and school experiences.
Coordination of Instructional Services by Washington State's Educational Service Districts. REL 2015-041
Author: Endsley, Mark
Date: 2014-10-00
Type: Reports - Research
Subjects: Education Service Centers,Coordination,Educational Finance,Financial Support,Expenditures,Public Schools,Resource Allocation,Federal Aid,State Aid,Academic Support Services,Questionnaires,Elementary Secondary Education

This REL Northwest study looked at the funding, delivery, and coordination of instructional services offered by Washington state's network of nine Educational Service Districts (ESDs). REL Northwest examined 13 statewide teaching and learning support areas, including the percentages of districts served, the funding for each service, and ESD perceptions of coordination of services. The study showed that while the network believes it's desirable to coordinate their services, the structures needed to do that aren't always in place. The findings can help inform similar education service agencies around the country, which provide services to 79 percent of public schools. As public education budgets have tightened, states, districts, and schools have looked to educational service agencies such as Washington's Educational Service Districts (ESDs) to provide more coordinated and efficient instructional services. This descriptive study of Washington's ESDs finds that: (1) Funding of services is almost evenly divided between instructional and noninstructional programs; (2) The number of districts served and the expenditure per district vary substantially across ESDs; (3) According to ESD staff, the most important or needed services do not always receive the most funding; and (4) According to ESD staff, the necessary coordination structures are not always in place for the services that the ESD leaders would like to coordinate. Appended are: (1) About the data and (2) Washington Educational Service District Network questionnaire.
Images, Anxieties, and Attitudes toward Mathematics
Author: Belbase, Shashidhar
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Mathematics Anxiety,Attitudes,Mathematics Instruction,Models,Psychological Patterns,Self Esteem,Positive Attitudes,Negative Attitudes,Learning,Epistemology,Philosophy

The purpose of this paper is to discuss and analyze images, anxieties, and attitudes towards mathematics in order to foster meaningful teaching and learning of mathematics. Images of mathematics seem to be profoundly shaped by epistemological, philosophical, and pedagogical perspectives of one who views mathematics either as priori or a posteriori, absolute or relative, and concrete or nominal. These images, as perceived by an individual can play a significant role in the development of attitudes towards mathematics in the long run. Images of mathematics can have possible negative and positive impacts on teaching and learning of mathematics with the subsequent development of attitudes toward mathematics as positive or negative and also associated mathematics anxiety. A theoretical model with different combinations of images, anxieties, and attitudes toward mathematics can be a helpful tool to develop an understanding of the different relationships among them. Some pedagogical implications can be drawn from these relationships.
The IMPPACT Project: A Model for Studying How Preservice Program Experiences Influence Science Teachers&apos; Beliefs and Practices
Author: Tillotson, John W.
Date: 2013-07-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Science Teachers,Beliefs,Teacher Education Programs,Program Effectiveness,Longitudinal Studies,Mixed Methods Research,Secondary School Teachers,Science Instruction,Science Achievement,Outcomes of Education,Influences,Research Projects,Secondary School Students

If the true efficacy of preservice programs in the overall development of science teachers is to be accurately assessed, researchers and practitioners must work toward establishing a solid research base that critically examines the linkages between teacher preparation, classroom instruction, and pupil learning, to act as a lens to guide practice and feed information back into existing teacher education programs to improve their quality. The U.S. NSF-funded IMPPACT Project represents a multi-university, collaborative research study that was developed in response to the need for empirical evidence regarding the efficacy of science teacher preparation programs. The purposes of this longitudinal, mixed methods study were to: 1) better understand secondary science teachers&apos; learning of content and pedagogy over time as a result of key interventions within these preparation programs; 2) assess the subsequent impact of this learning on their classroom teaching and student achievement; and 3) determine what factors significantly influenced these teachers&apos; beliefs and classroom practices following graduation. Interdisciplinary research teams at each university were responsible for collection and analysis of data, while a panel of experts provided the research team with technical assistance. Key research findings and their implications for preservice teacher education programs are highlighted.
Forty Years of Excellence and Beyond. Proceedings of the Annual North East Association for Institutional Research (NEAIR) Conference (40th, Newport, Rhode Island, November 9-12, 2013)
Author: Parker, Tiffany, Ed.
Date: 2013-11-00
Type: Collected Works - Proceedings
Subjects: Institutional Research,Politics,Data,Benchmarking,Outcomes of Education,Decision Making,Grade Point Average,College Freshmen,College Transfer Students,Influences,Models,Graduation,Educational Demand,Professional Education,Liberal Arts,Higher Education,Surveys,STEM Education,School Holding Power,Graduation Rate,College Outcomes Assessment,College Admission,College Entrance Examinations,Private Colleges,Response Rates (Questionnaires)

