ethanporcaro/eric-fulltext-meta huggingface dataset:
USAC Annual Report, 2008
Author: Universal Service Administrative Company (USAC)
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: Low Income,Telecommunications,Information Services,Rural Areas,Activities,Financial Support,Federal Programs,Program Descriptions,Information Technology,Audits (Verification),Financial Audits,Program Administration,Access to Information,Community Health Services,Community Information Services,Outreach Programs,Improvement Programs,Performance Technology,Educational Improvement,Library Development,Annual Reports

The Universal Service Administrative Company (USAC) is an independent, not-for-profit corporation designated as the administrator of the federal Universal Service Fund (USF) by the Federal Communications Commission (FCC). USAC administers the Universal Service Fund and the four Universal Service programs: High Cost, Low Income, Rural Health Care, and Schools and Libraries, which are dedicated to ensuring that all Americans receive the benefits of affordable and efficient access to telecommunications and information services. Working closely with the Federal Communications Commission (FCC) and the stakeholders, USAC has helped make universal service possible. This paper presents the activities of USAC in 2008.
USAC Annual Report, 2009
Author: Universal Service Administrative Company (USAC)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Cost Effectiveness,Annual Reports,Activities,Outreach Programs,Federal Programs,Program Administration,Program Descriptions,Library Development,Educational Improvement,Improvement Programs,Community Health Services,Community Information Services,Audits (Verification),Financial Audits,Statistical Data,Telecommunications,Financial Support,Resource Allocation,Access to Information,Rural Development,Performance Factors,Performance Technology

This paper presents the activities of the Universal Service Administrative Company (USAC) for 2009. The past year was one of accomplishment for USAC. USAC implemented a host of advances in operations, infrastructure, and outreach in an effort to continue to improve collection and disbursement of the Universal Service Fund (USF) support and to enhance USAC's ability to effectively and efficiently serve its many stakeholders. In a year of historic economic challenges, when USF support was more important than ever in ensuring access to the tools Americans use to keep connected, USAC disbursed more money more quickly and focused on preparing for what it anticipates will be many initiatives to come in 2010 and beyond. USAC took measures in 2009 to improve efficiency and reduce its already low administrative costs. In 2009, USAC completed fieldwork and preliminary reporting for the third and final round of the FCC Office of Inspector General (OIG) USF audit program. In 2009, USAC continued expanding its new media services, offering a series of webinars and producing numerous online learning videos, all targeting key areas of program requirements. It enhanced both its group training sessions and one-on-one outreach, reaching over 3,000 people face-to-face with more interactive support focused on the problems program beneficiaries experience getting USF support. [For "USAC Annual Report, 2008," see ED525103.]
Early Learning Report, 2008
Author: Washington State Board for Community and Technical Colleges
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Health Services,Technical Institutes,Early Childhood Education,Lifelong Learning,Social Indicators,Child Care,Social Services,Child Care Centers,Family Environment,State Government,Statewide Planning,Parent Education

Washington State has experienced a significant increase in the number of children entering licensed child care. In 2005, the Washington State Department of Social and Health Services (DSHS) conducted a study of licensed child care, including both licensed home and facility care. The DSHS study concluded that the number of children in child care increased from 127,000 in 1990 to 165,680 in 2005, a 24% increase. These numbers underscore the imperative of statewide partnerships to support and promote early learning. An early start to learning is essential for developing lifelong learning patterns, which ultimately helps children become successful adults and productive citizens. Based upon a study commissioned by the Washington State Legislature and conducted by the State Board for Community and Technical Colleges, this report provides early learning survey results. Recommendations that may help to further early learning in Washington State are currently being developed. Appended are: (1) Early Learning Survey; (2) Early Childhood Education, 2007-08; and (3) Parenting Education, 2007-08.
Access and Success for People of Color in Washington Community and Technical Colleges: Progress Report. Research Report Number 09-2
Author: Washington State Board for Community and Technical Colleges
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: Technical Institutes,Community Colleges,Educational Attainment,Adult Basic Education,High School Graduates,Diversity (Faculty),White Students,Developmental Studies Programs,Student Diversity,Minority Group Students,Access to Education,Enrollment Trends,Labor Force Development,Academic Achievement,Achievement Gains,Achievement Gap,Educational Objectives,African American Students,American Indians,Asian American Students,Hispanic American Students,Two Year College Students,Enrollment Rate

