ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Transition to Postsecondary Programs of GED® Earners in a College Setting
Author: Medina, Isabel
Date: 2014-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: High School Equivalency Programs,Transitional Programs,College Students,Student Characteristics,Gender Differences,Age Differences,Scores,Adult Basic Education,Remedial Instruction,Time Factors (Learning),Regression (Statistics),Models,Predictor Variables,Young Adults,Statistical Analysis,Postsecondary Education

This applied dissertation was designed to identify the characteristics of students enrolled in a GED® preparation program who transitioned to postsecondary programs at the same institution after passing the GED® test. The characteristics studied included age; gender; ethnicity; prematriculation scores in reading, language, and math in the Test of Adult Basic Education (TABE); and hours spent preparing for the GED® test in an open-entry, open-exit remedial laboratory environment. Through the use of binary logistic regressions to answer the research questions, a prediction model was constructed. The variables that are able to predict an increased likelihood of transition to postsecondary programs were being between the ages of 16 and 24 at the time of enrollment in the GED® program and having an ethnicity category of Asian, White/Caucasian, Hispanic, or Black/African American as opposed to the category of &quot;No Report.&quot; The variables that significantly predicted a lessened likelihood of transition to postsecondary programs were a grade equivalent of less than 8.9 in the prematriculation TABE reading, language, and math scores. Spending less than 16 hours preparing for the GED® test was also found to lessen the likelihood of transition. The findings of this study are important to adult education practitioners, tutors, teachers, and administrators who are responsible for GED® programs. Through application of the prediction model in a similar environment, supportive and interventional mechanisms can be created to increase the number of GED® earners who transition to credit, college preparation, and vocational programs. Four appendices are included: (1) Logistic Regression Variable Operational Definitions and Coding; (2) Classification Table for Total Sample in Research Question 1; (3) Classification Table for Total Sample in Research Question 2; and (4) Classification Table for Total Sample in Research Questions 3 and 4 and for Separate Logistic Regressions of Question 3.
States' Perspectives on Waivers: Relief from NCLB, Concern about Long-Term Solutions
Author: McMurrer, Jennifer
Date: 2013-03-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Accountability,Federal State Relationship,Compliance (Legal),Eligibility,Federal Programs,State Policy,Educational Policy,Program Implementation,Academic Achievement,Educational Change,Administrator Evaluation,Teacher Evaluation,Costs,Resource Allocation,School Choice,Tutoring,Educational Improvement,Partnerships in Education,Resistance to Change

On February 9, 2012, U.S. Secretary of Education Arne Duncan granted 10 states waivers of key accountability requirements of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act. One year later, applications for this ESEA flexibility, also known as NCLB waivers, had been approved for an additional 24 states and the District of Columbia. States that receive waivers have the flexibility to depart from some of NCLB's most significant requirements, such as judging school performance against a goal of 100% of students reaching reading and math &quot;proficiency&quot; by 2014 and implementing specific interventions in schools that fall short of performance targets. States with approved waiver applications must meet several new requirements, described below, that relate to standards and assessments, accountability systems, teacher and principal evaluation, and reductions in administrative burden. This report by the Center on Education Policy (CEP) at The George Washington University describes states' early experiences in applying for waivers and their plans for implementing the new systems outlined in their applications. The findings are based on a CEP survey administered in the fall of 2012. A total of 38 states responded to the survey, including 32 states with approved waiver applications (counting D.C. as a state) and 6 states whose applications were still pending as of the fall of 2012 when the survey was administered. Several key findings emerged from the survey results: (1) States believe that the waivers address several of the problems they see with the NCLB accountability requirements; (2) States are optimistic that the waivers will improve student learning; (3) Waivers have shaped state policies and accelerated some reforms; (4) Changes in teacher and principal evaluation systems are well underway, despite resistance in some states from teachers; (5) States have mixed views about whether implementing the various aspects of the waivers will cost more than implementing similar NCLB provisions; and (6) Many state officials are concerned about what will happen to the programs and policies in their waiver plans if ESEA is reauthorized. Study methods are appended. [This report was written with the assistance of Nancy Kober.]
Year 3 of Implementing the Common Core State Standards: State Education Agencies' Views on Postsecondary Involvement
Author: McMurrer, Jennifer
Date: 2013-09-00
Type: Reports - Research
Subjects: State Standards,State Departments of Education,Program Implementation,Postsecondary Education,Elementary Secondary Education,College School Cooperation,State Surveys,College Role,Faculty Development,Preservice Teacher Education,Partnerships in Education,Barriers,Curriculum Development,Instructional Improvement,Change Strategies,College Readiness,Alignment (Education),Educational Policy,Educational Practices

