ethanporcaro/eric-fulltext-meta huggingface dataset:
Access and Diversity in the Running Start Program: A Comparison of Washington's Running Start Program to Other State Level Dual Enrollment Programs Hosted on a College Campus
Author: Smith, Karl
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Access to Education,Student Diversity,Dual Enrollment,High Schools,Colleges,High School Students,College Credits,Grade 11,Grade 12,Disproportionate Representation,Low Income Students,Barriers,Student Costs

Since 1990, high school students in Washington have had the choice of earning college credit through the Running Start program. Running start is a dual enrollment and dual credit program that allows eleventh and twelfth grade high school students to take college courses at any of Washington's 34 community and technical colleges, Central Washington University, Eastern Washington University, Northwest Indian College, Washington State University and The Evergreen State College. Participants receive high school and college credit while taking classes located on the campus of participating colleges. Running Start gives high school juniors and seniors the option to attend college on either full-time or part-time basis while concurrently earning high school and college credit. During the 2012-2013 academic year, 17,704 students participated in the Running Start program. In its 24th year, there are concerns of access for traditionally underrepresented minority groups and low-income students. In 2012-2013, African-Americans, Hispanic/Latino, Native-American and Pacific Islanders comprised 23.7% of enrolled 11th and 12th grade students but only made up 12.5% of Running Start students. While 46.1% of all students in Washington qualify for free or reduced lunch only 28% of Running Start participants qualify. This report will explore policy barriers that potentially limit the participation of underrepresented minority and low-income students in the Running Start program. Specifically this report will provide an overview of national practices and policies in other states for potential solutions to increasing the participation of underrepresented populations in the Running Start program.
Minnesota Measures: 2014 Report on Higher Education Performance
Author: Armstrong, John
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Higher Education,College Preparation,College Readiness,Student Financial Aid,High School Seniors,College Freshmen,Tuition,Fees,Enrollment,Undergraduate Students,School Holding Power,Transfer Students,Study Abroad,Foreign Students,Student Employment,Outcomes of Education,Educational Attainment,Education Work Relationship,Graduation Rate,Academic Degrees,College Graduates,Employment,Debt (Financial),Loan Default,Loan Repayment,Graduate Study,Certification,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Enrollment Trends

This report provides a resource of accurate, timely and comprehensive facts about higher education in Minnesota. It includes comparisons over time as well as national and peer institution comparisons to add context for the interpretation of the data. It is expected to be used by a number of stakeholder groups such as legislators, educators and researchers. The document is organized into three sections: (1) Preparing for and Entering College; (2) During College; and (3) Outcomes of College. A variety of data sources are utilized to cross check on the veracity of the data. The sources include data from national databases at the U.S. Department of Education and the U.S. Census Bureau as well as enrollment and financial aid databases at the Office of Higher Education. Except for the data submitted directly to the Office of Higher Education from postsecondary institutions, all raw data are collected online from third party websites. The sources are identified with each data presentation. Data used are the most recently available at the time of production. The Office of Higher Education organizes and designs templates of tables and graphs to enhance the understanding and interpretation of the findings. Producing a useful and high quality public resource is part of the mission of the Office of Higher Education. &quot;Minnesota Measures&quot; is in its sixth production and has seen improvements in the design, display and relevance of the data presented. This year there are five new indicators: (1) high school to college transitions; (2) trends in full-time enrollment; (3) enrollment of international students; (4) tuition reciprocity and employment; and (5) earnings by level of educational attainment. The following are appended: (1) Definitions and Terms Used in the Report; (2) Data Sources Used in the Report; (3) Enrollment at Minnesota Postsecondary Institutions--Fall 2012; (4) Minnesota Postsecondary Institutions: Greater Minnesota; and (5) Minnesota Postsecondary Institutions: Twin Cities Metro Area.
Paying for College. Minnesota 2014-105
Author: Minnesota Office of Higher Education
Date: 2014-00-00
Type: Guides - General
Subjects: Paying for College,Student Financial Aid,Grants,Student Loan Programs,Scholarships,Tax Credits,Work Study Programs,Military Service,Student Costs

