ethanporcaro/eric-fulltext-meta huggingface dataset:
The Community College Baccalaureate in Washington: Who Enrolls? Data Note 2. New Baccalaureate Series
Author: Meza, Elizabeth A.
Date: 2019-08-00
Type: Reports - Research
Subjects: Community Colleges,Equal Education,Academic Degrees,Bachelors Degrees,Student Characteristics,STEM Education,Age Differences,Minority Group Students,Nontraditional Students,Low Income Students,Females,Enrollment Trends,Access to Education,Intellectual Disciplines,Gender Differences,Racial Differences,Ethnicity,Veterans Education,Parents

When authorizing community colleges to offer baccalaureate degrees in 2007 the legislature intended for these degrees to serve students enrolled in professional-technical education. This report explores the extent to which programs serve the intended population, how demographics relate to program enrollment, and enrollment shifts over time. Students enrolled in community college baccalaureate programs overall look very similar to the student professional-technical population and programs are largely serving intended students, however, demographics are highly related to academic programs. STEM [science, technology, engineering and mathematics] programs, growing rapidly in response to workforce needs, are serving younger students and fewer underserved students of color than other programs. [Fro Data Note 1, see ED608158.]
Paraprofessionals&apos; Perceptions of Behavior Problems in Elementary School Classrooms
Author: Bronstein, Briana
Date: 2020-00-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Student Behavior,Attitudes,Behavior Problems,Elementary School Students,Coaching (Performance),Staff Development,Training,At Risk Students,Intervention,Student Needs,Time on Task,Interaction,Aggression,Compliance (Psychology),Classification

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses paraprofessionals' perceptions of common student behavior problems in elementary school classrooms. Results indicate coached paraprofessionals had a greater likelihood of reporting operationally defined behavior concerns than controls. A qualitative constant comparative method of analysis of paraprofessionals' behavior reports revealed themes of disruptive academic behaviors (off task, peer/verbal interactions, physical interference), aggressive behaviors (physical aggression toward people/objects, verbal aggression), noncompliance (physical/verbal refusal), and &quot;other&quot; behaviors (unclear/opposite or positive actions). Implications for practice and future research are discussed. [This is the online version of an article published in &quot;Journal of Special Education.&quot;]
Updating the National Landscape: State Adoption of Community College Baccalaureate Degrees. Data Note 3. New Baccalaureate Series
Author: Soler, Maria Claudia
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Bachelors Degrees,Educational Policy,State Policy,Two Year Colleges,Access to Education,Equal Education,Postsecondary Education,Program Effectiveness,Associate Degrees,Public Colleges,Private Colleges,Tribally Controlled Education

This is the third data note on the project &quot;Scaling Community College Baccalaureate Degrees: The Equity Imperative.&quot; The goal of this research is to examine degree-granting policies, institutional adoption, and program implementation related to community college baccalaureate (CCB) degrees in the United States. Given the changing policy context across the nation, this data note updates the current national landscape and provides additional information about CCB policy and program implementation. Trends in authorization of CCB degrees and implications for equity and diversity are also discussed. [For Data Note 2, see ED608169.]
Community College Baccalaureate Degree Completion in Washington. Data Note 4. New Baccalaureate Series
Author: Meza, Elizabeth Apple
Date: 2020-02-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Bachelors Degrees,Graduation Rate,College Transfer Students,Racial Differences,Intellectual Disciplines,Business Administration Education,Medical Education,STEM Education,Art Education

Complimenting an earlier data note on enrollment by Meza (2019) [see Data Note 2, ED608169], results of this data note examine the completion rates of students in Community College Baccalaureate (CCB) programs in Washington state by program area and student demographics. We find CCB degree completion rates are rising and now approach the baccalaureate completion rates for students transferring from a community college to a public four-year university in Washington state. This is notable as the CCB student population includes students who are older and more likely to be underserved by higher education than the transfer student group. Our results also show CCB degree completion rates vary by program area and student demographics, with completion rates for Latinx students of 66 percent and rivaling the completion rates of White and Asian students in the Business program area. However, equity gaps exist in degree completion in other CCB program areas that need to be addressed. [For Data Note 3, see ED608172.]
How Do Students Earning CCB Degrees Compare to Their Peers at Public Universities in Washington State? Data Note 5. New Baccalaureate Series
Author: Blume, Grant
Date: 2020-02-00
Type: Reports - Research
Subjects: Community Colleges,Technical Institutes,College Graduates,Graduation Rate,Bachelors Degrees,Business Administration Education,Nursing Education,Gender Differences,Racial Differences,Student Diversity,Educational Attainment,Access to Education,Hispanic American Students,African American Students,Pacific Americans,State Universities