The NEAIR 2013 Conference Proceedings is a compilation of papers presented at the Newport, Rhode Island, conference. Papers in this document include: (1) Aspiring to the Role of &quot;Data Badass:&quot; Some Thoughts on the Political Context of IR (Mark Freeman); (2) Data-Driven Internal Benchmarks and Successful Learning Outcomes (Mamta Saxena and Douglas L. Flor); (3) Going Test-Optional: Gathering Evidence and Making the Decision at Ithaca College (Yuko Mulugetta); (4) Influence of Factors on Cumulative GPA of Freshman and Transfer Students (Tania Das); (5) An Institutional Model for Degree Completion: A &quot;Moneyball&quot; Approach (Alexander Yin and Lecitia Oseguera);(6) The Ripple Effect: Declining Student Interest in Humanities amidst Growing Demand for Professional Education (Elissa Lu); (7) Timing is Everything: What we can Learn from &quot;Survey Procrastinators&quot; (Lauren Conoscenti); (8) Understanding the Leaky STEM Pipeline by Taking a Close Look at Factors Influencing Retention and Graduation Rates (Di Chen and Heather Kelly);(9) Using National Benchmarking Assessment to Inform Student Learning Outcomes (Mark Rotondo and Darlena Jones). [Individual papers contain references.]
Making Career Readiness Count
Author: Kreamer, Kate Blosveren
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Career Readiness,College Readiness,Educational Indicators,Educational Trends,Accountability,Elementary Secondary Education,Educational Attainment,Academic Achievement,Experiential Learning,Vocational Education

There is growing consensus in states across the nation that the goal of the K-12 education system is to &quot;prepare all students to graduate from high school ready for college and careers&quot;. Yet, in all but a handful of states, the priority goals set to drive student performance toward and beyond college and career readiness sputter out after the word &quot;college.&quot; The student performance indicators that states include in school- and district-level report cards and accountability systems should tell a story about what matters most to the states. Looking at these report cards and accountability systems, the story seems to be that the essential &quot;and&quot; in &quot;college and careers&quot; is actually an &quot;or,&quot; with the focus on career readiness often limited to a subset of students. The purpose of this brief is to increase knowledge and understanding of career readiness by proposing an expanded framework for college- and career-ready indicators that better incorporates indicators focused on career preparation. The authors intend to catalyze action--they provide guidance and recommendations for states on how they can take steps in the next few years to ensure that the &quot;career&quot; in their college- and career-ready accountability and public reporting system is not an afterthought but rather a powerful lever to focus priorities, drive progress, and ultimately see more students, and their communities, succeed. Importantly, the authors are not putting forward one specific approach or strategy for valuing college and career readiness but rather offering a view into how states are currently approaching this challenge and what policymakers need to consider as they look to reform their own reporting and accountability systems. A Glossary is included.
&quot;The Case for City Cyber Schools&quot;: Can Online Learning Make a Difference in Baltimore City's &quot;Bricks and Mortar&quot; Schoolhouses and Beyond? The Abell Report. Volume 23, No.1
Author: Canzian, Eileen
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Urban Schools,Online Courses,Educational Technology,Public Schools,At Risk Students,Low Income Groups,Minority Group Students,Technology Uses in Education,Blended Learning,Computer Assisted Instruction,Kindergarten,Charter Schools,Elementary Secondary Education,Elementary Schools,Middle Schools,High Schools,Educational Methods,Academic Persistence,College Students,Prevention,College Preparation