Many people wonder where to start when it comes to paying for college. This guide is intended to help answer questions about paying for college. Applying for financial aid is not difficult, but it is important to plan ahead and understand all of the options. This guide provides information about: (1) grants; (2) loans; (3) scholarships; (4) tuition reciprocity and reduced tuition; (5) tax credits; (6) saving for college; and (7) how to contact each institution. The guide also discusses financial aid and what it is: (1) Grants or scholarships: awards that do not have to be paid back; (2) Loans: borrowed funds that must be repaid with interest, usually after your education is complete; and (3) Work Study: money earned through on- or off campus employment while attending college.
CAEL 2014 Forum and News: The Big 40th Anniversary Edition
Author: Bamford-Rees, Diana, Ed.
Date: 2014-00-00
Type: Collected Works - General
Subjects: Adult Education,Experiential Learning,Prior Learning,Nonprofit Organizations,Educational Research,Educational Trends,Futures (of Society),Adult Students,Graduate Study,Higher Education,Public Policy,International Organizations,Adult Learning,Military Training,Labor Force Development

The Council for Adult and Experiential Learning's (CAEL's) 40th anniversary year provided an opportunity for the &quot;Forum and News&quot; to examine the world of the adult learner from multiple perspectives and to invite CAEL friends and supporters to reflect on the evolution of the field and of CAEL as an organization. This publication presents individual articles released throughout the year on CAEL's past, different perspectives on prior learning assessment, policy and system approaches to serving the adult learner, and new ways to serve adult learners. Articles include: (1) Pioneering a Movement: A Conversation with George Pruitt, President, Thomas Edison State College; (2) My 36 Years with CAEL, Personal Observations on CAEL's Contributions to the Adult Learning Research Community (David A. Kolb); (3) A Long View of CAEL: A Conversation with Diana Bamford-Rees about Her History with CAEL, the Passing of Its Founder, and the Future of Adult Learning; (4) Changing the Landscape for Adults: A 40-Year Journey for CAEL: A Conversation with Pamela Tate, President and CEO, CAEL; (5) Why the Adult Brain Likes PLA (Catherine Marienau); (6) PLA at the Graduate Level? Yes, We Can. (Deb Bushway); (7) Keeping a Critical Spirit Alive: A Reflection on the History of PLA as an Upstart in Higher Education (Alan Mandell); (8) National Policy and the Adult Learner: A Conversation with Martha Kanter, Distinguished Visiting Professor at New York University and Former U.S. Under Secretary of Education (2009-2013); (9) Adult Learning and Education: UNESCO's Perspective (Arne Carlsen); (10) Changing Lives One College Degree at a Time (Clifton Williams); (11) Creating a Responsive Education Ecosystem (Chris Engle and Sarah Miller); and (12) The Growing Movement to Recognize Military Learning (Rodrigo Garcia). (Individual articles contain references.)
New Mexico Charter Schools Annual Report
Author: New Mexico Public Education Department
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Institutional Mission,Educational Finance,Financial Support,Funding Formulas,Educational Legislation,State Legislation,Comparative Analysis,School Effectiveness,Grading,Accountability,Special Education,School Administration,Annual Reports

In 2011, the New Mexico legislature passed changes to the Charter School Act that provided more accountability for both charters and authorizers in New Mexico. As part of that law, the Public Education Department (PED) is asked to submit an annual report on the status of charter schools in New Mexico. This is the first report submitted under that law. Charter schools are public schools, and, like traditional public schools, they do not charge tuition for students to attend. However, they differ from traditional public schools in that they are authorized to open by presenting a charter proposal to one of the New Mexico charter school authorizers. If authorized, the school then operates under the charter which contains the school's vision and mission for their school and how the school intends to implement that vision. Charter schools are publicly funded under the same funding formula as regular public schools, less a 2% administrative fee and are subject to all of the same laws and regulations. Charter schools are schools of choice. Students and their families can decide to enter into a lottery for submission to a charter school unless the school does not have a waiting list. In that case, admission is based on a first come, first serve basis or by lottery if more students apply than there are spots available. Many charter schools have waiting lists for students who want to attend them, but who were not selected in the lottery. Many charter schools in New Mexico have a stated mission to serve target populations of students that are in need of specialized services. The PED has created a separate category for schools serving special student populations, called &quot;SAM&quot; schools. These are schools that serve over 10% of older adult students or over 20% of students with special needs. Twelve percent of New Mexico charter schools are SAM schools. There are presently 98 charter schools in New Mexico, serving over 15,000 students, or approximately 5% of New Mexico's public school students. These schools are authorized by either the state authorizer (the Public Education Commission or the PEC) or a local authorizer (the local school board). 57% of charter schools are authorized by the PEC, 16% are authorized by the Albuquerque Public School Board and 28% are authorized by all other local schools boards collectively. This annual report presents: (1) Comparison of Performance between Charter and Non-Charter schools in New Mexico; and (2) Assessment of Successes, Challenges, and Areas of Improvement. The following are appended: (1) Three View of Final Grades from School Grading from school year 2012-2013; and (2) Three Views of A-F School Grades from 2012-2013 Albuquerque Schools Compared.
Noncredit Education. Policy Brief
Author: Community College League of California
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Noncredit Courses,Financial Support,Resource Allocation,Career Development,College Preparation,Career Readiness,College Readiness,State Legislation,Adult Education,Basic Skills,English (Second Language),Immigrants,Disabilities,Career Education,Technical Education,Community Colleges