This data note explores the extent to which the student population earning baccalaureate degrees at community and technical colleges mirrors the demographic characteristics of the student population earning baccalaureate degrees in comparable programs of study offered by four public universities in Washington State. Demographic analysis reveals important differences between these two student populations, both broadly and in the specific program areas of business administration and nursing. Among business administration degree earners, for instance, compared to men a substantially higher proportion of women earn CCB [community college baccalaureates] degrees (56.6%) relative to women earning baccalaureate degrees in business at public universities (45.8%). In terms of racial diversity, the entire population of CCB degree earners is more diverse than university baccalaureate earners, especially among African American and Latinx students. These results provide important preliminary evidence of the extent to which CCB policy serves as a policy lever to increase gender and racial diversity in baccalaureate attainment in Washington State. [For Data Note 4, see ED608173.]
Growth in Enrollment and Completion of STEM Community College Baccalaureate Degrees in Washington State. Data Note 6. New Baccalaureate Series
Author: Meza, Elizabeth Apple
Date: 2020-03-00
Type: Reports - Research
Subjects: Community Colleges,Equal Education,Academic Degrees,Bachelors Degrees,Student Characteristics,STEM Education,Age Differences,Minority Group Students,Nontraditional Students,Low Income Students,Females,Enrollment Trends,Access to Education,Gender Differences,Racial Differences,Ethnicity,Veterans Education,Parents

Washington State is experiencing substantial growth in the number of science, technology, engineering and mathematics (STEM) Community College Baccalaureate (CCB) programs. Student enrollments in STEM CCB programs are also growing, providing an opportune time to study these students and their enrollment in and completion of STEM CCB programs. This research on STEM CCB programs shows women complete degrees at nearly the same rate as men but female enrollments lag behind state and national statistics for STEM education. More closely reflecting national trends, the research shows disparities in enrollment by and completion of students of color compared to white and Asian students, though STEM CCB enrollees are more diverse than STEM enrollees in universities. Understanding these student demographics is important to informing state and institutional policy on STEM education where demand for STEM workers continues to grow in the state. [For Data Note 5, see ED608174.]
Comparison of the Employment and Earnings Outcomes of Washington Community College Baccalaureate Graduates and University Graduates. Data Note 8. New Baccalaureate Series
Author: Meza, Elizabeth Apple
Date: 2020-06-00
Type: Reports - Research
Subjects: Bachelors Degrees,Employment Level,Wages,College Graduates,Business,Computer Science,Information Science,Allied Health Occupations,Visual Arts,Occupations,Intellectual Disciplines,Racial Differences,Ethnicity,Community Colleges,Two Year Colleges,Gender Differences

This study examines employment and earnings outcomes for Bachelor's of Applied Science (BAS) degree-holders who graduated from a Washington community and technical college baccalaureate (CCB) program in business, computer and information sciences, healthcare, and visual and performing arts. These graduates are compared to graduates from public regional four-year universities in Washington in similar program areas. The CCB sample includes a larger percentage of students of color than the university group because the CCB group is more racially diverse, but these groups' programs of study are as similar as possible given requirements that community college and university programs should not be duplicative. Results show both groups have high employment match rates in all four program areas, with CCB graduates demonstrating a slightly higher employment match rate than university graduates. Moreover, relatively small differences exist in initial earnings, and both groups show annualized earnings increases over time. However, we do see differences in earnings by gender and race that are larger within the CCB and university groups than between the groups. [For Data Note 7, see ED608163.]
Discover the Keys to Greater Engagement with Both High School Students and Parents. 2017 E-Expectations Trend Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Parent Participation,College Choice,College Bound Students,Information Seeking,Parent Attitudes,Preferences,Communication (Thought Transfer),Web Sites,Advertising,Social Media,Electronic Mail,Synchronous Communication,Handheld Devices,Telecommunications,Student Recruitment

