ethanporcaro/eric-fulltext-meta huggingface dataset:
Where Debt Comes Due at CSU: Unequal Debt Burdens among California State University Graduates
Author: Institute for College Access & Success
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Costs,Higher Education,Paying for College,Debt (Financial),Public Colleges,Grants,Student Financial Aid,Student Loan Programs,Loan Repayment,At Risk Students,Low Income Groups,Socioeconomic Influences,College Students,Student Employment,Racial Differences,Ethnicity

The cost of a college degree is an enormous challenge for many students. Not only has tuition increased across the country in response to state disinvestment in higher education, but the additional costs associated with attending college (including books and supplies, transportation, and living expenses that can exceed $19,000 annually) present substantial -- and sometimes insurmountable -- financial barriers. In fact, not only are students struggling to come up with the resources to cover all of their college costs, but many recent studies have documented widespread food and housing insecurity among students. The California State University (CSU) serves over 475,000 students across 23 campuses, making it the largest public four-year university system in the country, with students of color and low-income students composing the majority of undergraduate enrollment. Thanks to the state Cal Grant program and the CSU's own grant program, low-income CSU students typically receive enough financial aid to cover tuition charges. Yet there is not enough aid available to CSU students to help cover non-tuition costs, and it is likely these costs that lead low-income students to borrow student loans. While many students work to earn money to help pay for college, either in addition to or instead of borrowing, low-income students' net costs are such that earning money to cover them would require working an untenable number of hours per week, jeopardizing their academic success. Importantly, recently available data show that lower income Pell Grant recipients graduate from CSU campuses at lower rates than their higher income peers. These are signals that the state must do more to support its under-resourced students. This brief explores college affordability challenges faced by financially needy students throughout the CSU system, and highlights how the burden of debt is borne inequitably across different demographic groups. [This report was jointly written by the Cal State Student Association (CSSA).]
A Survey of Michigan Parents Who Use School Choice. A Mackinac Center Report
Author: DeGrow, Ben
Date: 2017-00-00
Type: Reports - Research
Subjects: Public Schools,School Choice,Parent Attitudes,Educational Quality,Access to Information,Information Dissemination,Decision Making,School Safety,Discipline,Satisfaction,Expectation,Academic Achievement,Class Size

Nearly one in four Michigan public school students attended a different public school than the one assigned to them based on their home address, according to a 2016 MLive analysis of state data. Specifically, 13 percent attended a conventional school district outside their home boundaries through Michigan's Schools of Choice program and another 10 percent enrolled in one of the 300 public charter schools in the state. This report highlights the results of a survey conducted of Michigan parents who exercise some form of public school choice for their children. Among the diverse group of 837 parents from across the state who were interviewed, substantial majorities gave high marks to their chosen schools, said the experience boosted their expectations of their children's future success and would likely recommend choice options to other parents. Respondents also said that information they receive from other parents influences their school choice decisions, in addition to published school performance data and in-person visits. Survey results further revealed that most parents highly value academics in making their decision, though safety and discipline are leading considerations as well.
Using Student Assessment Data to Support Decision-Making. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Information Utilization,Data Collection,Data Analysis,Decision Making,Instructional Improvement,Progress Monitoring,Educational Objectives,Educational Assessment,Educational Planning,Program Implementation,School Districts,Databases,User Needs (Information),Educational Improvement

The recommendations in this brief create a framework for using data effectively to make instructional decisions. The availability of student-level data for educators has pushed forward the movement to strengthen the role of data to guide instruction and improve student learning. While improvements in technology and assessments, as well as recent accountability trends, explain why more data are available in schools, the question of what to do with the data remains a notable concern for educators. Data provide a way to assess what students are learning and the extent to which students are making progress toward goals (state, local, and individual). Using data thoughtfully to ask questions and obtain insight about student progress is a logical way to monitor continuous improvement and target instruction to the needs of each student. This report identifies and discusses five recommendations that State Education Agencies (SEAs) can implement to increase their use of data: (1) Include data as a central feature of ongoing improvement; (2) Empower students to analyze their own data and set learning goals; (3) Develop a strategic vision for data use; (4) Provide supports that encourage a culture of data use; and (5) Develop and maintain a comprehensive data system. [Information contained in this brief is based on &quot;Using Student Achievement Data to Support Instructional Decision Making. IES Practice Guide. NCEE 2009-4067&quot; (ED506645).]
School Climate and Stakeholder Engagement Measures in States. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Accountability,Educational Quality,Academic Standards,Educational Assessment,Educational Environment,Participation,Grants,Federal Aid,Parents,Teachers,School Personnel,Students,School Safety,Interpersonal Relationship,Health Behavior,Risk,High School Students,Elementary Secondary Education

