ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education: Use of New Data Could Help Improve Oversight of Distance Education. Report to Congressional Requesters. GAO-12-39
Author: Scott, George A.
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: Expertise,Video Technology,Higher Education,Distance Education,Prior Learning,State Agencies,Student Financial Aid,Colleges,Federal Government,Interviews,Internet,Student Characteristics,Federal Legislation,Federal Regulation,Educational Assessment,School Personnel,Public Officials,Public Colleges,Accreditation (Institutions),Enrollment,Data

As the largest provider of financial aid in higher education, with about $134 billion in Title IV funds provided to students in fiscal year 2010, the Department of Education (Education) has a considerable interest in distance education. Distance education--that is, offering courses by the Internet, video, or other forms outside the classroom--has been a growing force in postsecondary education and there are questions about quality and adequate oversight. US Government Accountability Office (GAO) was asked to determine (1) the characteristics of distance education today, (2) the characteristics of students participating in distance education, (3) how the quality of distance education is being assessed, and (4) how Education monitors distance education in its stewardship of federal student aid funds. GAO reviewed federal laws and regulations, analyzed Education data and documents, and interviewed Education officials and industry experts. GAO also interviewed officials from accrediting and state agencies, as well as 20 schools--which were selected based on a variety of factors to represent diverse perspectives. To improve its oversight and monitoring of federal student aid funds, Education should develop a plan on how it could best use the new distance education data NCES is collecting and provide input to NCES on future data collections. Education agreed with the recommendation. Appended are: (1) Objectives, Scope, and Methodology; (2) List of Colleges and Universities GAO Interviewed; (3) Comments from the Department of Education; and (4) GAO Contact and Staff Acknowledgments. (Contains 1 table, 9 figures and 59 footnotes.)
Crossing the Finish Line: A National Effort to Address Near Completion
Author: Institute for Higher Education Policy
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Credentials,Higher Education,Labor Market,Colleges,College Graduates,College Credits,Ability,Paying for College,Student Recruitment,Eligibility,Time to Degree,Academic Degrees,Enrollment,Academic Persistence,Degree Requirements,Adult Students,Reentry Students,Nontraditional Students,School Holding Power

The success of America's economy depends on a dramatic increase in the number and  diversity of people who complete college with a high-quality credential. To meet this goal,  the Institute for Higher Education Policy (IHEP) is leading a national effort to increase support for students who left higher education without a degree but are eligible for or just shy of one. Much of the federal, state, and philanthropic effort to raise completion rates has focused on increasing the number of students who are college ready, bolstering support for students who successfully access college and equipping adults who seek new skills with pathways to quality degrees and credentials with labor market value. However, equal attention must be paid to students who have invested substantial resources in seeking a college credential, either at the  associate's or bachelor's levels, but have left within striking distance of that degree. IHEP refers to this phenomenon as "near completion". The goal of this brief is to help elevate the concept of near completion and to highlight ways in which institutions serving these students, as well as policymakers, researchers, and employers, can reengage and graduate this population. The brief first defines near completers and, based on conversations with a range of key college completion stakeholders, offers a framework for addressing near completion. Next, the brief highlights some regional and national efforts that are targeting near completers and some of the early findings from this work. The concluding section offers strategies that higher education leaders and other interested stakeholders can use right now to move the needle on college completion for these students. (Contains 1 figure.)
Men of Color: Ensuring the Academic Success of Latino Males in Higher Education
Author: Saenz, Victor B.
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Human Capital,Educational Attainment,Males,Hispanic Americans,Success,Academic Achievement,Job Skills,Labor Force Development,Gender Differences,Racial Differences,Access to Education,Guides,Educational Policy,College Preparation

