ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Emotional Skills and Chronic Absenteeism. Research Brief for the Houston Independent School District [Brief 3A]
Author: Yin, Ming
Date: 2023-01-00
Type: Reports - Research
Subjects: Social Emotional Learning,Social Development,Emotional Development,Altruism,Personality Traits,Creativity,Cooperation,Motivation,Age Differences,Empathy,Grades (Scholastic),Trust (Psychology),Mathematics Achievement,Reading Achievement,Self Efficacy,Self Control,Stress Management,Persistence,Responsibility,Student Characteristics,Correlation,Adolescents,Secondary School Students,Attendance,Energy

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD). The Houston Independent School District (HISD) served as the only U.S. site for this study. Over 3,000 15-year-old students from 45 HISD campuses participated in the SSES in the fall of 2019. This brief examines whether and how social and emotional skills were connected to chronic absenteeism. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš &amp; Suarez-Alvarez 2019). In 15-year-old students, those who self-reported higher levels of cooperation, emotional control, or energy were less likely to display chronic absenteeism, whereas students who self-reported higher levels of assertiveness and self-control were more likely to display chronic absenteeism. [For Brief 2 in this series, see ED626834.]
Social and Emotional Skills and Exclusionary Discipline. Research Brief for the Houston Independent School District [Brief 3B]
Author: Yin, Ming
Date: 2023-01-00
Type: Reports - Research
Subjects: Social Emotional Learning,Social Development,Emotional Development,Altruism,Personality Traits,Creativity,Cooperation,Motivation,Age Differences,Empathy,Grades (Scholastic),Trust (Psychology),Mathematics Achievement,Reading Achievement,Self Efficacy,Self Control,Stress Management,Persistence,Responsibility,Student Characteristics,Correlation,Adolescents,Secondary School Students,Energy,Discipline,Disproportionate Representation,Racial Differences,Ethnicity,African American Students,Hispanic American Students,Suspension

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with Houston Independent School District (HISD) serving as the only U.S. site. Over 3,000 15-year-old students from 45 HISD campuses participated in SSES in the fall of 2019. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš and Suarez-Alvarez 2019). This brief examines whether and how social and emotional skills were connected to students' experiences of exclusionary discipline. Exclusionary discipline, or disciplinary actions that remove students from a traditional classroom, included in-school suspension, out of school suspension, and referral to an alternative education program. Among the sampled students under study, 15-year-old Black and Hispanic students disproportionally experienced exclusionary discipline. Therefore, this brief focused on these student groups. It was found that students who self-reported higher levels of self-control or persistence were less likely to experience exclusionary discipline, whereas students who self-reported higher levels of assertiveness were more likely to experience exclusionary discipline. [For Brief 3A in this series, see ED626835.]
The Context of Social and Emotional Skills: Schools, Peers, Families, and Neighborhoods. Research Brief for the Houston Independent School District [Brief 4]
Author: Yin, Ming
Date: 2023-01-00
Type: Reports - Research
Subjects: Social Emotional Learning,Social Development,Emotional Development,Altruism,Personality Traits,Creativity,Cooperation,Motivation,Age Differences,Empathy,Grades (Scholastic),Trust (Psychology),Mathematics Achievement,Reading Achievement,Self Efficacy,Self Control,Stress Management,Persistence,Responsibility,Student Characteristics,Energy,Educational Environment,Teacher Student Relationship,Peer Relationship,Family Relationship,Neighborhoods,Bullying,Elementary Secondary Education

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with Houston Independent School District (HISD) serving as the only U.S. site. Over 6,400 10-year-old and 15-year-old students from 119 HISD campuses participated in SSES in the fall of 2019. This brief examines how the characteristics of students' school, peer, familial, and neighborhood contexts were connected with their social and emotional skills. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationship, and make responsible decisions (OECD 2015). SE skills develop within the contexts and the complex networks of social relationships that children experience. This study found that students reported higher social and emotional skills when they perceived higher levels of sense of belonging at school, less bullying at school, and better relationships with friends, family and neighbors. [For Briefs 3A and 3B in this series, see ED626835 and ED626836, respectively.]
Agreement between Student and Teacher Ratings of Students&apos; Social and Emotional Skills. Research Brief for the Houston Independent School District [Brief 5]
Author: Yin, Ming
Date: 2023-01-00
Type: Reports - Research
Subjects: Social Emotional Learning,Social Development,Emotional Development,Altruism,Personality Traits,Creativity,Cooperation,Motivation,Age Differences,Empathy,Grades (Scholastic),Trust (Psychology),Mathematics Achievement,Reading Achievement,Self Efficacy,Self Control,Stress Management,Persistence,Responsibility,Student Characteristics,Correlation,Preadolescents,Adolescents,Elementary Secondary Education,Energy,Teacher Attitudes,Student Attitudes

