ethanporcaro/eric-fulltext-meta huggingface dataset:
How Education Pays off for Older Americans. Report #C410
Author: Hartmann, Heidi
Date: 2013-12-00
Type: Reports - Research
Subjects: Older Adults,Outcomes of Education,Education Work Relationship,Higher Education,Employment,Working Hours,Educational Attainment,Income,Gender Differences,Occupations,Age Differences,National Surveys

The purpose of this study is to identify the role that higher education plays in employment, earnings, and occupations held by women and men beyond the traditional retirement age of 65 years. The major value of the study lies in its ability to inform policymakers about the working lives of older Americans and about any needed policy changes. Women and men considering occupational changes and college entry or re-entry later in life, as well as educational and vocational counselors, may find the results of interest. This study addresses four research questions: &quot;How do employment and work hours among employed older Americans vary by gender as men and women age into the traditional retirement years, and how do these patterns differ at different levels of educational attainment? (2) Among those employed, does the hourly earnings premium for higher education rise or fall beyond the traditional retirement age of 65 and do the premiums differ by gender? (3) How do projected total earnings at and beyond the age of 65 years vary for men and women according to levels of educational attainment? (4) How do occupations differ for men and women across age and education? To examine these questions the study analyzes data from the 2005-2009 American Community Survey (US Census Bureau, 2010). The survey provides information on age, sex, educational attainment, employment status, occupation, earnings, and weeks and hours of work (information on hours worked was supplemented by use of the Current Population Survey.) The following figures are included in the appendix: (1) Estimated Size of Population and Labor Force by Gender and Age; and (2) Percent of Women and Men With a Bachelor's Degree or Higher by Age. The following tables are also included in the appendix: (1) Number of Observations on Older Men and Women by Educational Attainment, Employees Only, in the Five-Year ACS Sample; (2) Regression Model of Hourly Wages; (3) OLS Predicted Values of Wage Levels for Women and Men by Education and Age; and (4) Sample Selection Model.
Student Parents and Financial Aid. Working Paper
Author: Huelsman, Mark
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: College Students,Parents,Student Financial Aid,Paying for College,Educational Policy,Federal Programs,Federal Aid,Student Loan Programs,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Tax Credits,Eligibility,Student Costs,Financial Needs,Economically Disadvantaged,College Attendance,Academic Persistence,Graduation,Nontraditional Students

Student parents face many challenges to accessing, persisting, and completing postsecondary education. While some of these challenges are unique to student parents--such as finding quality child care during class and work hours and juggling studying and academic assignments with parenting duties--others are typical of low-income and underserved populations more generally, who face financial difficulties and the need to work to cover college expenses. These factors influence student parents' decisions about the type of institution they attend, as well as whether they attend full- or part-time. College choice and enrollment status may also affect the persistence and graduation rates of student parents, and reduce their ability to receive federal, state, and institutional financial aid. The federal government, in particular, has a range of financial aid resources to offer students, though the sheer number of options in addition to the complexity in eligibility and delivery of awards may make it difficult for student parents to understand and take advantage of the options available to them. This brief aims to explain the circumstances of student parents--particularly vis-á-vis the financial aid system--as well as detail major federal programs that could impact student parents' college-going experience. Better communication, outreach and design of these programs, where needed, could have a substantial impact on college access, institutional choice, and persistence for student parents. Given that this population makes up nearly a quarter of all students, improving these programs could make a considerable dent in achieving national college attainment goals as well.
Gender Segregation in Fields of Study at Community Colleges and Implications for Future Earnings. Fact Sheet #C395
Author: Moughari, Layla
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Gender Bias,Females,Associate Degrees,Salaries,Wages,Labor Market,Equal Opportunities (Jobs),Parent Responsibility,Child Rearing,Majors (Students),Occupations,Gender Differences