This report, based on a spring 2013 survey of state education agency officials who oversee K-12 education in Common Core-adopting states, describes states' perceptions about the variety of ways in which they are collaborating with their state's postsecondary institutions to prepare for and implement the Common Core State Standards (CCSS). Other topics covered in the report include the role of postsecondary institutions in providing professional development and preparation for current and future educators under the new standards and postsecondary review and use of the CCSS and aligned. Study methods are appended. [This report was written with the assistance of Nancy Kober.]
Year 3 of Implementing the Common Core State Standards: Transitioning to CCSS-Aligned Curriculum and Assessments for Students with Disabilities
Author: Frizzell, Matthew
Date: 2013-10-00
Type: Reports - Research
Subjects: State Standards,Program Implementation,Disabilities,Special Needs Students,Barriers,Special Education Teachers,Special Education,State Surveys,State Agencies,Background,Accessibility (for Disabled),Testing Accommodations,State Action,State Policy,Elementary Secondary Education,Educational Administration

This report, based on a spring 2013 survey of state education agency officials in Common Core-adopting states, focuses on state efforts to prepare students with disabilities for the Common Core State Standards. The report also addresses the challenges states face with supporting teachers of students with disabilities and state plans for assessing Common Core mastery for students with disabilities and students with the most significant cognitive disabilities. [This report was written with the assistance of Nancy Kober.]
Pell Grants as Performance-Based Aid? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program. A CAPSEE Working Paper
Author: Schudde, Lauren
Date: 2014-12-00
Type: Reports - Research
Subjects: Grants,Federal Programs,Student Financial Aid,Academic Achievement,Academic Standards,Scholarships,Academic Probation,Grades (Scholastic),Credits,Academic Persistence,Academic Degrees,Transfer Students,Regression (Statistics),Program Effectiveness,Community Colleges,Two Year College Students,Eligibility,At Risk Students,Grade Point Average,Low Income Groups,Need Analysis (Student Financial Aid),Policy,First Generation College Students,National Surveys,College Students,Student Characteristics,Trend Analysis,Institutional Characteristics

The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal of the award is contingent on their making satisfactory academic progress (SAP)--meeting minimum academic standards similar to those proposed in models of performance-based scholarships. It is not clear how many students are affected by failure to meet SAP standards, or how the policies shape student outcomes. In this study, we draw from literature on performance-based funding and academic probation to consider the potential implications of SAP standards. We describe federal guidelines and illustrate how SAP is evaluated in a statewide community college system. Using administrative data with term-by-term measures of Pell receipt, student grades, attempted and earned credits, persistence, degree attainment, and transfer, we employ regression discontinuity and difference-in-differences approaches to examine the magnitude of SAP failure and its effects. Our results suggest that a substantial portion of Pell recipients at community colleges are at risk for Pell ineligibility due to their failure to meet SAP grade point average (GPA) or credit completion requirements. Approximately a quarter fail to meet the GPA standard alone. When the credit completion requirement is taken into consideration, the first-year SAP failure rate approaches 40 percent. Our preferred difference-in-differences estimates show mixed effects of SAP standards: Failing to meet the GPA requirement has a negative impact on persistence into the second year, but it may improve associate degree attainment and transfer among students who are not discouraged from reenrolling. The following are appended: (1) Regression Discontinuity Results; and (2) Difference-in-Differences Results.
Should Student Employment Be Subsidized? Conditional Counterfactuals and the Outcomes of Work-Study Participation. A CAPSEE Working Paper
Author: Scott-Clayton, Judith
Date: 2014-09-00
Type: Reports - Research
Subjects: Student Employment,Financial Support,Student Financial Aid,Federal Aid,Student Characteristics,Employment Level,Academic Achievement,Program Effectiveness,Grade Point Average,Income,Wages,Work Study Programs,Family Income,Scores,Unemployment,Urban Areas,Gender Differences,Probability,Student Participation,Regression (Statistics),Longitudinal Studies,College Students,Statistical Analysis,Grants,Racial Differences,Student Loan Programs,Educational Attainment,Labor Market