In September 2006, the State Board approved a new System Direction to guide the two-year-college system for the next ten years. One of three primary goals for the system is to increase educational attainment for the economic development of the state and the economic well-being of Washingtonians. Since 2000, State Board staff has provided periodic reports on access and success indicators for students of color, and staff and faculty diversity. The following points are findings in this latest report: (1) Colleges have achieved a measure of success in access for people of color. Overall, via the three missions for basic skills, transfer and workforce education, they are providing equitable access to students of color at access rates that exceed their percentages in the state population; (2) Enrollment in college-level coursework is also above parity for all groups except Hispanics; (3) Progress and success indicators show gains are being made, but large gaps remain; (4) Longer-term, college completions (degrees and certificates) and transfer are improving for all students. However, sixth-year success rates in cohorts for students of color (apart from Asians) still substantially lag white students; (5) Achievement and completions are built with stronger retention and intermediate progress; (6) There is an equally large group of students that persisted in college for a period from three to six years, but did not complete; (7) Adult Basic Education, which includes basic skills/GED preparation and English as a Second Language (ESL) instruction, are major entryways for a large number of students of color; (8) Less than half of basic skills students are making substantial gains; and (9) Over half (53 percent) of young high school graduates enrolled in at least one pre-college English or math class in their first year of college. Enrollments and Access Ratios by Career Field are appended. (Contains 9 tables and 3 footnotes.)
Academic Year Report, 2009-2010
Author: Washington State Board for Community and Technical Colleges
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Expenditures,Technical Institutes,Community Colleges,College Credits,Job Skills,Tuition,Two Year College Students,Dual Enrollment,Enrollment,Enrollment Trends,Enrollment Rate,Courses,Educational Facilities,Student Characteristics,Financial Support,Educational Finance,School Personnel,Academic Achievement,Basic Skills,College Transfer Students,Labor Force Development,Electronic Learning,Full Time Equivalency,Full Time Students,Fees

This Academic Year Report 2009-10 provides a snapshot of funding, facilities, staffing, and enrollments in community and technical colleges in the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel and students. Additional demographic information regarding community and technical college students is available in the sister publication Fall Enrollment and Staffing Report, 2009. The primary source of information for this document is the State Board for Community and Technical Colleges' (SBCTC) Data Warehouse, which is derived from the common management information systems used by all community and technical colleges in the state. The highlights of this report are: (1) Washington community and technical colleges enrolled the equivalent of 198,927 full-time students (annual FTES) during academic year 2009-10, and for the second straight year had an increase of 8 percent over the previous year and a historic record level; (2) Community and technical colleges served nearly half a million people--469,907 students in 2009-10; (3) A record high total of 77,936 (49 percent) state-supported FTES were generated by students enrolled for workforce education (upgrading job skills or preparing to enter a new job field), a 14 percent increase over the previous year; (4) The weak economy and jobless recovery in 2009-10 drove up Worker Retraining enrollments by nearly 51 percent; (5) Students who were preparing to transfer to four-year institutions accounted for 59,694 FTES (37 percent); (6) eLearning enrollment continued its double-digit growth rate. In 2009-10, colleges enrolled 30,911 FTES in eLearning instruction, an increase of 31 percent from 2008-09; (7) In 2009-10, 18,799 Running Start students--high school students earning high school and college credit simultaneously--accounted for 12,459 FTES; (8) Integrated Basic Education and Skills Training (I-BEST) pairs ABE or ESL with workforce training; (9) In 2009-10, 21,677 individuals were employed in state-supported positions in Washington community and technical colleges; (10) System expenditures totaled more than $1.2 billion; and (11) Capital appropriations for the 2007-2009 biennium totaled $525 million. Appended are: (1) Full-Time Undergraduate Student Tuition and Fees; (2) Quarterly Enrollment Information; and (3) Definitions. (Contains 2 tables and 1 footnote.)
Increasing Student Achievement for Basic Skills Students. Research Report Number 08-1
Author: Washington State Board for Community and Technical Colleges
Date: 2008-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Technical Institutes,Academic Achievement,Basic Skills,Comparative Analysis,Enrollment,Achievement Gains,Databases,Teaching Methods,Academic Advising,Community Colleges,Adult Basic Education,English (Second Language),Second Language Learning,High School Equivalency Programs,Academic Persistence,College Credits,Student Characteristics