The current level of apportionment for Career Development and College Preparation (CDCP) enhanced noncredit classes and program--at only 71% of the credit rate--does not provide adequate funding for noncredit programs that endeavor to support job readiness, provide a gateway to enrollment in credit classes, and attract and retain quality faculty and staff. This policy brief discusses five noncredit categories, which are the focus of the Assembly Bill 86 adult education planning process, and what the different categories provide in adult education. The five noncredit categories include: (1) elementary and secondary basic skills; (2) English as a second language; (3) immigrant education; (4) adults with disabilities; and (5) short-term career technical education. The issue of adequately funding noncredit education has reached crucial proportions which require that California renew its commitment to pre-collegiate basic skills so that California Community Colleges can innovatively meet the needs of these students to become full participants in the economy and active citizens of this state.
What&apos;s Driving K-12 School Costs? 2015 Update
Author: Empire Center for New York State Policy
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Costs,Trend Analysis,Educational Trends,Retrenchment,Teacher Salaries,Compensation (Remuneration),Enrollment Trends,Teacher Student Ratio,Expenditures

New York's annual budget battles over state aid to public schools have taken on a new urgency in the wake of the Great Recession and the 2011 enactment of a law empowering local voters to cap their property taxes. Education spending advocates say the tax cap and a statutory limit on school aid increases are forcing school districts to slash budgets and cut programs. The latest State Education Department (SED) data highlight two important trends: (1) From 2008-09 to 2013-14, the statewide median teacher salary rose by 11.5 percent; and (2) Schools in 2013-14 were still employing almost as many professional staffers as they did in 2000-01. The full extent of the continuing rise in school spending since the recession was not inevitable or unavoidable. It was the result of: (1) increasing teacher compensation costs driven largely by automatic pay raises; and (2) continued relatively high levels of staffing, relative to enrollment, especially in non-teaching titles. State law clearly is a major factor in the first trend, while the second needs to be more closely examined. [For the 2014 report, see ED562013.]
CCLC Commission on the Future: An Update. Increasing College Preparation and Completion through Concurrent Enrollment--The Next Steps. 2020 Vision: Student Success
Author: Mize, R.
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Attainment,Academic Achievement,Futures (of Society),Achievement Gap,College Preparation,Dual Enrollment,Educational Strategies,State Policy,Educational Policy,Eligibility,High School Students,Grade Point Average,College Credits,Educational Finance,Program Evaluation,Models,Correlation,College Attendance,Tuition

Since the publication of the initial report of the League's Commission on the Future (COTF), there have been many reports written and the California Community Colleges have taken many steps to improve student success and completion. However, there is still much to do. This paper will provide a brief assessment of where we are--in relation to student attainment since the time of the release of our last report (2010), in relation to the goals which we are attempting to reach, and in relation to our ability to meet those goals--before we discuss successful interventions or what needs to be done to meet those goals. [For &quot;A Report of the Commission on the Future of the Community College League of California. 2020 Vision: Student Success&quot; (2010), see ED513341.]
LearningCounts Portfolio Assessment Means Cost Savings for Students…and Employers
Author: Olson, Richard
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Prior Learning,Portfolios (Background Materials),Portfolio Assessment,Evaluation Methods,Adult Students,Postsecondary Education,College Credits,Experiential Learning,Costs,Tuition,Employers

