ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Aid 101: A Guide to Understanding Federal Financial Aid Programs for Community College Trustees and Leaders
Author: McKibben, Bryce
Date: 2013-11-00
Type: Guides - General
Subjects: Student Financial Aid,Federal Aid,Access to Education,Higher Education,Academic Achievement,Community Colleges,Financial Support,Academic Aspiration,Trustees,College Administration,Program Design,Grants,Taxes,Two Year College Students,Loan Default,Eligibility,Educational History,Futures (of Society),Guides

Federal financial aid serves as a crucial tool to support both access and success for students in higher education. This is especially true at community colleges. Whether they are seeking job training, a certificate, or an associate degree, our students rely on consistent and meaningful sources of support to advance their educational aspirations. This report is designed to help community college trustees and leaders understand the broad structure and design of the largest federal financial aid programs, including grants, loans, and tax credits.
Educator Supply, Demand, and Quality in North Carolina: Current Status and Recommendations. Sound Basic Education for All: An Action Plan for North Carolina
Author: Darling-Hammond, Linda
Date: 2019-12-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Educational Planning,Teacher Effectiveness,Educational Quality,Teacher Attitudes,Principals,Administrator Attitudes,Court Litigation,Equal Education,Faculty Development,Educational Policy,State Policy,Teacher Placement,Elementary Secondary Education,Statewide Planning,Teacher Shortage,Work Environment,Teaching Conditions,Compensation (Remuneration),Teacher Recruitment,Faculty Mobility,Educational History

In &quot;Leandro v. the State of North Carolina&quot; (&quot;Leandro&quot;), the Supreme Court of North Carolina found that children have a right to qualified teachers and principals who can prepare students for college and careers and meet the needs of those placed at risk. Providing such high-quality educators for each child demands an adequate supply that is equitably distributed, along with supports for ongoing professional learning that enables educators to meet children's needs. This study documents the current status of educator supply, demand, and quality in North Carolina for teachers and school leaders. It also examines current and past policies that influence teacher and leader development and supply in the state and makes recommendations for how to ensure that all children have access to well-prepared educators. In response to the &quot;Leandro&quot; tenets, this study focuses on: (1) well-placed teachers; and (2) well-prepared leaders. The research methods for this study included analyses of existing administrative data sets, collection of perceptual data from teachers and principals through interviews and focus groups, and administration of a survey to a sample of all North Carolina principals. [For the research brief, see ED617603.]
Educator Supply, Demand, and Quality in North Carolina: Current Status and Recommendations. Research Brief
Author: Darling-Hammond, Linda
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Elementary Secondary Education,Court Litigation,Educational Quality,Teacher Effectiveness,Teacher Qualifications,State Policy,Educational Improvement,Faculty Development,Equal Education,Teacher Education Programs,Teacher Salaries,Teacher Evaluation,Teacher Placement,Statewide Planning,Compensation (Remuneration),Teacher Recruitment,Faculty Mobility,Educational Policy,Teacher Shortage,Instructional Leadership,Mathematics Achievement,Grade 8,Minority Group Teachers,Administrator Education,Work Environment,Teaching Conditions,Poverty,Institutional Characteristics

This brief summarizes a 2019 study of educator supply, demand, and quality in North Carolina conducted by the Learning Policy Institute in collaboration with the Education Policy Initiative at Carolina and WestEd. That study supported the state's ongoing efforts to meet the standard set in the North Carolina Supreme Court's decision in &quot;Leandro v. the State of North Carolina.&quot; The study found that access to qualified teachers and administrators was increasingly limited and inequitable in the state. To guarantee that access, it recommended expanding high-quality teacher pipelines and training, updating preparation and professional development, and rationalizing and improving compensation and evaluation. [For the full report, see ED617602.]
Leaders of Tomorrow: Immigrant &amp; Refugee Youth. A Guidebook on Leadership Development
Author: Sheikh, Sabrina
Date: 2021-09-00
Type: Guides - Non-Classroom
Subjects: Leadership Training,Youth Programs,Immigrants,Refugees,Partnerships in Education,Curriculum Implementation,Curriculum Design,Curriculum Development,Educational Objectives,Elementary School Students,Secondary School Students,College Students