Postsecondary education yields myriad benefits, including increased earnings potential, higher lifetime wages, and access to quality jobs. But postsecondary degrees are not all equal in the benefits they bring to students, and women tend to obtain degrees in fields with lower earnings. Women with associate degrees earn approximately 75 percent of what men with associate degrees earn (DeNavas-Walt, Proctor, and Smith 2011). This wage gap occurs in part because women with AA degrees--like women at all degree levels--often work in lower-paid, female-dominated occupations (Hegewisch, et al. 2010). Jobs in traditionally male occupations, such as engineering and mechanics, typically pay higher wages than female-dominated occupations (Hegewisch et al. 2010). Since women face a labor market characterized by persistent gender wage gaps to occupational placement, discrimination, and other factors (Blau and Kahn 2007), it is critical that college administration and policy makers become aware of segregation in fields of study and take steps to eliminate it. Women often bear the primary social and financial responsibility for child rearing their equal access to quality jobs is critical for family economic success and the future well-being of children. This fact sheet presents data on associate degree field of study by gender, and finds that even though women are the majority of those receiving associate degrees, they remain underrepresented in a number of relatively high-earning, traditionally male fields, including science, technology, engineering and mathematics (STEM).
Child Care Support for Student Parents in Community College Is Crucial for Success, but Supply and Funding Are Inadequate. Fact Sheet #C375
Author: Miller, Kevin
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Child Care,Parents,Two Year College Students,Community Colleges,Financial Support,Supply and Demand,Females,One Parent Family,Access to Education,Surveys,Child Care Centers,Federal Aid,College Attendance,Student Employment

Of the over 6 million students earning college credit at community colleges, 1.7 million (27 percent) are parents. Of those, about 1 million (16 percent) are single parents, more than twice the proportion at 4-year institutions. Three-quarters of single parents in college are women. One study of student parents attending community college found that over 80 percent reported that the availability of child care was very important in the decision to attend college and 46 percent reported that campus child care was their first priority when enrolling. Nearly 60 percent of respondents reported they could not have continued college without child care and 95 percent reported that child care allowed them to increase their class load. A survey of campus children's centers found that 90 percent of centers maintain waiting lists; the average center serves 110 children per week but has another 90 children on its waiting list. A survey of campus children's centers found that 90 percent of centers maintain waiting lists; the average center serves 110 children per week but has another 90 children on its waiting list. Single parents attending community colleges are more likely than other community college students to work full-time (54 percent of single parents, 41 percent of other students) and are less likely to attend school full-time (33 percent of single parents, 43 percent of other students). In addition to being more likely to work full time, care for children and other family members is also a significant demand on single parents' time. This is particularly true for women.
Single Student Parents Face Financial Difficulties, Debt, without Adequate Aid. Fact Sheet #C394
Author: Miller, Kevin
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: One Parent Family,College Students,Nontraditional Students,Student Financial Aid,Low Income Groups,Paying for College,Student Loan Programs,Marital Status,Parents,Debt (Financial),Institutional Characteristics

Parents with dependent children were nearly one quarter of students enrolled for credit at American postsecondary institutions in 2008. These students face significant challenges to remaining enrolled and graduating, including limited access to affordable child care, difficulty balancing the demands of school with the demands of work and family, and financial limitations that make it difficult to remain enrolled. Student parents are more likely than traditional students to say that financial difficulties are likely to result in their withdrawing from college (Miller, Gault, and Thorman 2011). Single parents are particularly likely to need financial aid to enroll in postsecondary education. 62 percent of single student parents have an expected family contribution (EFC) of zero, indicating that the federal government considers them to be unable to contribute financially to their educational expenses, compared to 20 percent of postsecondary students without children and 18 percent of married student parents. Single student parents are more reliant on student loans than are other students, possessing between 20 and 30 percent more student debt one year after graduation than other students. Student parents are also more likely than traditional students to drop out of school, which means that they are more likely than traditional students to possess student debt without the benefit of a postsecondary degree (Department of Education 2002).
Pride and Prejudice: Racial Contacts Mediating the Change of In-Group and Out-Group Racial Perceptions
Author: Zhou, Ji
Date: 2012-11-15
Type: Speeches/Meeting Papers
Subjects: College Freshmen,Student Attitudes,Racial Attitudes,Racial Bias,Cohort Analysis,Longitudinal Studies,National Surveys,Student Surveys,Racial Relations,Interpersonal Relationship,Racial Identification,Racial Differences,African American Students,Hispanic American Students,White Students,Asian American Students,Attitude Change,Resistance to Change,Mixed Methods Research,Structural Equation Models