Student employment subsidies are one of the largest types of federal employment subsidies, and one of the oldest forms of student aid. Yet it is unclear whether they help or harm students' long term outcomes. We present a framework that decomposes overall effects into a weighted average of effects for marginal and inframarginal workers. We then use an application of propensity scores, which we call conditional-counterfactual matching, in which we estimate the overall impact, and the impact under two distinct counterfactuals: working at an unsubsidized job, or not working at all. Finally, we estimate the effects of the largest student employment subsidy program--Federal Work-Study (FWS)--for a broad range of participants and outcomes. Our results suggest that about half of FWS participants are inframarginal workers, for whom FWS reduces hours worked and improves academic outcomes, but has little impact on future employment. For students who would not have worked otherwise, the pattern of effects reverses. With the exception of first-year GPA, we find scant evidence of negative effects of FWS for any outcome or subgroup. However, positive effects are largest for lower-income and lower-SAT subgroups, suggesting there may be gains to improved targeting of funds. [For Appendix A: Additional Full Sample Results and Appendix B: Subgroup Analyses, see ED555376, &quot;Should Student Employment Be Subsidized? Conditional Counterfactuals and the Outcomes of Work-Study Participation: Appendices A and B. A CAPSEE Working Paper.&quot;]
Dismissive Reviews: Academe's Memory Hole
Author: Phelps, Richard P.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Literature Reviews,Public Policy,Researchers,Short Term Memory,Incentives,Scholarship,Academic Achievement,Standardized Tests,Federal Legislation,Educational Legislation,Accountability

In scholarly terms, a &quot;review of the literature&quot; or &quot;literature review&quot; is a summation of the previous research that has been done on a particular topic. With a &quot;dismissive literature review,&quot; a researcher assures the public that no one has yet studied a topic or that very little has been done on it. With dismissive reviews, society loses information, and that which remains is skewed in favor of those with the resources to promote their own. Public policy decisions are then based on limited and skewed information. And, governments (i.e., taxpayers) and foundations pay again and again for research that has already been done. [This article was published in &quot;Special Section: Frauds, Fallacies, Fads, and Fictions&quot; of &quot;Academic Questions,&quot; a publication of the National Association of Scholars (ISSN 0895-4852); v25 n2 p228-241 Jun 2012; http://dx.doi.org/10.1007/s12129-012-9289-4; EJ984428.]
The Revenge of K-12: How Common Core and the New SAT Lower College Standards in the U.S. White Paper No. 122
Author: Phelps, Richard P.
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,State Standards,Academic Standards,Standardized Tests,Aptitude Tests,College Entrance Examinations,Mathematics Education,Mathematics Tests,College Readiness,Mathematics Achievement

It is now clear that the original promise to anchor K-12 education to higher education and backmap the Common Core Mathematics Standards (CCMS) from the upper grades down to the primary grades was empty rhetoric. Higher education has scarcely been involved at all, with the exception of the institutions that agreed to place high school students who pass a Common Core-based high school examination directly into credit-bearing freshman coursework (without remediation) in return for their states receiving &quot;Race to the Top&quot; grant funds. Because the CCMS are standards for all public school students in this country, regardless of achievement level, they are low standards, topping out at about the level of a weak Algebra II course. And because this level is to determine &quot;college readiness&quot; as they define it (which is not remotely what our public four year college and universities currently assume it to be), it is apt to mean fewer high school students taking advanced mathematics and science coursework before they go to college, more college freshmen with even less knowledge of mathematics than currently, and more college credit-bearing courses set at an international level of seventh or eighth grade. However, the greatest harm to higher education may accrue from the alignment of the SAT to Common Core's high school standards, converting the SAT from an adaptable test predictive of college work to an inflexible retrospective test aligned to and locking in a low level of mathematics. This means that future SAT scores will be less informative to college admission counselors than they now are, and that the SAT will lose its role in locating students with high STEM potential in high schools with weak mathematics and science instruction. An appendix includes: &quot;Chinese Mathematics Standards for Lower High School.&quot;
Common Core State Standards in 2014: Districts' Perceptions, Progress, and Challenges
Author: Rentner, Diane Stark
Date: 2014-10-00
Type: Reports - Research
Subjects: State Standards,School Districts,Program Implementation,Academic Standards,Administrator Attitudes,National Surveys,Educational Assessment,Program Effectiveness,Outreach Programs,Educational Cooperation,Curriculum Development,Student Improvement,Educational Change,Educational Indicators,Instructional Innovation,Professional Development,Resource Allocation,Student Evaluation,Evaluation Problems,Partnerships in Education,Technical Assistance,Elementary Secondary Education