Leaders of Tomorrow is a leadership program developed by the Institute for Educational Leadership (IEL) with a curriculum co-created by immigrant and refugee youth. The goal of Leaders of Tomorrow is to support and mobilize immigrant and refugee youth through opportunities to expand their knowledge, strengthen their skills, access tools and resources, and improve their own circumstances and those of all children, youth, adults, and families in their communities. As part of the preparation and initial co-design process, IEL worked with four potential partner organizations (Liberty's Promise; the Clarkston Community Center; the United Farm Workers Foundation; and Lutheran Family Services, home of the Colorado Immigrant Rights Coalition) in several localities (Denver, CO; DC, Maryland, and Virginia; Clarkston, GA; and Bakersfeld, CA).
Fall Enrollment: Iowa Community Colleges, 2021
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Student Characteristics,Enrollment Trends,Part Time Students,Nontraditional Students,Online Courses,Economically Disadvantaged,Students with Disabilities,Minority Group Students,Gender Differences,Majors (Students),Careers,COVID-19,Pandemics,Age Differences,Geographic Location,Place of Residence,Racial Differences,Ethnicity,College Credits,Vocational Education,Programs,Dual Enrollment

This report provides information on the 15 Iowa community colleges for the fall of 2021 including: (1) Students; (2) Student Demographics; (3) Academics; (4) Program Type; (5) Transfer Major Programs; (6) Career Clusters; (7) Online Enrollment; (8) Joint Enrollment; (9) Immediate Enrollment; and (10) Enrollment Projections. [For the 2020 report, see ED611367.]
Iowa Community Colleges Joint Enrollment: Academic Year 2020. Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,Community Colleges,Enrollment Trends,High School Seniors,College School Cooperation,Gender Differences,Minority Group Students,Ethnicity,Racial Differences,Intellectual Disciplines,College Credits,Vocational Education,Postsecondary Education,Student Characteristics,Instructional Program Divisions,Income,Educational Finance,Institutional Characteristics

The Iowa Department of Education collects information on joint enrollment from Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently as tuition-paying students or enroll in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. This report consists of academic year (AY) and trend data for 2020 on joint enrollment, including headcount enrollment, credit hours taken, student demographics and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted. [For the 2018-2019 Annual Report,&quot; see ED607563.]
Tuition and Fees: Iowa Community Colleges, Fiscal Year 2022
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Tuition,Fees,Trend Analysis,Educational Finance,Costs,Enrollment,Federal Aid,State Aid,Online Courses,Comparative Analysis,Educational Trends

The annual community college tuition and fees report provides information about tuition and fees charged at each of Iowa's 15 community colleges. This report also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue and comparisons among states and institutions. For fiscal year (FY) 2022, average in-state tuition for students attending Iowa's community colleges is $184.45 per credit hour, a 2.8 percent increase from last year, and average mandatory fees are $14.87 per credit hour, a 1.5 percent decrease from last year. Therefore, the average total in-state cost of enrollment (tuition plus fees) is $199.32 per credit hour, which represents a 2.5 percent increase from last year. Tuition and fees accounted for approximately 49.9 percent of community colleges' unrestricted operating revenue during FY 2020, the latest year for which data are available. Nationally, provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa's in-state cost of enrollment in FY 2020 (the latest year available) ranked in the 88th percentile. This indicates that Iowa's average cost of enrollment is greater than or equal to 88 percent of community colleges in the nation. IPEDS data also suggest that the average total in-state enrollment cost at Iowa's community colleges was 15.4 percent higher than the regional average ($4,733.9) during FY 2020. Iowa Code stipulates that the highest tuition charged by Iowa's community colleges must be less than the lowest tuition charged at Iowa's public universities. In FY2022, the highest in-state tuition per credit hour at Iowa community colleges ($202.00) is 37.8 percent lower than the lowest base tuition at Iowa's public universities ($325.00). [For the 2021 report, see ED607564.]
Raising Pay in Public K-12 Schools Is Critical to Solving Staffing Shortages: Federal Relief Funds Can Provide a down Payment on Long-Needed Investments in the Education Workforce
Author: Cooper, David
Date: 2022-02-03
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Public Schools,School Personnel,Salaries,Federal Legislation,Federal Aid,Economic Impact,Employment Patterns,Labor Market,Supply and Demand,Barriers,Teaching Conditions,Teacher Supply and Demand