Using the National Longitudinal Survey of Freshmen dataset, this study examined how students' within- and between-group racial contacts mediated the change of in-group and out-group racial perceptions across White, Black, Latino, and Asian students. This study was grounded in intergroup contact theory and employed multi-trait multi-method structural equation modeling (MTMM SEM). Important findings include: 1) students' in-group pride and out-group prejudice decreased during college; 2) Latinos had the most interracial contacts, making Latinos' perceptions of others and others' perceptions of Latinos the least resistant to change; 3) White students had the least interracial contacts, making White students' perceptions of racial minorities and racial minorities' perceptions of Whites the most resistant to change; 4) interracial contact mediated the change of racial perceptions asymmetrically between the two groups involved, depending on group social and academic status; and 5) Black students experienced the change of racial perceptions via racial contacts in significantly different ways than the other three groups. Implications emphasize facilitating and examining interracial contacts not only between White and minority students, but across all four racial groups. Suggestions are also provided for future longitudinal studies to adapt the MTMM SEM design to examine race relations across racial groups. Appended to the presentation is: Model Fitting Results.
An Africentric Rite of Passage Program and Its Impact on Adolescent African-American Male Attendance, Discipline, and Achievement
Author: Ford-Little, Monica
Date: 2006-12-00
Type: Reports - Research
Subjects: Afrocentrism,African American Students,Males,High School Students,Culturally Relevant Education,African American Culture,Attendance Patterns,Adolescents,Discipline,Student Behavior,Academic Achievement,Program Development,Intervention,School Culture,Extracurricular Activities,Mixed Methods Research,Surveys,Observation,Quasiexperimental Design,Popular Culture,Program Evaluation,Factor Analysis,Correlation,African Culture,Underachievement,Teacher Attitudes,Mentors,Self Esteem,Grade 9,Grade 10,Grade 11,Grade 12,Hypothesis Testing,Control Groups,Experimental Groups,Comparative Analysis

The purpose of this study is to examine an Africentric rite of passage program's impact on African-American male high school students. It is intended to determine whether a rite of passage program will affect attendance, discipline and achievement. The study also investigates the development of a school-based Africentric program as well as its outcomes. This intervention utilizes the principles of the rites of passage movement within African-American communities to focus on developing the participants' sense of self as a precursor to academic performance. It is proposed that the variables of school culture, extra curricular activities, teen culture and the rites of passage program are correlated to the African-American males academic performance, discipline, attendance, and teacher opinions. The dependent variables will be impacted by the African-American males' individual self-esteem as well as their attainment of self-actualization via the rites of passage program. The use of qualitative and quantitative methodology for this research was deemed essential. All mixed method designs use triangulation techniques. Surveys, observations, quasi-experimental techniques and hard data collection gave a clear view of the results. Demographic data attained from the surveys gave insights into the lives of the participants and teachers surveyed. The quasi-experimental technique also adds some validity to the research. Overall, a higher percentage of students in the experimental group rated themselves as &quot;not having discipline problems&quot; and improving in attendance as compared to the control group. In other respects the control group reported higher percentages as compared to the experimental in terms of class grades, completing assignments on time, team members working equally hard for success. The analysis of the percentages of teachers' responses to the Mighty Men of Valor program indicated that a majority of the teachers did not perceive the program as achieving the objectives. The following are appended: (1) Mighty Men of Valor Constitution; (2) Lithonia High School's Mighty Men of Valor; (3) Activities for Promoting Skill Components; and (4) Initial Participants in Study.
Research on Leadership: Running in Place or Fermenting Old Wine in a New Bottle?
Author: Watkins, J. Foster
Date: 2015-05-20
Type: Reports - Descriptive
Subjects: Instructional Leadership,Higher Education,Personal Narratives,Literature Reviews,Interpersonal Relationship,Educational Research,Principals,College Administration,Leadership Qualities,Communities of Practice,Professional Development,School Culture,Communication Skills,Administrator Role

A retired professor of educational leadership/higher education looks back to the literature review in his dissertations (1966) and moves forward over some 50 years of his personal research and his collaboration with his colleagues and doctoral students. The resulting document from the reflective process is shared in this submission. As reflected in the title, the position is taken that the leadership research has been &quot;running in place&quot; and the summary position is advanced that &quot;we have been fermenting old wine in a new bottle&quot;. A bibliography is included.
Making the Mosaic: The Changing Face of NYC's (Im)migrant Students. IESP Policy Brief No. 04-11
Author: Debraggio, Elizabeth
Date: 2011-08-00
Type: Reports - Research
Subjects: Urban Schools,Immigration,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Diversity,Public Schools,Elementary School Students,Middle School Students,Trend Analysis,Standardized Tests,Scores,Academic Achievement,Enrollment Trends,Institutional Characteristics,Educational Resources,Student Characteristics,Minority Group Students,Racial Differences,Ethnic Groups,Limited English Speaking,Foreign Countries,Socioeconomic Status,Special Education,Teacher Student Ratio,Teacher Characteristics,Teacher Persistence,Labor Turnover

