ethanporcaro/eric-fulltext-meta huggingface dataset:
Guidance on the Use of Financial Aid Information for Program Evaluation and Research. PTAC-FAQ-9
Author: Student Privacy Policy Office (SPPO) (ED/OPEPD), Privacy Technical Assistance Center (PTAC)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Information Utilization,College Students,Program Evaluation,Research,Privacy,Educational Legislation,Parent Rights,Student Records,Federal Legislation,Higher Education

The Privacy Technical Assistance Center (PTAC) has received an increasing number of questions from postsecondary educational institutions (institutions) on the conditions under which federal student financial aid information may be used for program evaluation and research purposes. Numerous federal laws govern access to, disclosure of, and use of student financial aid information, including, but not limited to: Section 444 of the General Education Provisions Act (commonly referred to as the Family Educational Rights and Privacy Act [FERPA]); the Higher Education Act of 1965, as amended (HEA); and the Privacy Act of 1974, as amended (Privacy Act). As the interplay of these various laws in different situations can be complex, this document provides some questions and answers about possible situations in which student financial aid information may, or may not, be used for these purposes. The scope of this document is limited to legal requirements and restrictions under federal statutes and regulations. Additional state or local laws may also apply, and institutions are encouraged to consult with their legal counsel before undertaking any data sharing or data use activities involving student data or student financial aid information.
Investments in Registered Education Savings Plans and Postsecondary Attendance. Economic Insights. No. 071
Author: Frenette, Marc
Date: 2017-04-12
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,Enrollment,Paying for College,Investment,Family Characteristics,Family Income,Parent Background,Educational Attainment,Enrollment Influences,Comparative Analysis

This &quot;Economic Insights&quot; article documents the characteristics of families with children under the age of 18 who hold registered education savings plan (RESP) investments. The article also examines the relationship between holding an RESP account at age 15 and postsecondary enrolment between the ages of 19 and 27. The data are drawn from the 1999 and 2012 Survey of Financial Security and from the Youth in Transition Survey, Cohort A, linked to the T1 Family File. Postsecondary enrolment is derived from education deductions and tuition credits in the tax data.
Labour Market Outcomes of Young Postsecondary Graduates, 2005 to 2012. Economic Insights. No. 050
Author: Frank, Kristyn
Date: 2015-09-17
Type: Reports - Research
Subjects: Foreign Countries,College Graduates,Employment Patterns,Young Adults,Wages,Salaries,National Surveys,Gender Differences,High School Graduates,Enrollment,Education Work Relationship

This &quot;Economic Insights&quot; article documents the evolution of real annual wages and salaries and employment patterns of young postsecondary graduates by field of study from 2005 to 2012. Results are shown for Canadian-born individuals aged 25 to 34 who are college graduates or hold a bachelor's degree. The data are drawn from the linked 2006 Census--2011 National Household Survey--T1 Personal Master File. Fields of study are defined according to the Classification of Instructional Programs.
Earnings of Postsecondary Graduates by Detailed Field of Study. Economic Insights. No. 056
Author: Frenette, Marc
Date: 2016-03-11
Type: Reports - Research
Subjects: Foreign Countries,College Graduates,Income,Education Work Relationship,Intellectual Disciplines,National Surveys,Bachelors Degrees,Masters Degrees

This &quot;Economic Insights&quot; article documents age-adjusted mean earnings by detailed field of study among 25- to 54-year-old university and college graduates who worked full year, full time in 2010. The data are drawn from the 2011 National Household Survey. The results suggest that management sciences and quantitative methods graduates were the top earners among male and female bachelor's degree holders in 2010. The study also finds that earnings vary considerably among graduates from specific fields of study that are typically grouped together (e.g. economics graduates earn more than graduates from other social science programs, such as sociology and psychology).
Educational and Labour Market Outcomes of Childhood Immigrants by Admission Class. Analytical Studies Branch Research Paper Series
Author: Hou, Feng
Date: 2016-04-25
Type: Reports - Research
Subjects: Foreign Countries,Immigrants,Educational Attainment,Employment,Income,Refugees,Skilled Workers,Caregivers,Parent Background,National Surveys,Children,Differences,Geographic Regions,High School Graduates,College Graduates,Graduation Rate,Regression (Statistics),Multivariate Analysis