Adults who pursue postsecondary education often bring with them considerable college-level learning that they acquired from their work, military, or life experience. Through prior learning assessment (PLA), they may be able to have this learning evaluated for college credit. One form of PLA is individualized assessment, in which students prepare a portfolio of their experiential learning, often with supporting documentation. This portfolio is then evaluated by trained faculty assessors to determine a credit award. The Council for Adult and Experiential Learning (CAEL) offers an online portfolio assessment service called LearningCounts. Students enroll in a portfolio development course and then complete a learning portfolio that is evaluated by CAEL-trained faculty who are credentialed in the appropriate disciplines. Students with considerable experiential learning can prepare and submit additional portfolios for a small fee. This document provides information on: how to calculate cost savings when earning college credit through PLA; calculating the cost of PLA through LearningCounts; calculating tuition savings; potential employer savings; and time savings in degree completion.
Transforming Schools through Expanded Learning Time: Orchard Gardens K-8 Pilot School. Update 2013
Author: Chan, Roy
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Extended School Day,School Schedules,School Turnaround,Academic Achievement,Labor Turnover,Faculty Mobility,Educational Improvement,Educational Strategies,Change Strategies,Case Studies,Disadvantaged Schools,Achievement Gains,Educational Change,Partnerships in Education,Professional Development,Teacher Collaboration,Feedback (Response),Data Analysis,Educational Planning,School Culture,Instructional Improvement,Common Core State Standards,Student Needs,Sustainability,Outcomes of Education,Language Arts,Mathematics Achievement,Satisfaction,Educational Opportunities,Elementary Secondary Education,Public Schools,School Districts

For years, Orchard Gardens K-8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded school schedule made possible through federal funding, Orchard Gardens began a remarkable turnaround. Today, the school is demonstrating how increased learning time, combined with other key turnaround strategies, can dramatically improve the performance of even the nation's most troubled schools. This case study, the first in a new series, takes you inside the transformation of Orchard Gardens.
Credit-by-Exam Acceptance Policies: Advanced Study of Washington State's Public Colleges and Universities
Author: Burke, Rachel
Date: 2014-11-00
Type: Reports - Research
Subjects: Public Colleges,Paying for College,Student College Relationship,Dual Enrollment,College Readiness,College Credits,Advanced Placement Programs,Equivalency Tests,State Legislation,Educational Legislation,College Bound Students

Washington Student Achievement Council's 10-Year Roadmap sets a goal for 2023 of having 70 percent of Washington adults (ages 25-44) receive a postsecondary credential. At the same time, dramatic cuts in state funding for higher education, particularly since 2008, have shifted more of the cost of higher education onto students and families, making the state's goals for increasing college graduation rates more difficult to meet. One strategy to improve college readiness and reduce the cost of college to students and the state is the expansion of dual enrollment or dual credit programs that enable students to earn college credit while they are still in high school. This analysis assesses current college dual credit-by-exam policies at postsecondary institutions throughout Washington. As described in proposed HB 2285--a bill which aimed at furthering the dual credit acceleration agenda--this review identifies: (1) The major policy differences in awarding credit for AP, IB, and Cambridge coursework among institutions of higher education; (2) The major policy differences in awarding credit for AP, IB, and Cambridge coursework within each institution; and (3) Effective practices for awarding credit for AP, IB, and Cambridge. Researchers examine these issues from the perspective of what the implementation of these policies means for high school students and their parents, as they consider their postsecondary options.
2013 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,Academic Achievement,Measures (Individuals),Accountability,Annual Reports,College Presidents,Administrators,College Faculty,Basic Skills,High School Equivalency Programs,College English,College Mathematics,College Curriculum,Certification,College Transfer Students,Transfer Rates (College),Statistical Distributions,Educational Objectives

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled from the previous year and serves to inform colleges and the public on the performance of North Carolina's 58 community colleges. In 2010, President Scott Ralls established a Performance Measures Committee comprised of college presidents, vice-presidents, faculty, and directors to develop new performance-based student success measures to go into effect in 2013. After a year of researching, drafting, and soliciting feedback from college faculty and staff on potential measures, the Committee formally presented the following eight measures to the State Board: (1) Basic Skills Student Progress; (2) GED Diploma Passing Rate; (3) Developmental Student Success Rate in College-Level English Courses; (4) Developmental Student Success Rate in College-Level Math Courses; (5) First Year Progression; (6) Curriculum Student Completion; (7) Licensure and Certification Passing Rate; and (8) College Transfer Performance. In November 2011, the State Board formally approved the Performance Measures. These measures were then submitted to the General Assembly in March 2012 and later adopted in June 2012 through Section 8.5 of S.L. 2012-142. In May 2012, President Ralls appointed a team of college presidents to a Performance Funding Committee to develop a performance funding model. One of the outcomes of this committee was the establishment of system-wide &quot;baselines&quot; and &quot;goals&quot; for each measure. Based on three years of historical data (if available) for each measure, baselines were set two standard deviations below the system mean, and the goals were set one standard deviation above the system mean. These baselines and goals remain static for three years and will be reset in the 2016 Report. This 2013 edition is the inaugural report utilizing the new measures, goals, and baselines. Additional performance measure tables are appended.