As states begin to revisit or revise their accountability systems to include an additional indicator of school quality or success under the new Every Student Succeeds Act (ESSA), the Center on Standards and Assessment Implementation (CSAI) has received queries regarding whether and how states are measuring school climate and stakeholder engagement. CSAI recently sought to answer this question through a scan of states' efforts, reviewing websites maintained by state departments of education and government agencies. This CSAI report provides the results of that scan, including information on the school climate and stakeholder engagement initiatives with which states are engaged and on tools that are used to gauge or measure school climate and engagement.
The Segregation of Students with Disabilities. IDEA Series
Author: National Council on Disability
Date: 2018-02-07
Type: Reports - Research
Subjects: Inclusion,Access to Education,Equal Education,Regular and Special Education Relationship,Federal Regulation,State Regulation,Compliance (Legal),Educational Practices,Student Participation,Government Role,State Government,Evidence Based Practice,Student Rights,Court Litigation,Student Placement,Disproportionate Representation,Teaching Methods,Racial Factors,Disabilities,Educational Legislation,Federal Legislation

This report describes the legal and scientific basis for an inclusive versus segregated education, summarizes national patterns for educating students with disabilities in general education classes, examines federal and state guidance, and state compliance with federal mandates, and describes effective educational practices for reducing segregation. Input from stakeholders was collected to provide an accurate and current picture of what is experienced by educators, families, and children with disabilities. As part of the research, the following global research questions were explored: (1) To what extent are students with disabilities participating in, and being removed from, general education opportunities with peers without disabilities? (2) What is the Federal Government response to states that are segregating students with disabilities? and (3) What are the evidence-based practices that schools, districts, and states should implement to include students with disabilities in general education and minimize unnecessary removal? To address these questions, the National Council on Disability (NCD) research team conducted a mixed-methods study gathering stakeholder perspectives, as well as policy and quantitative information. With this information, the authors describe experiences for these populations of students, identify any potential gaps in services, policy, and research, and make recommendations particularly as they relate to the placement and participation of students with disabilities in general education.
System Rules Manual of the Illinois Community College Board
Author: Illinois Community College Board
Date: 2018-05-04
Type: Reference Materials - General
Subjects: Community Colleges,Enrollment,Governing Boards,Governance,Academic Records,Standards,Administration,Student Evaluation,Guidelines,Money Management,Scholarships,Grants,Tuition,Definitions,Two Year College Students

This document outlines the administrative rules of the Illinois Community College Board (ICCB), delineating the following areas: (1) ICCB Administration, including definitions, regulations of advisory groups and opinions, manuals, the role of the executive director, appearance at ICCB meetings, appeal procedure, administration of detachments and subsequent annexations, and recognition; (2) Local District Administration, describing reporting requirements, certification of organization, responsibilities, and maintenance of documents or information; (3) Programs, detailing definitions; units of instruction, research, and public service; program and reporting requirements; statewide and regional planning; college, branch, campus, and extension centers; cooperative agreements and contracts; course classification and applicability; and acceptance of private business vocational school credits by community colleges in select disciplines; (4) Students, discussing definition of terms, admissions, student services, academic records, student evaluation, and reporting requirements; (5) Finance, reviewing definitions, financial planning, audits, budgets, student tuition calculations, published financial statements, grants, reporting requirements, chart of accounts, capital renewal grants, special initiatives grants, and Lincoln's challenge scholarship grants; (6) Capital Projects, relating definition of terms, approval and funding of capital projects, state funded capital projects, locally funded capital projects, reporting requirements, approval of projects from 110ILCS 805/3-20.3.01, completion of projects from 110 ILCS 805/3-20.3.01, and demolition of facilities; and (7) Personnel, recounting definitions and sabbatical leaves.
Mental Health on College Campuses: Investments, Accommodations Needed to Address Student Needs
Author: National Council on Disability
Date: 2017-07-21
Type: Reports - Research
Subjects: Mental Health,Campuses,Student Needs,Academic Accommodations (Disabilities),Academic Achievement,Disabilities,Barriers,Counseling Services,Incidence,Resilience (Psychology),Stress Management,Substance Abuse,Suicide,Eating Disorders,Prevention,Outcomes of Education,Laws,Federal Legislation,Civil Rights Legislation,Educational Legislation,Student Records,Privacy,Parent Rights,Health Insurance,Student Financial Aid,Financial Support,Confidentiality,Inclusion,School Holding Power,Graduation,Faculty Development,Educational Policy,Educational Change,Outreach Programs,Integrated Services,Psychiatric Services,Student Attitudes,Counselor Attitudes,Access to Education,Academic Support Services,Student Empowerment,Mental Disorders,Emotional Disturbances,College Faculty,School Personnel,Academic Advising,Crisis Management,Intervention,Instruction,Anxiety,Help Seeking,Family Programs,Minority Group Students,Foster Care,Foreign Students,Veterans,Sexual Orientation,Sexual Identity,Graduate Students,Community Colleges,Two Year College Students,Athletes,School Health Services