Ever since students began returning to classrooms in the late summer and fall of 2021, countless news stories have described intense staffing shortages in primary and secondary schools. The pandemic has wreaked havoc on the country's K-12 educational workforce, with overworked educators retiring or leaving the profession, insufficient substitute teachers to fill in when COVID hits a district, too few paraprofessionals and teaching assistants there to support students who are struggling after more than a year of virtual learning, not enough bus drivers to get students to and from school, and skeleton crews of custodial and food service workers trying to make do. This report presents data on the characteristics and pay of the K-12 education support workforce, showing trends in employment before and during the pandemic, and discusses how COVID is likely affecting workers' decisions to return to schools. It also presents findings from past EPI research that shows that budget cuts, lack of investment in schools, low relative pay, challenging school climates, and inadequate early career supports led to rising teacher turnover and a shrinking pipeline of qualified teachers in the country's schools long before the pandemic began.
2020 Economic Security Report: Arkansas Education to Employment Outcomes for Graduates from State-Supported Institutions of Higher Education
Author: Holland, Greg
Date: 2021-03-18
Type: Numerical/Quantitative Data
Subjects: Education Work Relationship,Career Choice,Employment Patterns,Outcomes of Education,State Colleges,College Graduates,Wages,Educational Attainment,Academic Degrees,Educational Certificates,Costs,Tuition,Fees,Higher Education,Intellectual Disciplines,Employment Level,Time to Degree,Dropouts

This report provides students, parents, and others with employment, earnings, and other outcome information on graduates of Arkansas's state-supported public institutions of higher education. This report is intended to help readers make informed decisions about education and career choices. As specified in Arkansas Act 852 of 2015, information detailing the areas of study for each certificate and degree at each state-supported institution in Arkansas is also included in this 2020 report. Students who were still enrolled in higher education during 2019 after their graduation were excluded from the fulltime employment calculations. The Arkansas wages data used for this report do not include employment outside of Arkansas, federal or military jobs, or any employed Arkansans who are not reported to Arkansas unemployment insurance. The cost to obtain any of the certificates or degrees highlighted in this report at an Arkansas public postsecondary institution is significantly lower than the hundreds of thousands or millions of dollars in additional average career earnings. Although each graduate's success will reflect a variety of factors such as the local job market, where they choose to live, what area they choose to study, and other factors, this report provides valuable information as students and parents consider education and career choices. [For the 2019 Economic Security Report, see ED607421.]
Project Brief. The CREP Report
Author: University of Memphis, Center for Research in Educational Policy (CREP)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Elementary Secondary Education,School Demography,After School Programs,Community Programs,Program Content,Family Involvement

The Center for Research in Educational Policy (CREP) has partnered with the Virginia Department of Education since 2005 to evaluate the Commonwealth's 21st Century Community Learning Centers program. The 21st Century Community Learning Centers (CCLC) is a federal grant program established by Congress as Title X, Part 1, of the Elementary and Secondary Education Act (ESEA). To address the 21st CCLC objectives, CREP employed a mixed-methods approach that utilized perceptual data from study participants as well as school-day attendance data, and proficiency level and scaled scores from reading and math statewide assessments. Participants included 21st CCLC grantees in Virginia, school-day teachers at participating schools, student participants in center programs, and the parents of student participants. This Project Brief presents the most recent findings for the federal grant objectives and Virginia's performance indicators.
Annual Report of Developmental Education in Iowa Community Colleges, 2019
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Developmental Studies Programs,Remedial Programs,Enrollment,Student Characteristics,Outcomes of Education,Academic Persistence,Gender Differences,Socioeconomic Status,English Language Learners,Full Time Students,Age Differences,Minority Group Students,College Credits,College Readiness,Remedial Mathematics,Remedial Reading

The Iowa Department of Education (Department) collects information on developmental education (Dev. Ed.) from Iowa's 15 community colleges on an annual basis. Dev. Ed. courses are offered in mathematics, reading, writing, English as a Second Language (ESL), and in other subject areas, such as financial literacy and skill building. These credits do not count toward degrees, but typically must be completed by students who are assessed as being academically underprepared before advancing to transfer-level courses. Dev. Ed. is important to the mission of the comprehensive community college and is a critical factor in meeting the state's Future Ready Iowa (FRI) goal, which calls for 70 percent of Iowans to have education or training beyond high school by 2025. Because effective Dev. Ed. programs are essential to maintaining Iowa's community college commitment to open-access, high-quality education for all, it is necessary to understand the students served and to analyze the data regarding their success. This report provides data on student demographics, course enrollment, credit hours taken, and success metrics as reported by colleges in the Department's Management Information System (MIS) by fiscal year (FY) for student data before 2016-17, and academic year (AY) for student data starting in 2016-17. In this report, first-time in college (FTIC), non-high school students are followed from their cohort years 2014-15, 2015-16, 2016-17 and 2017-18 to establish both Dev. Ed. statistics and outcome trends. This report also shares course success statistics such as persistence and retention data for all cohorts, as well as graduation and transfer &quot;success&quot; outcomes for the 2013, 2014, and 2015 cohorts. Future reports will include these outcome metrics for additional cohorts once they have been tracked for three full years. [For the 2018 report, see ED588899.]
The Efficacy of Teaching Advanced Forms of Patterning to Kindergartners
Author: McKnight, Patrick E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Pattern Recognition,Literacy Education,Social Studies,Kindergarten,Comparative Analysis,Alphabets,Phoneme Grapheme Correspondence,History Instruction,Tests,Instructional Effectiveness,Children,Intelligence Tests,Achievement Tests,Reading Tests,Elementary School Students,Emergent Literacy,Reading Fluency,Instructional Materials,Mathematical Concepts