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with the Houston Independent School District (HISD) serving as the only U.S. site. Over 6,000 10- and 15-year-old students from 119 HISD campuses were selected to participate in SSES in the fall of 2019. In addition, their selected teachers were surveyed to complement student ratings and provide more information on how students were perceived. This brief examines to what extent teacher ratings of students' SE skills agree with or differ from student self-ratings. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). Examining commonalities and differences between students' self-ratings and teachers' ratings of students' SE skills could provide opportunities for teacher professional development and school curricular support around SE skill development. This study found that about half of teachers' ratings matched with students' self-ratings. Compared to other SE skills, the lowest level of student-teacher rating agreement was identified in Trust and Stress Resistance, whereas the highest level of agreement was found in Cooperation. After accounting for a variety of student, teacher and school characteristics, age cohort and course grades were the factors that more consistently help explain agreement in student-teacher rating. [For the fourth brief in this series, see ED626838.]
Latinas at Hispanic-Serving Institutions (HSIs)
Author: Excelencia in Education
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Minority Serving Institutions,Females,Educational Attainment,Associate Degrees,Bachelors Degrees,College Attendance,Educational Trends,Enrollment Trends,Trend Analysis,High School Graduates,Gender Differences,Institutional Characteristics

The Latino population in the United States has grown significantly over the last decade, and Latina representation has grown more quickly than that of Latinos. Expanding Latina representation in postsecondary programs is critical to meeting the nation's future workforce and civic leadership needs. This fact sheet provides an overview of the Latina population and outlines college enrollment and educational attainment of Latinas at Hispanic-Serving Institutions (HSIs) -- a critical set of institutions enrolling and graduating Latinos in the U.S. Key findings include: (1) Latina degree attainment at HSIs increased by 52% from 2015 to 2020 -- a faster rate compared to Latinos, who saw 44% growth over the same period; (2) Almost half of all women (48%) and nearly two-thirds of the total Latino population (60%) enrolled at HSIs in 2020 were Latina; (3) In 2021, 53% of Latina adults had earned a high school education or less, while 29% had earned an associate degree or higher; and (4) Of degrees earned by Latinas at HSIs in 2020, the majority were at the undergraduate level -- 39% of Latinas earned an associate degree, and 33% earned a bachelor's.
Impact of Transportation Supports on Students&apos; Academic Outcomes: A Quasi-Experimental Study of the U-Pass at Rio Hondo College
Author: Clay, Janelle R.
Date: 2021-09-00
Type: Reports - Research
Subjects: Community College Students,Transportation,Academic Achievement,Outcomes of Education,School Holding Power,College Credits,Credentials,Student Characteristics,Educational Attainment,Low Income Students

For many students, transportation presents a barrier to college completion. In 2020-21, the average commuter student could expect to spend nearly one-fifth of their total living expenses on transportation costs. Transportation programs have the potential to offer students some relief--and help them reach college graduation--yet more rigorous research on these programs' benefits is needed. This brief provides results from a quasi-experimental study on the impact of transportation supports on short- and longer-term academic outcomes for community college students at Rio Hondo College. Established in 2016 as a partnership between the Los Angeles County Metropolitan Transportation Agency (LA Metro) and participating area colleges and universities, including Rio Hondo College, the Universal College Student Transit Pass (U-Pass) provides college students with deeply discounted transit fares. Findings from this study suggest that transportation supports like U-Pass offer a promising strategy for increasing the likelihood that students will: (1) remain enrolled one semester and one year later; (2) complete a greater number of credits; and (3) earn a credential. While more research on similar programs is needed, these findings suggest that free- and reduced-cost transit fares could play a critical role in helping students earn college credentials.
Supporting the Whole Community College Student: The Impact of Nudging for Basic Needs Security
Author: Goldrick-Rab, Sara
Date: 2021-10-00
Type: Reports - Research
Subjects: Community College Students,Student Needs,Academic Achievement,Caring,At Risk Students,Low Income Students,Remedial Instruction,Poverty,School Holding Power,Homeless People,Hunger,Access to Computers,Transportation,Access to Health Care,Program Evaluation,Student Financial Aid,Social Services,Outreach Programs,Gender Differences,Grade Point Average