The U.S. Census data are clear: In the coming years, America's Latina/o community will continue to drive population and labor force growth. Therefore, federal and state policymakers, higher education leaders, and communities small and large across the pre-K to college continuum would be wise to seize this sizeable demographic shift to help propel the United States into a position of economic and social prosperity. Yet, as advocates have articulated, improving the proportion of Latinas/os that access and complete college armed with the knowledge and skills to compete in the 21st century will require much work. The pressing reality is that men of color, and Latino males in particular, lag significantly behind their female peers in terms of both college access and degree attainment. This situation weakens the nation's ability to utilize its great human capital and ensure the success of its diverse families and communities. This three-part brief has been written to bring needed clarity to the growing gender gap in educational attainment among Latinas/os and to provide recommendations for education practitioners, institutional leaders, and federal and state policymakers on how to support Latino males at the national and regional levels. To that end, this brief contains: (1) A review of recent census and educational attainment data, identifying critical transition points in early childhood, secondary, and postsecondary education between Latina/o boys and girls that affect college readiness and completion; (2) The introduction of a promising blueprint that outlines key factors to help develop and implement education programs and initiatives to increase the success of Latino male students; and (3) Policy and programmatic implications for stakeholders seeking to enact change at the pre-college and college levels and within national, state, and local contexts. Ultimately, the sobering statistics for Latino males discussed in this brief are a clarion call for action among policymakers, the philanthropic community, educators, families, and communities large and small. Simply stated, if individuals do not act strategically and collaboratively, Latino males may continue to vanish from the American higher education landscape. (Contains 2 tables, 6 figures and 2 footnotes.)
Understanding Subgroups in Common State Assessments: Special Education Students and ELLs. NCEO Brief. Number 4
Author: National Center on Educational Outcomes
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: Disabilities,Consortia,English (Second Language),Special Education,Standardized Tests,Student Characteristics,Special Needs Students,Evaluation Methods,Testing Accommodations,Public Schools,Classification,Student Needs

Although most assessment developers have a sense of the nature of the general student population, they often lack an understanding of the characteristics of special education students and English Language Learners (ELLs) who will participate in the assessment. The Race-to-the-Top Assessment Consortia have the rare opportunity to know who these students are and to apply that knowledge as they design and develop their common assessment systems. This Brief presents information on the characteristics of special education students and ELLs in the Consortia states. It provides recommendations for the Consortia about steps to take as they design their assessment systems. (Contains 5 figures, 2 footnotes, and 10 resources.)[Contributors to the writing of this Brief were, Kamarrie Davis, Kristi Liu, Sheryl Lazarus,  and Martha Thurlow.]
Participation Guidelines for New Assessments: Thinking through Their Development. NCEO Brief. Number 3
Author: Altman, Jason
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Alternative Assessment,Second Language Learning,Disabilities,Guidelines,English (Second Language),Special Education,Student Participation,Inclusion,State Regulation,State Standards,Educational Trends,Eligibility,Testing Accommodations,Educational Policy

Students with disabilities and English language learners (ELLs) participate in state assessment systems. Some participate in the regular assessment and some students with disabilities participate in an alternate assessment. How they participate is guided by each state's assessment guidelines for inclusion. These guidelines define the ways in which students may participate in the assessment system (regular or alternate assessment), and the criteria for determining which assessment a given student will take. As the Race-to-the-Top Assessment Consortia work to develop a common assessment system for member states, they should consider the common participation criteria they will develop, not only for special education students but also for students on 504 plans and ELLs. Where states are coming from in terms of participation rates and participation criteria is important for the Consortia to consider as they move toward common assessments with common participation criteria. This Brief provides a snapshot of the participation of special education students and ELLs on statewide assessments. It focuses on data for grade 8 reading assessments, and suggests points for the Consortia to discuss as they develop common participation criteria. (Contains 2 figures, 2 footnotes and 3 resources.)
RTI Essential Components Integrity Rubric
Author: National Center on Response to Intervention
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Educational Change,Scoring Rubrics,Reliability,Fidelity,Screening Tests,Disability Identification,Program Implementation,At Risk Students,Behavior Problems,Prevention,Educational Practices,Individualized Instruction,Decision Making,Data,Professional Development,Leadership,Parent Participation,Culturally Relevant Education

The Response to Intervention (RTI) Essential Components Integrity Rubric is for use by individuals who are responsible for monitoring school-level fidelity of RTI implementation. The rubric is aligned with &quot;Essential Components of RTI: A Closer Look at Response to Intervention&quot; (National Center on Response to Intervention, 2010). Subjects covered include: (1) Screening--The RTI framework accurately identifies students at risk of poor learning outcomes or challenging behaviors; (2) Multi-Level Prevention/Intervention System--The framework includes a school-wide, multi-level system for preventing school failure; (3) Progress Monitoring--Ongoing and frequent monitoring of progress quantifies rates of improvement and informs instructional practice and the development of individualized programs; (4) Data-Based Decision Making--Data-based decision making processes are used to inform instruction, movement within the multi-level system, and disability identification (in accordance with state law); and (5) Overarching Factors--Factors that relate to the entire RTI framework. [For &quot;RTI Essential Components Integrity Worksheet,&quot; see ED527069.]
RTI Essential Components Integrity Worksheet
Author: National Center on Response to Intervention
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Educational Change,Worksheets,Fidelity,Reliability,Interviews,Self Evaluation (Individuals),Program Implementation,Screening Tests,Disability Identification