An initial measure of success for any higher education enrollment or marketing effort is engagement. And, while students and parents may be engaged with several prospective schools, stronger engagement with your institution may affect their final choice. With the value of engagement in mind, the &quot;2017 E-Expectations Trend Report&quot; explores the keys of engagement by answering four guiding questions: (1) When and how do parents engage in the college admission process? (2) How do parents and students engage when they seek information? (3) When and how do parents and students engage to signal their interest? and (4) What information do parents and students want, and how do they prefer to receive it? These guiding questions align directly with four action steps that encapsulate the student and parent journey in making their final choice of a higher learning institution: (1) beginning engagement; (2) seeking information; (3) signaling interest; and (4) receiving information. To help the reader create and execute an engagement strategy that optimizes online, digital, and social media channels, the report provides key takeaways and practical recommendations in each section. [For &quot;Examining Transitions from Junior to Senior Year. 2016 E-Expectations Trend Report,&quot; see ED608180.]
Meeting the Expectations of International Undergraduate and Graduate Students. A 2014 E-Expectations Trend Report
Author: Noel-Levitz, Inc.
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Students,Undergraduate Students,Graduate Students,Expectation,Foreign Countries,Study Abroad,Student Attitudes,Influences,Parent Influence,Student Financial Aid,Paying for College,Student Recruitment,Web Sites,Communication (Thought Transfer),College Choice,Handheld Devices

International student enrollment continues to grow at a rapid pace in the United States. Given these increases, what can campuses do to engage international students and encourage them to enroll? What are the needs, concerns, and preferences of international students, and do they vary from undergraduate to graduate students? To answer those questions, Noel-Levitz and CollegeWeekLive conducted a survey of prospective international undergraduate and graduate students in early 2014. Among the findings: (1) 60 percent of international students said an interest in a particular campus is their main motivation for studying abroad; (2) 58 percent of prospective undergraduates and 49 percent of prospective graduate students acknowledged that their parents were involved in their decision to study abroad; (3) More than 65 percent of all international students listed funding as a concern about studying abroad, which was by far the largest area of concern; (4) International students rated campus websites, college rankings, and conversations with campus representatives and current students as the most influential factors on their enrollment decision; (5) When ranking website content, international students ranked academic, admissions, and cost/financial aid information as the most important; (6) Nearly 30 percent of international students said they use a mobile device as their primary means of accessing the web; and (7) 45 percent of students reported that they had no plans to visit a campus before applying; 22 percent said they would not visit even after being accepted. This report shares the findings of the survey, as well as seven strategies for recruiting international students based on the findings. [For &quot;Recruiting Abroad: Understanding the Expectations and Behaviors of Prospective International Students--A Study of College-Bound High School Students from 146 Countries. An E-Expectations Trend Report,&quot; see ED608181.]
What 10 Years of Research Has Told Us about College E-Recruitment. 2015 E-Expectations Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Student Recruitment,College Bound Students,Expectation,Student Attitudes,Web Sites,College Choice,Information Sources,Handheld Devices,Telecommunications,Search Engines,Visual Aids,Social Media,Synchronous Communication,Advertising,Communication (Thought Transfer),Electronic Mail

This &quot;2015 E-Expectations Report&quot; examines the current expectations of college-bound high school students as well as how their expectations have changed over the last decade. The 2015 E-Expectations study polled more than 3,000 high school juniors and seniors, with a 50 percent representation from each class level as well as a 50 percent split between male and female participants. Among the findings: (1) 70 percent of students have looked at a college website on a mobile device; (2) Search engines have become the dominant method for finding college websites; (3) Students are much more receptive to receiving text messages from campuses; (4) Prospective students are much more drawn to images of a campus than to photos of current students; and (5) Nearly 80 percent say that a campus website affects their perception of an institution. The report includes 10 recommendations for connecting with prospective students online. [For &quot;Meeting the Expectations of International Undergraduate and Graduate Students. A 2014 E-Expectations Trend Report,&quot; see ED608178.]
Examining Transitions from Junior to Senior Year. 2016 E-Expectations Trend Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: College Choice,High School Students,College Bound Students,Student Recruitment,Information Sources,Web Sites,Advertising,Handheld Devices,Telecommunications,Visual Aids,Interaction,Student Attitudes,Preferences,Electronic Mail,Synchronous Communication,Social Media

This &quot;2016 E-Expectations Trend Report&quot; examines the differences in how college-bound students used the digital tools at their disposal from the spring of their junior year to the fall and spring of their senior year. This report contains results from three web surveys: (1) May 2015 survey: 1,526 class of 2016 juniors (spring juniors); (2) October 2015 survey: 2,064 class of 2016 seniors (fall seniors) and 2,064 class of 2017 juniors (fall juniors); and (3) May 2016 survey: 1,559 class of 2016 seniors (spring seniors) and 1,558 class of 2017 juniors (spring '16 juniors). The report is divided into four sections reflecting the stages of a student's consideration: (1) Discovery--how students learn about colleges and universities in developing their list; (2) Exploration--what types of information they seek in researching potential schools; (3) Interaction--how students &quot;raise their hands&quot; online and request interaction with potential schools; and (4) Engagement--how they seek to have institutions engage and inform them. To help the reader readily shape and optimize their online strategy, the report shares key findings and recommendations related to these findings within each section. [For &quot;What 10 Years of Research Has Told Us about College E-Recruitment. 2015 E-Expectations Report,&quot; see ED608179.]
Recruiting Abroad: Understanding the Expectations and Behaviors of Prospective International Students--A Study of College-Bound High School Students from 146 Countries. An E-Expectations Trend Report
Author: Noel-Levitz, Inc.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Students,Student Recruitment,College Bound Students,Expectation,Student Behavior,Student Attitudes,College Choice,Study Abroad,Paying for College,Student Financial Aid,Communication (Thought Transfer),Foreign Countries,Influences,Internet,Computers,Handheld Devices,Information Sources