The purpose of this paper is to describe basic skills students in relation to their participation in basic skills and their success in transitioning to college-level classes, and the momentum they gain towards college success from this participation. In the period of time covered by the data used for this analysis, 24 colleges offered I-BEST (Integrated Basic Education and Skills Training) programs. The first part of this paper provides a description of basic skills students in all colleges. Subsequently, comparisons are drawn from within the 24 I-BEST colleges for students enrolled exclusively in basic skills, students who also attempt other college classes during the year and for I-BEST students. The data source for this paper is the Student Achievement Initiative database. The findings in this report suggest that there can be a strong interface between I-BEST, instruction methodology, and building pathways for students to the &quot;tipping point&quot; and beyond. The Achievement Initiative's momentum points can be helpful in development of this interface. The evidence in this report suggests that I-BEST should consider getting students to the starting line and in fact further suggests that some I-BEST students can get well beyond. The findings have implications for advising as well. Momentum points in the Achievement Initiative are useful milestones that students can strive to achieve. They should be made aware when they reach critical momentum points and learn how reaching them gives momentum for going even further. Finally, the report identifies colleges where students appear to move further and faster. The State Board Student Achievement Initiative provides a means to measure incremental progress in student achievement and provide evidence for developing and improving practices. Previously, the community and technical college system did not have a consistent way to quantitatively evaluate promising practices. The Student Achievement Initiative provides a common measurement through the &quot;momentum&quot; points, which can be used to measure results in a uniform way. Next steps could be for these leaders to identify, assess and share promising practices with the system that help students progress forward. (Contains 3 tables and 7 figures.)
Role of Pre-College (Developmental and Remedial) Education for Recent High School Graduates Attending Washington Community and Technical Colleges: System Summary for Students Enrolled in 2007-08. Research Report Number 09-3
Author: Washington State Board for Community and Technical Colleges
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: College Students,Technical Institutes,High School Graduates,Associate Degrees,Enrollment Trends,Community Colleges,Remedial Instruction,Academic Support Services,Developmental Studies Programs,Remedial Programs,College Mathematics,Educational Trends,College Readiness,Educational Strategies,Reading Instruction,Writing Instruction,Mathematics Instruction,Expenditures,Courses,Student Characteristics,Racial Differences,Gender Differences

This system summary highlights the high school graduates who attended a community or  technical college in the year following graduation (Part A and B). Part C provides information  on the students who delayed enrollment at the college for one or two years after high school  graduation. Part D describes the expenditures for pre-college courses. Key findings include: (1) Fifty-three (53) percent of community and technical college students who graduated from  high school in 2007 took pre-college (also known as remedial) classes in 2007-08. These  students--totaling 12,432--enrolled in pre-college math, English or reading; (2) Forty-six (46) percent of community and technical college students who graduated from high school in 2007 took pre-college math courses; (3) Thirty-one (31) percent of 2007 high school graduates enrolled in the community and technical colleges in 2007-08 took no math or other quantitative reasoning courses during their first year of college and had no record of previously completing the math required for an associate degree. Colleges are implementing strategies to ensure that more students take math early in their time at college; and (4) Within three years of high school graduation, about half (45 percent) of all high school graduates have enrolled at a community or technical college in Washington. More than a third (35 percent) of high school graduates enroll immediately in community and technical colleges, and an additional 10 percent enroll within one or two years after high school graduation. (Contains 1 footnote.)
Role of Pre-College (Developmental and Remedial) Education for Recent High School Graduates Attending Washington Community and Technical Colleges: System Summary for Students Enrolled in 2008-09. Research Report Number 09-5
Author: Washington State Board for Community and Technical Colleges
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Expenditures,Courses,Student Characteristics,Racial Differences,Gender Differences,College Students,Technical Institutes,High School Graduates,Associate Degrees,Enrollment Trends,Community Colleges,Remedial Instruction,Academic Support Services,Developmental Studies Programs,Remedial Programs,College Mathematics,Educational Trends,College Readiness,Educational Strategies,Reading Instruction,Writing Instruction,Mathematics Instruction