This report highlights the ongoing discussions between the believers of &quot;online learning&quot; vs. the &quot;not enough proven research&quot; for K-8 cyber schooling. Discussing successful processes and operations in states around the country, the author focuses on Maryland and, in particular, Baltimore schools, and reports that very little is being done to promote online educational opportunities of any kind for K-12 students. Some possible reasons for this are: (1) many principals are not comfortable with technology and do not make online learning program purchases part of their budget needs; (2) the perception that technology does not live up its promises; and (3) poor children are not going to do well interacting with a computer and need the in-person attention of a face-to-face teacher. On the question of whether school systems should be doing more with online curriculum, the Maryland opinions vary from &quot;there is not a huge amount of very rigorous research on the relative effectiveness of online education versus traditional education&quot; or &quot;there is not a strong base of evidence that says this is a better way of doing things.&quot; Recommendations coming from the decision makers make it clear that there is plenty of evidence that educators need to be thinking of new ways of doing things in public education. So what is really important is to begin experimenting with some of these ideas so that they can be evaluated. Additionally, school systems need to encourage the development of blended charter schools so that parents interested in this approach for their children can try it. A second article in this issue discusses the CollegeBound Foundation's Retention Program, which couples an award of Last Dollar Scholarship (up to $3,000 annually) with the personal support of a retention counselor through graduation at nine Maryland colleges and universities. Three college sophomores, Travis Willett, Natasha Fung, and Andrew Williams, describe how CollegeBound made it possible for them to continue their college education.
A Public Private Partnership to Reopen Public Schools in New Orleans: The Edward Hynes Elementary School as a Model
Author: 21st Century School Fund
Date: 2006-05-24
Type: Reports - Evaluative
Subjects: Public Schools,Urban Schools,Elementary Schools,Partnerships in Education,School Buildings,Educational Quality,School Construction,Private Sector,Educational Finance,Educational Facilities Improvement

The State of Louisiana and the City of New Orleans have a daunting task before them. They must restore community access to public education. It will not be enough to repair and rebuild buildings. The educational programs and staff must also be redeveloped. However, the improvements to public school facilities is a critical first step in reestablishing public education in areas affected by Katrina. The rebuilding of schools so they support high quality education is difficult in normal district circumstances, but it is even more challenging in the post-Katrina environment. Decision making authority is in flux between New Orleans Public Schools, the State, and charter operators. The estimate for what is needed to bring New Orleans Public School facilities into fully adequate is estimated to be $1 billion. However, in 2005 Turner Construction estimates that construction inflation was 9.4%. Neither the State, nor the District, nor charter operators have sufficient experience or capacity with managing a major school rebuilding program to do it effectively. This proposal addresses these challenges associated with the reopening of public schools. It recommends a public/private partnership to plan, design, construct, manage and finance the redevelopment of high quality public schools. To illustrate how a public/private partnership can work, it applies the model to the reopening of the Edward Hynes Elementary School located in the Lakeview neighborhood in New Orleans. This proposal was prepared by a team which includes the 21st Century School Fund and the Building Educational Success Together (BEST) collaborative, JFW, Inc., Public Economics Inc., the Gilbane Company and the Reopen Hynes Committee.
Developing Great Schoolyards: A Handbook for Elementary Schools
Author: 21st Century School Fund
Date: 2011-10-00
Type: Guides - Non-Classroom
Subjects: Elementary Schools,Public Schools,Playgrounds,Urban Schools,Recreational Activities,Child Development,Play,Exercise,Physical Environment,Educational Quality,Outdoor Education,Environmental Education,Physical Education,Gardening,Accessibility (for Disabled),School Community Relationship,School Safety,Educational Policy,Educational Facilities Planning,Educational Facilities Improvement,Maintenance,Volunteers

Quality schoolyards provide opportunities for the physical challenges, exercise, sensory play, fantasy play, organized sports, and unsupervised free play that allow for healthy, well-rounded development. Schoolyards should be safe places where children practice social skills and develop an appreciation for the feelings of others and the complexities of the natural environment. With funding from The Prince Charitable Trusts, the 21st Century School Fund surveyed District of Columbia public elementary school outdoor space in the spring and summer of 2010. This review identified key elements of healthy, safe, and educationally rich schoolyards.