It has been well documented that the children of immigrants in Canada outperform their peers with Canadian-born parents in educational attainment, and that the two groups have similar labour market outcomes. However, large variations by ethnicity or source country exist among the children of immigrants. This study examines the extent to which admission class (e.g., skilled workers, business immigrants, live-in caregivers, the family class and refugees) also matters in the socioeconomic outcomes of childhood immigrants who arrived in Canada before the age of 18. Using the 2011 National Household Survey, linked with the Immigrant Landing File, this study finds large differences by admission class in university completion rates and earnings for childhood immigrants aged 25 to 44. Children of skilled workers and business immigrants had the highest university completion rates and earnings. Children of live-in caregivers and in the family class had the lowest university completion rates, and children of live-in caregivers and refugees landed in Canada had the lowest earnings. The analysis shows that the admission class of immigrant parents matters to their children's outcomes partly through group differences in the education and official language ability of parents and partly through the unique pre- and post-migration circumstances experienced by each admission class.
Protecting Student Privacy While Using Online Educational Services: Model Terms of Service
Author: Student Privacy Policy Office (SPPO) (ED/OPEPD), Privacy Technical Assistance Center (PTAC)
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Privacy,Student Records,Contracts,Educational Legislation,Best Practices,Information Security,Guidelines,Data Collection,Information Utilization,Information Dissemination,Access to Information

In February 2014, the Privacy Technical Assistance Center (PTAC) issued guidance titled &quot;Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices.&quot; This Model Terms of Service document is intended to further assist schools and school districts in implementing that guidance. In a traditional contracting process, the buyer and seller mutually agree on a set of terms and then sign a contract reflecting those terms. However, many providers of online educational services and mobile applications (i.e., vendors, contractors, and other service providers) instead rely on a Terms of Service (TOS) agreement that requires a user to click to accept the agreement in order to access the service or application for the first time. These types of agreements are commonly referred to as &quot;Click-Wrap&quot; agreements. Once a user at the school or district clicks &quot;I agree,&quot; the set terms will likely govern what information the provider may collect from or about students, what they can do with that information, and with whom they may share it. Depending on the content, Click-Wrap agreements may lead to violations of the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), or other laws, as well as privacy best practices. PTAC offers this guidance to schools and districts to help them evaluate potential TOS agreements, and to offer direction regarding terminology frequently used in these agreements. By understanding commonly used provisions, schools and districts will be better able to decide whether to consent to a Click-Wrap or other TOS agreement for online educational services and mobile applications. The best practice recommendations may also assist providers by suggesting approaches that better protect student privacy. [To view the article &quot;Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices,&quot; see ED585281.]
International Students, Immigration and Earnings Growth: The Effect of a Pre-Immigration Canadian University Education. Analytical Studies Branch Research Paper Series
Author: Hou, Feng
Date: 2017-08-22
Type: Reports - Research
Subjects: Foreign Students,Immigration,Income,Education Work Relationship,Outcomes of Education,College Graduates,Salary Wage Differentials,Comparative Analysis,Multiple Regression Analysis,Cohort Analysis,Statistical Analysis,Foreign Countries

While destination-country education provides many potential advantages for immigrants, empirical studies in Australia, Canada and the United States have produced mixed results on the labour outcomes of immigrants who are former international students. This study uses large national longitudinal datasets to examine cross-cohort trends and within-cohort changes in earnings among three groups of young university graduates: immigrants who are former international students in Canada (Canadian-educated immigrants), foreign-educated immigrants who had a university degree before immigrating to Canada and the Canadian-born population. The results show that Canadian-educated immigrants on average had much lower earnings than the Canadian-born population but higher earnings than foreign-educated immigrants both in the short term and in the long term. However, Canadian-educated immigrants are a highly heterogeneous group, and the key factor differentiating their post-immigration earnings from the earnings of the Canadian-born population and foreign-educated immigrants is whether they held a well-paid job in Canada before becoming permanent residents.
Graduating in Canada: Profile, Labour Market Outcomes and Student Debt of the Class of 2009-2010
Author: Ferguson, Sarah Jane
Date: 2014-11-25
Type: Reports - Evaluative
Subjects: College Graduates,Employment,Debt (Financial),Cooperative Education,Paying for College,Loan Repayment,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Gender Differences,Age Differences,Education Work Relationship,Income,Student Loan Programs,Foreign Countries