The Response to Intervention (RTI) Essential Components Integrity Rubric and the RTI Essential Components Integrity Worksheet are for use by individuals responsible for monitoring the school-level fidelity of Response to Intervention (RTI) implementation. They may also be used by schools for self-appraisal; however, they were not designed for compliance monitoring and therefore should not be used for this purpose. The rubric and the worksheet are designed to be used together and are aligned with the &quot;Essential Components of RTI: A Closer Look at Response to Intervention&quot; (National Center on Response to Intervention, 2010). The purpose of this worksheet is to provide a framework for collecting relevant information and for recording a school's rating on various items related to RTI implementation. Descriptions of ratings for each item are provided on the RTI Essential Components Integrity Rubric. Information about school-level implementation should be collected through interviews with school personnel (sample interview questions are provided below) and through observations and document review. The Rubric provides a five-point rating scale and descriptions of practices that would score a 1, 3, and 5. [For &quot;RTI Essential Components Integrity Rubric,&quot; see ED527068.]
Turnover among High School Physics Teachers. Focus On
Author: White, Susan
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Physics,Labor Turnover,Science Teachers,Secondary School Teachers,Teacher Persistence,Teaching Experience,Teacher Attitudes,Private Schools,Public Schools,Age Differences,National Surveys

In the fall of 2008 the authors contacted a representative sample of over 3,600 high schools in the United States, both public and private, to determine whether or not physics was taught there. They received responses from over 99% of the schools. For the schools which indicated they were offering physics, the authors obtained contact information for the teachers. In the spring of 2009 they contacted each of the teachers who were thought to be teaching physics. They received responses from over 2,500 teachers (a 62% response rate). This report describe their findings. (Contains 6 figures and 1 table.)
Fostering Student Engagement Campuswide. Annual Results 2011
Author: Indiana University, National Survey of Student Engagement
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Learner Engagement,Learning Strategies,Student Participation,National Surveys,Sororities,Fraternities,On Campus Students,Dormitories,Undergraduate Students,Transfer Students,Career Counseling,Service Learning,Time Factors (Learning),Reading Comprehension,Student Diversity,Cultural Pluralism,Paying for College

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. This paper presents the NSSE annual results for 2011. These selected results are based on responses from more than  416,000 students attending 673 U.S. baccalaureate degree-granting colleges and universities who completed NSSE in spring 2011, as well as subsamples of this group who responded to several sets of experimental questions. Results are also included from the Beginning College Survey of Student Engagement (BCSSE), with more than 85,000 entering students from 155 institutions, and the Faculty Survey of Student Engagement (FSSE), with more than 19,000 faculty representing 157 institutions. The featured theme--&quot;Supporting Student Engagement Across Campus&quot;--illustrates the value of connecting NSSE results to specific campus programs and units. This paper presents short studies to demonstrate relevant results for five campus units: service-learning in the first-year experience, residence life, Greek life, transfer student programs, and career services. These studies suggest approaches  to sharing pertinent results with campus units to foster greater collaboration on the quality of the undergraduate experience. The second story--&quot;Time Use by Major Field Category&quot;--  demonstrates how the amount of time students spend preparing for class varies by discipline. To complement these results, this paper reports faculty expectations for students' out-of-class study time. Combined, these results may help campuses address concerns about the amount of time students spend on their academics and how to constructively shape expectations and behaviors. Finally, this paper presents results from three sets of experimental questions--learning strategies, reading comprehension, and global awareness. (Contains 13 figures and 10 tables.) [For the 2010 report, see ED512590.]
Facts about American Indian Education
Author: American Indian College Fund
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: American Indians,American Indian Education,Tribally Controlled Education,Rural Areas,Reservation American Indians,Poverty,Alaska Natives,American Indian History,United States History,Educational Attainment,Racial Differences,College Graduates,Financial Support,Access to Education