Strong mental and behavioral health supports on campus can improve the academic performance of students and increase their resilience and ability to handle stress, with reduced suicide rates, substance abuse, and eating disorders, but this study reveals that students with mental health disabilities continue to face barriers to accessing counseling services on campus and in receiving disability-related accommodations that are necessary to help them participate in their education on an equal footing with students without disabilities. This study identified two main areas that pose barriers to the academic achievement of students with mental health disabilities: (1) institutional policies and practices; and (2) federal laws and policies. All need attention and reform in order to remove barriers that impede the academic success of students with mental health disabilities on campuses across the nation. This National Council on Disability (NCD) study examines and assesses the status of college mental health services and policies in the United States, and provides recommendations for Congress, federal agencies, and colleges to improve college mental health services and post-educational outcomes for students with mental health disabilities.
States&apos; Content Standards Revision Processes. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: State Standards,Academic Standards,Change,Elementary Secondary Education,Language Arts,English,Science Education,Mathematics Education,Social Studies,Art Education,Health Education,Physical Education,Educational Technology,Second Languages,Computer Science Education,School Libraries,Vocational Education,History Instruction,Social Development,Emotional Development,Braille,Nutrition,Driver Education,Civics,American Sign Language,Home Economics,Environmental Education,School Counseling,Change Strategies,Stakeholders

As states examine efforts to ensure college and career readiness for all students, review and possible revision of their content standards may be part of these efforts. Based on questions CSAI has received regarding how states undergo the process of revising content standards, a report was created to compile information for stakeholders interested in states' processes. With information found on states' department of education and board of education websites, this report compiles processes and protocols states have used for revising their content standards, including the different stakeholders involved in these processes. Prior to publication, compiled information was sent to staff members at each state's department of education to check for accuracy; state edits are reflected in this report.
Review of State Accountability Systems That Include a Student Growth Indicator. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Accountability,Achievement Gains,State Standards,Educational Legislation,Federal Legislation,Elementary Secondary Education,Achievement Gap,Student Participation,Educational Assessment,Attendance,College Readiness,Career Readiness,Dropout Rate,English Language Learners,Graduation Rate,Literacy

This report highlights states' school accountability systems, with an eye on the states that include a measure of student growth in their accountability system. For each state, the report includes: (1) Proficiency measures; (2) Growth measures; and (3) Additional measures such as graduation and dropout rates. The report also provides an overview of student growth indicators. [For &quot;Growth Measures in State Accountability Systems. CSAI Update,&quot; see ED588475.]
Scan of Measures Used in States&apos; Accountability and Accreditation Systems
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-01-19
Type: Reports - Evaluative
Subjects: Accountability,Accreditation (Institutions),Outcome Measures,Academic Achievement,Educational Improvement,Educational Quality,Elementary Secondary Education

This memorandum presents results from a scan of states' accountability and accreditation systems, focusing on measures of student achievement and outcomes that are associated with school improvement. Particular attention was given to indicators that can lead to increased student achievement and school quality other than state assessments. The data in the table were collected from states' Elementary and Secondary Education Act (ESSA) waiver flexibility requests and departments of education websites. Common across all 50 states and the District of Columbia is the use of &quot;state assessments&quot; and &quot;graduation rates&quot; as indicators of student learning in state accountability systems. Nearly half (n=23) of the states include &quot;attendance rates&quot; as an accountability measure. Additionally, present across at least 30 states is an emphasis on &quot;college and career readiness,&quot; as measured by participation and performance on college entrance (e.g., ACT, SAT, WorkKeys, and college placement) and advanced course (e.g., Advanced Placement, International Baccalaureate) assessments; dropout rate; postsecondary enrollment; concurrent enrollment/dual credit; attainment of industry credits; and percentage of students requiring remediation in college. While student-related indicators are the focus in state accountability systems, other measures incorporated in a few states' accountability systems include: (1) School climate/culture (Georgia, New Mexico, and Illinois); (2) Community/student engagement (New Mexico and Texas); (3) Program reviews (Alabama and Kentucky); and (4) Principal/teacher evaluations (Alabama, Kentucky, and Michigan).
Scan of State Accountability Systems. CSAI Report
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Accountability,State Standards,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Indicators,Alignment (Education)