Immigration and migration to New York City (NYC) collectively create a dynamic population of students. In this brief the authors use a decade of detailed, longitudinal data on NYC's 1st-8th graders to explore both the &quot;stock&quot; of students enrolled and the &quot;flow&quot; of new entrants in each academic year. Together, these paint a portrait of how newly entering immigrant students shape the ever evolving diversity of NYC public schools. New York City's elementary and middle schools receive between 20,000-30,000 new students in grades 2-8 every year. These students come from all over the world, speak over 175 different languages, and differ from the stock of students previously enrolled. Although the composition of new students varies annually, the variation manifests itself in both predictable and surprising ways. The research consistently shows that roughly half the new entrants in any year are native-born and that the flow of native-born students differs from the flow of foreign-born students, particularly in language skills and exposure to English at home. In the early grades, new entrants are disproportionately native-born, but as students age, the flow becomes increasingly foreign-born. Therefore, disentangling these groups and being more precise about &quot;which&quot; immigrants or &quot;which&quot; new students are examined is important in determining policy interventions. Four questions are addressed in this brief: (1) How many new students are there? (2) How have immigrants changed in the past decade? (3) Do new immigrant students lag behind native-born entrants on standardized exams? and (4) With whom do the new entrants go to school and are their schools different? This brief is intended to provide insight into this important group of newly entering students and to shed light on the variation in this population between nativity groups, over time, and across grades. Two supplemental tables are appended: (1) Total enrollment in NYC public schools; and (2) Foreign-born population in NYC.
A Decade of Change in NYC Schools. IESP Policy Brief No. 02-11
Author: Debraggio, Elizabeth
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Financial Support,Immigrants,Elementary School Students,Middle School Students,Hispanic American Students,Asian American Students,African American Students,Poverty,Limited English Speaking,Standardized Tests,Academic Achievement,Socioeconomic Influences,Student Characteristics,Geographic Location,Urban Schools,Student Diversity,Comparative Analysis,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnic Groups,White Students

Schools are not static entities--reforms are enacted, curriculums change, new principals and teachers arrive and others leave, and, importantly, students exit and enter the school system. These students may be graduating or reaching a terminal grade, beginning school, entering from local private or parochial schools, moving from another district, or emigrating from another country. This brief focuses on the latter group: the immigrant students in New York City (NYC) public elementary and middle schools over the past decade. As the largest and most diverse school system in the country, it is particularly important that education professionals in NYC have a comprehensive understanding of their students and how they are changing. This report presents a statistical portrait of the demographic characteristics and educational experiences of immigrant students in NYC's elementary and middle school grades (1st-8th grades) during the 2008-09 academic year. It documents the size and diversity of the immigrant population; compares differences between the native-born and immigrant students across a series of socioeconomic, demographic, and academic performance variables; examines differences within the immigrant population related to time in the U.S. and differences in region of origin; and notes similarities and differences between the foreign-born student population in 2009 compared to 2000. Two appendices are included: (1) Differences in School Performance of Region Groups within Poverty, Racial/Ethnic, and English Proficiency Groups [Tables]; and (2) Countries Included in Regional Groupings.
State Funding Mechanisms for English Language Learners
Author: Millard, Maria
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: State Aid,English Language Learners,Educational Finance,Financial Support,Funding Formulas,Resource Allocation,Second Language Instruction

Research is clear that English language learners (ELLs) perform better academically and achieve greater language proficiency when they have high-quality English language instruction.1 Like all supplemental services, these necessary supports require additional funding above the average per-student amount. The federal government provides grant funding to states through Part A of Title III to help ELLs with language acquisition and meeting content standards. While Title III dollars offer some support, a 2012 survey found that Title III officials and district administrators believe the funds are helpful but insufficient for ELL services. To address such shortages, 46 states allocate additional state funding dedicated to supporting ELLs. The mechanisms through which ELL funds are allocated can be confusing at best. Without a comprehensive understanding of school finance, it is difficult for policymakers to determine what changes are needed to better support their ELL students. Familiarity with ELL funding allows policymakers to evaluate their own funding models against those from other states, make adjustments and use their state funds to further drive innovation. This brief provides a clear and detailed description of the three ways in which states finance ELLs. Tables at the end of the document shows each state's ELL funding mechanism.