International student enrollment in the United States has increased dramatically in recent years. With domestic college enrollments expected to flatten for the remainder of the decade, many campuses may be interested in increasing their recruitment efforts into this growing pool of potential students. What draws international students to enroll at colleges and universities in the United States? What resources do they use when researching college choices abroad? What do they expect during the enrollment process? To answer those questions, Noel-Levitz and CollegeWeekLive conducted a survey of prospective international students in early 2013. The respondents revealed their expectations, attitudes, and intentions on a variety of recruitment topics. Among the findings: (1) A student's desire to attend a specific university was the greatest factor driving their interest in studying outside of their home country; (2) Campus Web sites were the most influential resource on the application decision; (3) Students cited funding as their top concern with studying abroad and cited financial assistance from American institutions as their top source for paying for college; (4) Students placed a high value on live conversations with college representatives and current students; (5) International students rated e-mail as their top communication method, but are open to a wide variety of online communication channels, including live online chats and live Webcasts; (6) Seventy-two percent said it was important to have conversations with campuses at all stages of the enrollment process; and (7) Nearly three-fourths used home computers as their main method for accessing the Internet; 74 percent had also viewed university Web sites on a mobile device. The report includes eight recommendations for strengthening international student recruitment.
Implementation and Evaluation of a School-Based Retention Program for Exceptional Student Education Teachers
Author: Rowell, Kanteasa E.
Date: 2006-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Program Implementation,Program Evaluation,Teacher Persistence,Special Education Teachers,Faculty Mobility,Educational Benefits,Teaching Conditions,Teacher Salaries,Mentors,Faculty Development

The purpose of this applied dissertation was to gain an in-depth understanding of the factors that lead to retention of exceptional student education (ESE) teachers and what role leaders play at the school level in influencing quality teachers to remain in the field of education. The attrition rate of ESE teachers nationwide grows as school officials attempt to fill vacant ESE instructional positions. The site school, which was located in a school district in Florida, was no exception. Specifically, the project explored factors related to the attrition rate of ESE teachers in general as well as specifically at the site school. It explored effective retention programs and detailed the design of a long-term support-retention program that was implemented at the site school to retain ESE teachers. The researcher selected action research to carry out the project. Qualitative action research allowed the researcher to discover patterns that have led to the high level of teacher attrition at the site school as well as other schools. The analysis took on a logico-inductive process. The evaluation of the retention program revealed that the training and supportive services were beneficial. Participants also recommended that the retention program be implemented at the beginning of each school year.
How Digital Engagement Shapes the Way High School Juniors and Seniors Choose a College. 2018 E-Expectations Trend Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: College Choice,High School Students,High School Seniors,Expectation,Information Sources,Web Sites,Student Costs,Student Recruitment,Advertising,Handheld Devices,Access to Information,College Applicants,Social Media,Electronic Mail,Synchronous Communication,Usability,Video Technology,First Generation College Students,Student Attitudes,Preferences,Student Needs

The &quot;2018 E-Expectations Trend Report&quot; provides institutions with insights from high school juniors and seniors so institutions can engage and inform them wherever they interact with an institution online. This report answers key questions such as: (1) How do students rank admissions resources institutions provide, from most valuable to least? (2) What keeps students engaged with an institution's website, and what will undermine their experience? (3) How do students want to connect with a campus? (4) Which social media platforms matter, and how do preferences differ for juniors and seniors? and (5) What do students look for first when they visit an institution's website? These results come from a survey of 529 high school juniors and seniors conducted in spring 2018. The findings are categorized by juniors and seniors to show how their needs and expectations evolve during the search process: (1) supporting their research; (2) improving engagement; (3) engaging the college's website; (4) choosing videos and images; and (5) supporting first-generation students. These key insights align with recommended action steps colleges must take to attract students who are the best fit. [For &quot;Discover the Keys to Greater Engagement with Both High School Students and Parents. 2017 E-Expectations Trend Report,&quot; see ED608177.]