As the Every Student Succeeds Act (ESSA) is implemented, states are evaluating their accountability systems to gauge these systems' alignment with ESSA stipulations. The implementation of ESSA provides states with opportunities to change the compositions of their accountability systems and to select indicators that are aligned with their visions for systems that support learners. As states undertake this work, a scan of state accountability system decisions might provide some supportive contextual information. The information presented in this report is gathered from state Elementary and Secondary Education Act (ESEA) flexibility waivers and accountability workbooks, presenting findings related to accountability decisions made to meet ESEA requirements. A summary of state accountability systems is presented in Table 2, with a focus on states' approaches to developing annual measurable objectives (AMOs) and creating measures for subgroup accountability. CSAI also conducted a review of states' available draft ESSA plans, focusing on states that have released comprehensive state plans for public review. In reviewing state ESEA flexibility waivers and accountability workbooks, CSAI found that use of assessments and graduation rates as indicators of student learning in state accountability systems was common across all states. Nearly half (n = 23) of the states included attendance rates as an accountability measure. Additionally, present across at least 30 states was an emphasis on college and career readiness, as measured by some or all of the following indicators: participation and performance on college entrance (e.g., ACT, SAT, WorkKeys, college placement) and advanced secondary course (e.g., Advanced Placement, International Baccalaureate) assessments; dropout rate; postsecondary enrollment; concurrent-enrollment/dual-credit rate; attainment of industry credits; and/or percentage of students requiring remediation in college. While student-related indicators were the primary focus of state accountability systems, other measures that were incorporated into a few states' accountability systems include: (1) School climate/culture (Georgia, Illinois, and New Mexico); (2) Community/student/parent engagement (Illinois, New Mexico, and Texas); (3) Program reviews (Alabama and Kentucky); and (4) Principal/teacher evaluations (Alabama, Kentucky, and Michigan). State accountability systems also included measures for identifying and reducing gaps in achievement among student groups.
Assessments for High School Graduation. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Graduation Requirements,High Schools,State Standards,Exit Examinations,Civics,Achievement Tests

In the past year, a number of states have eliminated the requirements for high school exit or graduation examinations and retroactively issued diplomas to students who had completed all other graduation requirements but had not passed the required examinations. On the other hand, some states have begun to require students to pass a civics test as a condition for high school graduation. The Center on Standards and Assessment Implementation (CSAI) recently conducted a scan of states' current assessment requirements for high school graduation, reviewing websites maintained by state departments of education and other government agencies. This CSAI Update provides a summary of what the scan found. [For &quot;States' Assessment Requirements for High School Graduation. CSAI Report,&quot; see ED588481.]
Standards Alignment to Curriculum and Assessment. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Academic Standards,Curriculum,Educational Assessment,Student Evaluation,Elementary Secondary Education

To understand standards alignment in the context of curriculum and assessment, it is important to understand what standards are, what curriculum consists of, what assessments are, and what alignment means in the context of curriculum and assessment. Standards indicate what students should know and be able to do within a particular content area, while curriculum shapes how students will gain the knowledge, skills, and abilities as described in the standards. Assessments can be used to gather evidence related to student learning. Assessments may include summative, benchmark, or interim tests, or may involve more informal methods of data collection through a formative assessment process. This update reviews two states, Louisiana and Oregon, and what they have done to align their curriculum and assessment programs respectively.
Course Requirements for High School Graduation. CSAI Update
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Required Courses,Graduation Requirements,High Schools,Core Curriculum,Extracurricular Activities,Secondary School Curriculum

With today's greater focus on preparing students for college and careers, the Center on Standards and Assessment Implementation (CSAI) recently conducted a review of the coursework that states are requiring students to complete in order to receive a high school diploma, and of what diploma options are available for students in each state. This CSAI Update summarizes the results of that state scan. [For &quot;States' Assessment Requirements for High School Graduation. CSAI Report,&quot; see ED588481.]