This report, based on a survey of a nationally representative sample of school districts in Common Core-adopting states, examines school districts' efforts to implement the Common Core State Standards (CCSS). The report addresses district leaders' views on the rigor of the CCSS and their impact on learning and instruction, progress on and challenges in implementing the standards, outreach efforts to inform various stakeholders about the CCSS, district collaboration with other entities on various implementation activities, and the types and helpfulness of CCSS-related assistance from the state education agency.
The Value of Postsecondary Credentials in the Labor Market: An Experimental Study. A CAPSEE Working Paper
Author: Deming, David J.
Date: 2014-10-00
Type: Reports - Research
Subjects: Employer Attitudes,Postsecondary Education,Credentials,Academic Degrees,Public Colleges,Proprietary Schools,Selective Admission,Education Work Relationship,Labor Market,Salaries,Business Administration Education,Allied Health Occupations Education,Resumes (Personal),Job Applicants,Regression (Statistics)

We study employers' perceptions of postsecondary degrees using a field experiment. We randomly assign the sector and selectivity of institution to fictitious resumes and send them to real vacancy postings on a large online job board. According to our results, a bachelor's degree in business from a for-profit &quot;online&quot; institution is 22 percent less likely to receive a callback than a similar degree from a non-selective public institution. Degrees from selective public institutions are relatively more likely to receive callbacks from employers posting higher-salaried jobs, suggesting that employers value college quality and the likelihood of a successful match when contacting applicants. &quot;Measuring Job Quality by Collecting Job Title-Specific Salaries&quot; is appended.
Does Developmental Education Improve Labor Market Outcomes? Evidence from Two States. A CAPSEE Working Paper
Author: Hodara, Michelle
Date: 2014-12-00
Type: Reports - Research
Subjects: Remedial Instruction,Outcomes of Education,Community Colleges,Two Year College Students,Education Work Relationship,Longitudinal Studies,College Credits,Income,Employment Potential,Remedial Reading,Remedial Mathematics

Nationally, about two thirds of community college students are referred to developmental education. Thus far, research on the effectiveness of developmental education has focused on students' academic outcomes; in this paper, we examine the economic consequences of developmental education for students. Using longitudinal student-unit record data from two large community college systems linked to wage record data, we estimate the labor market returns to developmental credits versus college-level credits for two cohorts of students who attended community college in North Carolina and Virginia. While both states' implemented new placement exams and developmental education course structures and curricula beginning in 2012, during the time period under study, both states' developmental education programs and policies were fairly traditional and similar to those of other states nationwide. We find that, in both states, earning developmental reading and writing credits led to an increase in earnings, which is primarily attributed to an increased likelihood of employment. These findings suggest that earning developmental English credits may represent an improvement in academic literacy skills that are valuable in the labor market and improve individuals' employability. In contrast, in both states, developmental math credits had negative impacts on earnings. That is, the opportunity costs associated with developmental math credits, particularly for those assigned to the lowest levels of the developmental math (and thus to the longest course sequences), tended to outweigh the potential labor market value these credits may bring. The negative impact of developmental math coursework on wages provides support for nationwide efforts to shorten the long-sequence structure of developmental mathematics, and to teach math skills that are applicable to students' real-world needs. An appendix contains a section entitled &quot;Full Results.&quot;
What about Certificates? Evidence on the Labor Market Returns to Non-Degree Community College Awards in Two States. A CAPSEE Working Paper
Author: Xu, Di
Date: 2014-11-00
Type: Reports - Research
Subjects: Certification,Outcomes of Education,Community Colleges,Labor Market,Income,Employment Level,Education Work Relationship,College Programs,Intellectual Disciplines

The annual number of certificates (non-degree awards that typically require less time to complete than degrees) awarded by community colleges has increased dramatically since 2000, but relatively little research has been conducted on the economic benefits of certificates in the labor market. Based on detailed student-level information from matched college transcript and employment data in two states [Virginia and North Carolina], this paper estimates the relationship between earning a certificate and student earnings and employment status after exiting college. While prior research in this area has explored how returns to certificates vary across broad fields of study, there may still exist substantial variation across programs within broad fields of study. Our paper extends prior research by examining the returns to specific programs that are most popular in each state. Our results indicate that certificates have positive impacts on earnings in both states overall, and in cases where there is no impact on earnings, certificates may nonetheless lead to increased probability of employment. In addition, we find substantial variation in the returns across fields of study and, more importantly, across specific programs within a particular field. These results suggest that important evidence is lost when information about the benefits of certificate programs are simply averaged together. An appendix provides two supplemental data tables.