As a result of living in remote rural areas, American Indians living on reservations have limited access to higher education. One-third of American Indians live on reservations, according to the U.S. Census Bureau. According to the most recent U.S. government statistics, the overall poverty rate for American Indians/Alaska Natives, including children, is higher than that for the total U.S. population. The poverty rate among American Indian/Alaska Native families with children under 18 (30 percent) was double that among all families with children under 18 (15 percent). Poverty rates are especially high among American Indian/Alaska Native families who live in American Indian/Alaska Native areas. In 1989, the poverty rate among all American Indian/Alaska Native families living on reservations and on off-reservation trust lands was over 1.5 times as high as the poverty rate for families in the total American Indian/ Alaska Native population (47 percent vs. 27 percent). This paper presents a chronological history of important dates in American Indian Education. It reports statistical information about Native American education provided by the National Center for Education Statistics, National Congress of American Indians, and U.S. Department of Education, Institute of Education Sciences. A brief description of tribal colleges and universities is provided, followed by a discussion about the American Indian College Fund. Frequently asked questions are answered.
Relationships, Respect and Revitalization: Grantmaking Strategies--A Guide for Native American Education and Philanthropy. Observations from a Grantmakers for Education Member Briefing
Author: Adams, Nicole
Date: 2006-02-00
Type: Reports - Descriptive
Subjects: Poverty,American Indians,American Indian Education,Educational Attainment,Private Financial Support,Tribally Controlled Education,Grantsmanship,Grants,Racial Differences,Reservation American Indians,Access to Education,Success,Self Determination,Philanthropic Foundations,Cultural Influences,Financial Support,Educational Finance,Elementary Secondary Education,Early Childhood Education,Postsecondary Education,Language Usage,Teacher Education,American Indian History

American Indian education has an important place in U.S. education, and grantmakers can form lasting relationships with indigenous communities that will have a broad impact on not only native education, but on education in the U.S. a whole. These relationships can yield transformational change in Indian communities and can be rewarding for grantmakers as they see the results of their efforts and investments. American Indians have some of the lowest educational attainment rates of any ethnic group in the united states. Not coincidentally, one in four American Indians live below the poverty line, and reservation communities are among the poorest in the nation. Across all levels of education, native people still struggle to access and succeed in education. despite these facts, there is hope. A new era of self-determination in Indian education and growing partnerships with the philanthropic community have yielded tremendous breakthroughs in recent years. In February 2006, a Grantmakers for education member briefing brought together grantmakers, American Indian educators, directors of innovative native educational programs and scholars to discuss cultural and educational issues in Indian country and appropriate strategies for grantmaking. This report is a summary of key findings from the briefing. Its purpose is to provide grantmakers with an overview of contemporary topics in native education as well as a clear set of strategies they can employ to make policy and funding decisions in the following areas: early childhood education, K-2 education, tribal colleges and universities, post-secondary education and graduate school, language and culture, and teacher training. [This report was supported by the USA Funds.]
Physics Doctorates: Skills Used & Satisfaction with Employment--Data from the Degree Recipient Follow-Up Survey for the Classes of 2007 and 2008. Focus On
Author: Mulvey, Patrick
Date: 2011-10-00
Type: Reports - Research
Subjects: Physics,Doctoral Degrees,Enrollment,National Surveys,Followup Studies,Job Satisfaction,Job Skills,Knowledge Level

Each fall the Statistical Research Center conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the US to provide information concerning the numbers of students they have enrolled and counts of recent degree recipients. In connection with this survey, the authors ask for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct the authors' follow-up survey in the winter following the academic year in which they received their degrees. The data in this "Focus On" come from that survey. (Contains 3 figures and 3 tables.)
WWC Quick Review of the Report &quot;The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten&quot;
Author: What Works Clearinghouse (ED)
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Control Groups,Vocabulary,Program Effectiveness,Kindergarten,Literacy,Vocabulary Development,Low Income Groups,Young Children,Expressive Language,Reading Instruction,Literacy Education,Effect Size,Comparative Analysis

The study examined whether exposure to Kindergarten PAVEd for Success, a vocabulary instruction program, improved expressive vocabulary of kindergartners. The study analyzed data for nearly 1,300 kindergarten students in 64 schools serving predominantly rural and high poverty youth in the Mississippi Delta region and surrounding areas. Kindergarten students in schools using Kindergarten PAVEd for Success as a supplement to regular literacy instruction performed better than kindergarten students in control schools on expressive vocabulary. The estimated effect size was 0.14, a statistically significant result. The authors reported that students who received Kindergarten PAVEd for Success instruction were one month ahead in vocabulary development at the end of kindergarten compared with students in the control group. The research described in this report meets What Works Clearinghouse (WWC) evidence standards. (Contains 2 footnotes.) [The following study is the focus of this &quot;Quick Review&quot;: Goodson, B., Wolf, A., Bell, S., Turner, H., &amp; Finney, P. B. (2010). &quot;The effectiveness of a program to accelerate vocabulary development in kindergarten&quot; (ED512900).]