This report provides system-level summary highlights of pre-college course-taking behavior of high school graduates who attended a community or technical college in the year following graduation, and of those who delayed enrollment at the college for one or two years after high school graduation. The report contains information on these enrollment trends as required by RCW 28B.10.685. The report also describes the expenditures for pre-college courses. Key findings include: (1) Fifty-four (54) percent of community and technical college students who graduated from high school in 2008 took pre-college (also known as remedial) classes in 2007-08. These students--totaling 13,328--enrolled in pre-college math, English or reading; (2) Forty-eight (48) percent of community and technical college students who graduated from high school in 2008 took pre-college math courses, up two percent from 2007; (3) Twenty-nine (29) percent of 2008 high school graduates enrolled in the community and technical colleges in 2008-09 took no math or other quantitative reasoning courses during their first year of college and had no record of previously completing the math required for an associate degree. Colleges are implementing strategies to ensure that more students take math early in their time at college; and (4) Within three years of high school graduation, about half (45 percent) of all high school graduates have enrolled at a community or technical college in Washington. More than a third (35 percent) of high school graduates enroll immediately in community and technical colleges, and an additional 10 percent enroll within one or two years after high school graduation. (Contains 2 footnotes.)
The Relationship of IT Professionals and Facilitators Joining Together to Emphasize Pedagogy with Technology
Author: Peterson, Debra
Date: 2011-04-02
Type: Opinion Papers
Subjects: Higher Education,Instructional Design,Professional Training,Educational Technology,Information Technology,Instruction,Computers,Computer Software,Web Based Instruction,Technology Uses in Education,Technology Integration,Workshops,Professional Development,Facilitators (Individuals)

This paper focuses on the lack of technological skills that educators do not have to intertwine pedagogy with technology. Teachers are finding themselves lacking the skills necessary to keep up with their tech savvy students, therefore the electronic rift is growing bigger. Educators must be able to master software that allows them to become more productive online and in the classroom while teaching. Districts and higher education administrators must allow funding to implement professional training on a higher level so that instructors are better equipped when using technology with course work. Two appendixes present: (1) WBT [Web-Based Training) Project Development: Tasks & Roles for the Web-based Instructional Design; and (2) Instructional Designer Profile/Educational Technology Librarian Profile/Web-based Curriculum Developer Profile/Head of Media Services Profile/Tutor Profile.
Different Approaches to Dual Enrollment: Understanding Program Features and Their Implications. Insight
Author: Edwards, Linsey
Date: 2011-10-00
Type: Reports - Research
Subjects: College Credits,Student Experience,Dual Enrollment,Underachievement,Low Achievement,Program Effectiveness,Partnerships in Education,College Preparation,Career Education,Student Motivation,Program Descriptions,Educational Legislation,State Legislation,High School Students,Community Colleges

Dual enrollment programs allow high school students to take college courses and earn college credit. While dual enrollment has historically focused on high-achieving students, these programs can have significant benefits for underperforming students as well, particularly if integrated with a career focus. This research shows that student experience differs dramatically from one program to the next. Examining these differences illuminates the advantages and disadvantages of various program designs, particularly as they influence access and success for a broad range of students. These findings may be helpful to educators, policymakers and families interested in dual enrollment. This report analyzes eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a complementary career-focused strategy for engaging struggling students. Adding a strong career focus can be an important element for such students because of its potential to motivate them through applied learning and help them see pathways through college to future employment. The programs featured in this report join a growing movement to make career-focused dual enrollment part of a promising college and career preparation strategy for a broad range of students. While Concurrent Courses partnerships pursued the same goals, their program features varied by design. Each partnership reflected its own set of relationships, fiscal challenges and geography. Analysis of each program and its results generated the findings detailed in this report. Presented are two qualities that are important to the dual enrollment experience and six program features that influence how a program achieves these qualities. (Contains 8 footnotes.)
The New Hispanic Majority: How Texas Public Schools Are Foreshadowing National Trends
Author: Farmer, Tod Allen
Date: 2011-10-06
Type: Reports - Descriptive
Subjects: Public Schools,Public School Teachers,Enrollment Projections,School Districts,Foreign Countries,Statistics,Enrollment,Educational Trends,Limited English Speaking,Academic Achievement,Hispanic American Students,Private Schools

Texas and other states that border with Mexico have been leading indicators of public school system trends that may manifest themselves in other areas of the United States in the decade to come. Such manifestations of these trends are likely to have both policy and practice implications. Descriptive statistics and longitudinal data from the National Center for Educational Statistics, the Texas Education Agency, and the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs were used to identify trends that have impacted Texas public school systems over the last decade. Additionally, enrollment projection reports were used to highlight projections that could significantly influence both policy and practice. Such agency reports included the forecast that total national elementary and secondary public school enrollment is projected to increase by 8 percent between 2006 and 2018 (National Center for Educational Statistics [NCES], 2009). NCES considered factors such as birth rate, internal migration, and immigration when forming the enrollment projections. NCES further projected that the number of public school teachers will increase by 17 percent between 2006 and 2018.  The increases in both student and teacher populations will vary widely by geographic region (See Figure 1). While most of the South and Southwest will continue to experience significant growth (See Table 1), much of the Northeast will experience student population declines (See Table 2). (Contains 3 tables and 3 figures.)