Knowledge and skills are increasingly important to innovation, productivity, economic growth and competitiveness. For Canada, a better educated population and a highly skilled workforce are vital to ensure successes in the face of growing global competition. Higher education can provide individuals with knowledge and skills needed to participate in a changing economy and society. As jobs become increasingly knowledge-intensive, having a postsecondary credential is the best route to a well-paying, quality job in Canada. Canada is among the most highly educated countries in the world, with one-quarter (25%) of those aged 25 to 64 holding a college diploma and another 27% holding a university degree. There are many benefits of attaining higher education, including higher earnings and lower unemployment rates. In Canada in 2011, adults with a college diploma or university degree earned on average 74% more than those with a high school diploma or trades certificate. In addition, during the recent economic crisis, the hardest hit were for those with less than a high school diploma. Between 2008 and 2011, the unemployment rate for this group rose by 2.6 percentage points to 11.7%. In comparison, the unemployment rate for those with a college diploma or university degree was less than half of that for those with less than a high school diploma and increased by only 0.9 percentage points to 5% in 2011. Furthermore, higher levels of education are also fundamental for social and cultural development and civic participation. Using data from the 2013 National Graduates Survey (Class of 2009-2010), this report describes the educational experiences, labour market outcomes and financing of higher education of recent Canadian postsecondary graduates. Section one describes the profile and educational pathways of graduates from college, bachelor, master and doctorate level programs. Section two focuses on labour market activity three years after graduation. Section three focuses specifically on co-op education programs. Section four presents information on the sources of financing of postsecondary education as well as debt repayment and its relation to education level and field of study. The final section provides a summary and conclusion.
The Effects of Education on Canadians&apos; Retirement Savings Behaviour. Analytical Studies Branch Research Paper Series
Author: Messacar, Derek
Date: 2017-03-27
Type: Reports - Research
Subjects: Foreign Countries,Outcomes of Education,Retirement,Retirement Benefits,Money Management,Educational Attainment,Correlation

This paper assesses the extent to which education affects how Canadians save and accumulate wealth for retirement. The paper makes three contributions. First, a descriptive analysis is presented of differences in savings and home values across individuals based on their levels of educational attainment. To this end, new datasets that link survey respondents from the 1991 and 2006 censuses of Canada to their administrative tax records are used. These data provide a unique opportunity to jointly observe education, savings, home values, and a plethora of other factors of relevance. The data show that both savings and home values increase with the highest level of schooling attained. Second, the causal effect of high school completion on savings rates in tax-preferred accounts is estimated, exploiting compulsory schooling reforms in the identification. The analysis indicates that high school completion boosts retirement savings rates by 2 to 6 percentage points annually, even after controlling for income and many other factors that may indirectly affect this result. Third, building on a recent study by Messacar (2015), education is also found to affect how individuals re-optimize their savings rates in response to an automatic change in pension wealth accumulation. Overall, individuals with lower levels of education are found to save less for retirement than those with higher levels of education but to benefit from an automatic pension contribution by remaining passive, whereas those with higher levels of education respond to the distortion by actively adjusting contributions across savings vehicles at relatively low cost. The implications of this study's findings for the &quot;nudge paradigm&quot; in behavioural economics are discussed.
Why Are Academic Prospects Brighter for Private High School Students? Economic Insights. No. 044
Author: Frenette, Marc
Date: 2015-03-31
Type: Reports - Research
Subjects: High School Students,Private Schools,Educational Opportunities,Outcomes of Education,Grade 10,Followup Studies,Achievement Gap,Socioeconomic Influences,Geographic Location,Predictor Variables,Educational Attainment,Scores,Achievement Gains,Parent Background,Educational Practices,Educational Resources,Peer Influence,Comparative Analysis,Foreign Countries

In Canada, about 6% of 15-year-olds attend a private school. Although some provincial governments subsidize a portion of the costs, parents must still pay for their child to attend. Differences in the academic outcomes of children who attend public and private schools continue to attract public attention. A central issue is the extent to which better outcomes among private school students are attributable to students' socioeconomic characteristics or to differences in school resources and practices. This article examines a survey sample of 7,142 15-year-olds who were registered in Grade 10 in public and private high schools and subsequently followed until age 23. The follow-up period facilitates analysis of a broad range of academic outcomes, including test scores at age 15 and educational attainment by age 23. The study focuses on: (1) the gaps in academic outcomes by school sector; (2) differences in factors associated with academic outcomes (socio-economic characteristics, province of school attendance, school resources and practices, and peer characteristics) by school sector; and (3) the proportion of the gaps in academic outcomes that are associated with these factors. Three conclusions emerge from this study. First, on average, students who attended private high schools scored higher on academic tests at age 15, and had higher levels of educational attainment by age 23, than did students who attended public high schools. Second, the characteristics of public and private high school students were different. Compared with public high school students, those in private schools generally came from families with a higher socio-economic status (as measured by parental income and education), and were more likely to be surrounded by peers whose parents had attended university. As well, public and private schools were concentrated in different provinces, and thus, may have followed different curricula. However, few differences in resources and practices across school sectors were observed. Finally, two factors accounted for a substantial portion of the differences between the public and private sectors in all of the academic outcomes examined: socio-economic characteristics and peers. The province of school attendance accounted for a substantial portion of the differences in academic outcomes at the high school level (test scores and graduation rates), but less at the postsecondary level. School resources and practices played little to no role in the differences in each academic outcome observed.
Postsecondary Enrolment by Parental Income: Recent National and Provincial Trends. Economic Insights. No. 070
Author: Frenette, Marc
Date: 2017-04-10
Type: Reports - Research
Subjects: Postsecondary Education,Enrollment Rate,Family Income,Gender Differences,Parent Background,Place of Residence,Low Income Groups,College Bound Students,Geographic Distribution,Educational Trends,Foreign Countries