Community colleges have started to support students' basic needs in multiple ways. Campus-based hubs offering services like public benefits access, emergency aid, food pantries and case management have become increasingly popular. However, limited evidence exists on whether connecting with these hubs improves academic success. The Advocacy and Resource Center (ARC) at Amarillo College (AC) in Texas is a well-established example of how a college can care for its students. In 2018, The Hope Center published a detailed case study of the college's approach to AC's &quot;culture of caring&quot; embodied by the ARC. At the time, the ARC served 13% of Amarillo College students, well short of the estimated two-thirds who endured basic needs insecurity. This report details the partnership with the college to conduct an evaluation advancing two institutional goals: (1) Increase utilization of the ARC, particularly among students most at risk of leaving college, with a low-cost technology-enabled approach; and (2) Estimate the academic impacts of connecting students to the ARC. The authors identified students who might benefit from the ARC: those from low-income households and those enrolled in developmental education coursework. Placement in developmental education signals insufficient K-12 preparation and/or gaps in enrollment, both of which are associated with poverty. The authors targeted personalized emails to a randomly selected group of these students informing them of and inviting them to the ARC for support. These emails had positive impacts on students at AC: (1) Rates of visiting the ARC more than doubled from 22% to 56%; and (2) Developmental education students were 20% more likely to pass developmental education courses, a crucial milestone. However, the authors did not find clear evidence that nudged students completed more credits, received higher grades, or passed other courses at higher rates. While they saw promising trends regarding retention and graduation, that may be due to chance.
When Care Isn&apos;t Enough: Scaling Emergency Aid during the Pandemic
Author: Goldrick-Rab, Sara
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Higher Education,Student Needs,Student Financial Aid,Need Analysis (Student Financial Aid),Eligibility,Emergency Programs,Crisis Management,COVID-19,Pandemics,Federal Aid,Federal Legislation,Resource Allocation,Financial Aid Applicants,Needs Assessment,Communication (Thought Transfer),Best Practices,Administrator Attitudes,Student Attitudes,Disadvantaged,College Students,Student Costs,Student College Relationship

As the coronavirus pandemic ravaged communities, cities, and countries in 2020, colleges and universities faced a unique emergency. Millions of students were struggling to meet their basic needs, and institutional emergency aid funds were rapidly running out. For the first time in history, Congress responded by authorizing billions of dollars in emergency aid to try and quickly alleviate hardships. Legislators created a separate funding stream, distinct from standard financial aid programs that required extensive means-testing and other red tape. Their goal was to act decisively and to allow flexibility, responses consistent with the urgent demands of an emergency. Colleges and universities shared that desire, but their challenges were unprecedented, in both scope and scale. Effective emergency response requires agility, capacity, and speed. No institution had ever developed a plan for anything of the magnitude of the crisis confronting them. Addressing a few emergencies a week might have been possible with pre-pandemic approaches, but addressing hundreds a day was not. This report shows how colleges and universities met the challenge, drawing on a year of surveys and focus groups, fielded and conducted by The Hope Center and DVP-Praxis, that reflect the views of institutional leaders and students from coast to coast. The results offer valuable insights that should shape the future of emergency aid and student support. While the onset of the pandemic was unprecedented, its ongoing health concerns and the looming consequences of climate change ensure that knowing how to deliver emergency aid at scale will be essential to the well-being of future students. With these lessons in mind, everyone can be better prepared and ready to respond. [Additional funding for this report was provided by the Farrar and Alline Ford Brown Foundation.]
Who Mentored You? A Study Examining the Role of Mentors in the Lives of Americans over the Last Half Century. Executive Summary
Author: MENTOR: The National Mentoring Partnership
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Mentors,Youth Programs,Interpersonal Relationship,Educational Trends,Generational Differences,Barriers,Youth Problems,Age Groups,Socioeconomic Status,Early Experience

As the youth mentoring field has expanded since MENTOR's founding in 1990, so have the questions about the scope of mentoring relationships, who is finding the mentoring they need, and who is being left behind. MENTOR began its efforts to answer these questions almost a decade ago with the publication of &quot;The Mentoring Effect (ED558065),&quot; a study that revealed not only the benefits of mentors of all types, but also the inequities in who gets mentoring -- this is where the authors first defined the &quot;mentoring gap&quot; of one in three young people growing up without a mentor. &quot;Who Mentored You?,&quot; a new research study by MENTOR, revisits this mentoring gap to see if the mentoring movement has succeeded in closing it, offering a fresh multigenerational look at the mentoring experiences of all Americans. [Funding for this report was provided by EY. For the full report, see ED626846.]
Who Mentored You? A Study Examining the Role Mentors Have Played in the Lives of Americans over the Last Half Century.
Author: Garringer, Michael
Date: 2023-00-00
Type: Reports - Research
Subjects: Mentors,Teacher Role,Youth,Young Adults,Educational Benefits,Program Effectiveness,Interpersonal Relationship,Youth Programs,Community Programs,Age Groups,Minority Groups,Income,Socioeconomic Status,Barriers,Generational Differences,Racial Differences,Youth Problems,Early Experience,Educational Trends