This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a mixture of repeating and growing patterns. Another quarter of the trios were taught number recognition, number order, counting, comparing quantities and related early mathematics. Another quarter were taught letter recognition and sounds, simple words, and other subject matter in early literacy. The remaining quarter of the trios were taught social studies, including recognition of important figures in history and important city and federal services. The children taught patterning outscored the others on a test of patterning, but there were no other significant differences. Implications for patterning instruction as a support for early mathematics or literacy were discussed.
Teaching Early Literacy, Mathematics, and Patterning to Kindergartners
Author: Pasnak, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Scores,Teaching Methods,Literacy Education,Mathematics Instruction,Kindergarten,Emergent Literacy,Pattern Recognition,Mathematical Concepts,Comparative Analysis,Mathematics Tests,Correlation,Diagnostic Tests,Elementary School Students,Reading Tests,Reading Fluency,Intervention,Measures (Individuals)

The effects of instructing kindergarten students (five-year-old in their first year of public school) on patterning were tested. Up to nine students in each class were randomly assigned to three groups in each of six classes, i.e., as many as three from a class in each group. One group received instruction on complex patterns similar to those employed by other researchers with first graders. Another group was instructed in early literacy, and another in early mathematics. For each group, the experimental instruction was scheduled in a counterbalanced order for 15 minutes in the morning, five days per week for most of the school year. When tested in late May-early June, the children taught patterning scored significantly better on a test of patterning. There were no significant differences on tests of mathematics and early literacy. However, there were correlations between the children's patterning scores and some literacy scales.
Annual Report of Developmental Education in Iowa Community Colleges, 2020
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Remedial Programs,Community Colleges,Two Year College Students,Student Characteristics,Enrollment,Outcomes of Education,College Credits,Academic Persistence,School Holding Power,Graduation Rate,College Readiness,Remedial Mathematics,Remedial Reading,Age Differences,Gender Differences,Socioeconomic Status,English Language Learners,Full Time Students,Part Time Students,Minority Group Students

The Iowa Department of Education (Department) collects information on developmental education (Dev. Ed.) from Iowa's 15 community colleges on an annual basis. Dev. Ed. courses are offered in mathematics, reading, writing, English as a Second Language (ESL), and in other subject areas, such as financial literacy and skill building. These credits do not count toward degrees, but typically must be completed by students who are assessed as needing additional academic preparation before advancing to transfer-level courses. Dev. Ed. is important to the mission of the comprehensive community college and is a critical factor in meeting the state's Future Ready Iowa (FRI) goal, which calls for 70 percent of Iowans to have education or training beyond high school by 2025. Because effective Dev. Ed. programs are essential to maintaining Iowa's community college commitment to open-access, high-quality education for all, it is necessary to understand the students served and to analyze the data regarding their success. This report provides data on student demographics, course enrollment, credit hours taken, and success metrics as reported by colleges in the Department's Management Information System (MIS) by fiscal year (FY) for student data before 2016-17, and academic year (AY) for student data starting in 2016-17. In this report, first-time in college (FTIC), non-high school students are followed from their cohort years 2014-15, 2015- 16, 2016-17, 2017-18, and 2018-19 to establish both Dev. Ed. statistics and outcome trends. This report also shares course success statistics such as persistence and retention data for all cohorts, as well as graduation and transfer &quot;success&quot; outcomes for the 2013, 2014, 2015 and 2016 cohorts. Future reports will include these outcome metrics for additional cohorts once they have been tracked for three full years. [For the 2019 report, see ED617619.]