This &quot;Economic Insights&quot; article documents postsecondary enrolment rates among 19-year-olds over the 2001-to-2014 period by province of parental residence, parental income and sex. The data are drawn from the T1 Family File. Postsecondary enrolment is determined by the tuition, education and textbook credits on the personal income tax files. Parental income refers to the adult equivalent, after-tax income of parents, expressed in 2014 constant dollars. Youth are grouped by parental income quintiles. Overall, the results suggest that the percentage of 19-year-olds enrolled in a postsecondary education program increased steadily from 2001 to 2014 among youth from all families, but particularly at the bottom of the income distribution. Enrolment rates increased faster among Eastern provinces compared to Western provinces, while young men and women both registered similar gains in enrolment rates throughout the period.
Year 2 Massachusetts Preschool Expansion Grant (PEG). Evaluation Report
Author: Goodson, Barbara
Date: 2018-01-16
Type: Reports - Research
Subjects: Preschool Education,Grants,Program Evaluation,Educational Improvement,Program Implementation,Program Descriptions,Access to Education,Low Income Groups,Educational Quality,Delivery Systems,Outcomes of Education,Preschool Teachers,Parents,Models,School Community Programs,Family Involvement,Educational Strategies,Program Effectiveness,State Aid,Surveys,Interviews,Agency Cooperation,Demography,Observation,Teacher Background,Teacher Education,Educational Change,Coaching (Performance),Released Time,Teacher Collaboration,Job Satisfaction,Faculty Mobility,Family Programs,Teacher Attitudes,Preschool Curriculum,Faculty Development,Planning

The Year 2 Preschool Expansion Grant (PEG) implementation study focuses on the second year of supports and outcomes for teachers, classroom quality, and supports for families. Overall, compared to its first year of implementation, the PEG programs in Year 2 (which was the 2016-17 school year) appear to have made progress towards delivering the key quality components of the PEG model at a consistently high level across all 48 classrooms. After introducing the PEG program (Chapter 1), this report describes the second year of supports and outcomes for teachers (Chapters 2 and 3), classroom quality (Chapter 4), supports for families (Chapter 5), and concludes with a discussion of overall implementation progress in Year 2 and next steps for Year 3 (Chapter 6). In addition to describing the level of implementation of key PEG quality components, Chapters 2 and 5 also note changes in implementation progress or strategy from Year 1 to Year 2, and the extent to which programs were able to address challenges identified in Year 1 during Year 2. Taken together, this report provides EEC and the larger PEG community with an important opportunity to learn from implementation successes and challenges experienced by the PEG program over the past year and can inform policy and programmatic decisions about further expansion of high-quality state-funded preschool. [This report was written with the assistance of Kerry Hofer and Rian Watt. To view Year 1 of the evaluation report, see ED582097.]
Public and Private School Segregation in the District of Columbia. Research Brief
Author: Di Carlo, Matthew
Date: 2017-09-00
Type: Reports - Research
Subjects: Public Schools,Private Schools,School Segregation,Urban Schools,Charter Schools,White Students,African American Students,Hispanic American Students

The purpose of this research brief is to describe racial and ethnic school segregation in the District of Columbia, within and between the private and public sectors (including charter schools). Using different measures, we find, unsurprisingly, a high degree of segregation within both sectors. Total segregation among private schools is driven largely by the separation of White students from Black and Hispanic students, whereas, in the public sector, the separation of Black from Hispanic students contributes roughly as much to total segregation as does the separation of White students from Black and Hispanic students. We also find that segregation is more extensive citywide than it is within either sector. This is because 25-40 percent of total citywide segregation is found between sectors, due mostly to the fact that private schools, while serving only 15 percent of all D.C. students, enroll almost 60 percent of its White students. This between-sector segregation, in addition to that within the private sector, means that even if D.C.'s public schools were perfectly integrated, as much as half of total segregation would remain intact. Finally, we find that segregation between the regular public and charter school subsectors contributes very little to total public sector segregation. Our results suggest that excluding private schools from similar analyses may obscure the extent and forms of student segregation in many locations.