As the youth mentoring field has expanded and diversified in America over the last 30-plus years, many adults who care about getting these valuable relationships to more young people have asked questions about the scope and scale of mentoring in American society. In 2014, MENTOR first started to examine these societal level trends in a seminal research study that resulted in a report called &quot;The Mentoring Effect,&quot; a first-of-its-kind attempt to capture the prevalence of both program-provided and naturally occurring mentoring relationships for America's youth. Needless to say, this research was highly illuminating as to who in society was receiving mentoring, what they were getting out of those relationships, and where there were critical gaps that needed filling. The years since that report have seen tremendous turmoil and changes in American life. Thus, MENTOR thought that the time was right to take a fresh look at some of these topics and to dig a bit deeper into the mentoring relationships that young people experience and the ways in which those relationships supported personal development and growth. MENTOR launched this research project with four core goals in mind: (1) Taking a fresh look at the mentoring &quot;gap&quot;; (2) Creating understanding about the growth of the mentoring movement over time; (3) Deepening the understanding of the value of mentoring on all American lives; and (4) Examining the things mentors do that young people find valuable. [This report was produced with Pacific Market Research. Funding for this report was provided by EY. For the Executive Summary, see ED626844. For &quot;The Mentoring Effect: Young People's Perspectives on the Outcomes and Availability of Mentoring. A Report for Mentor: The National Mentoring Partnership,&quot; see ED558065.]
Which Method Is More Powerful in Testing the Relationship of Theoretical Construct? A Meta Comparison of Structural Equation Modeling and Path Analysis with Weighted-Composites
Author: Deng, Lifang
Date: 2022-02-13
Type: Reports - Research
Subjects: Structural Equation Models,Path Analysis,Weighted Scores,Error of Measurement,Effect Size,Statistical Significance,Least Squares Statistics,Robustness (Statistics)

Structural equation modeling (SEM) has been deemed as a proper method when variables contain measurement errors. In contrast, path analysis with composite-scores is preferred for prediction and diagnosis of individuals. While path analysis with composite-scores has been criticized for yielding biased parameter estimates, recent literature pointed out that the population values of parameters in a latent-variable model depend on artificially assigned scales. Consequently, bias in parameter estimates is not a well-grounded concept for models involving latent constructs. This article compares path analysis with composite-scores against SEM with respect to effect size and statistical power in testing the significance of the path coefficients, via the z- or t-statistics. The data come from many sources with various models that are substantively determined. Results show that SEM is not as powerful as path analysis even with equally-weighted-composites. But path analysis with Bartlett-factor- scores and the partial-least-squares approach to SEM perform the best with respect to effect size and power. [This paper will be published in &quot;Behavior Research Methods.&quot; Discrepancy between the title of the article and authored paper.]
Accountability, Affordability and Accessibility of Higher Education in a Local University: A Local Government Initiative toward Socio-Economic Development and Sustainability
Author: Rael, Frederick
Date: 2015-06-15
Type: Journal Articles
Subjects: Accountability,Paying for College,Access to Education,Higher Education,Economic Development,Sustainability,City Government,Socioeconomic Status,College Students,Tuition,Foreign Countries,Costs,Student Financial Aid,Student Loan Programs

Perhaps, education is the most vital public service needed to sustain the socio-economic stability of the individual in the society. However, there is a widespread concern over the rising costs of higher education which threaten every student desiring to enter college and pre-empted them to discontinue their studies. This renders higher education unaffordable for many students and their families. This phenomenon if not properly addressed may hamper the growth and development of the society. Therefore, state involvement and support is central to promoting college education affordability. This study examines the city government's initiative in establishing a local higher educational institution as an answer to the concern of rising cost of tertiary education. It was a scheme designed to manifest the city government's sincere effort in assuming its accountability as guardian of social services for the people. Further, the study also included the accessibility dimension by examining the socio-economic status of students' parents who are admitted to enroll in the local university. The tuition fee subsidy and related assistance to the local university and its constituencies are likewise included in the discussion of this paper.