ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study Analysis: Student Perceptions of the SUNY Applied Learning Program
Author: Hezel Associates
Date: 2015-05-28
Type: Tests/Questionnaires
Subjects: College Students,Student Attitudes,Experiential Learning,State Universities,Student Experience,Outcomes of Education,Preferences,Internship Programs,Skill Development,Occupational Aspiration,On the Job Training,Sense of Community,Conventional Instruction

In February 2015, the State University of New York (SUNY) Chancellor Nancy L. Zimpher and the Business-Higher Education Forum announced a partnership to create over 100,000 new applied learning opportunities for SUNY students. This effort falls in line with Chancellor Zimpher's goal of ensuring that every SUNY student enrolled in an academic program has access to an applied learning experience prior to graduation. SUNY has partnered with Hezel Associates, a research and evaluation firm based in Syracuse, NY, to conduct focus groups at Cayuga Community College, SUNY Oswego and Stony Brook University. The three institutions were purposefully selected to showcase the diversity of applied learning experiences within the SUNY system. In total, Hezel Associates researchers conducted four onsite focus groups. Across all three schools, students participated in one focus group. Specifically, this study explored the following research questions: (1) Did student experiences meet the SUNY definition of Applied Learning? (2) What were the students' perceptions of their applied learning experiences? (3) How did learning outcomes differ from traditional educational experiences? (4) Do students have a preference in terms of learning approaches? In this report, Hezel Associates provides an overview of the SUNY Applied Learning Program, a description of the evaluation methods used, narrative descriptions of each focus group conducted, and a cross-case analysis that identifies key themes across all four focus groups. Finally, this report also addresses each of the above research questions. This research finds that across three schools, the SUNY Applied Learning Model is being deployed consistently. As the case descriptions show from each institution studied, students have found tremendous value in their experiences. [This report is proprietary to State University of New York (SUNY).]
Principal Talent Management According to the Evidence: A Review of the Literature
Author: George W. Bush Presidential Center, George W. Bush Institute
Date: 2016-10-00
Type: Information Analyses
Subjects: Principals,Talent Development,Faculty Recruitment,Career Development,Personnel Selection,Educational Policy,Educational Practices,Academic Achievement,Labor Turnover,Work Environment,Management Development,Outcomes of Education,Evidence,Compensation (Remuneration),Incentives

In recognition of the importance of effective school leadership, many states and districts have implemented policies and programs that aim to improve their capacity to attract and retain great principals. Too often, though, these policies and practices do not combine to form a coherent system that ensures effective leadership development. To be successful, these efforts require a comprehensive, systematic approach to principal talent management (PTM) that encompasses the entire continuum of a principal's career: preparation, recruitment and selection, professional learning, performance evaluation, and compensation and incentives. This literature review aims to provide district leaders with an understanding of the research and best evidence regarding the components of effective PTM systems. Based on the What Works Clearinghouse (WWC) standards as the criteria for identifying studies with rigorous research designs and evidence of causal relationships, the review focuses on two key outcomes of PTM systems and components: (1) the extent to which certain policies and practices lead to improved student achievement; and (2) principal retention. The review also highlights gaps in the existing research and offers recommendations for district leaders, policymakers, education-focused researchers, and funders of education leadership research, policy, and practice.
Retooling Literacy Education for the 21st Century: Key Findings of the Reading for Understanding Initiative and Their Implications
Author: Sabatini, John
Date: 2018-06-00
Type: Reports - Research
Subjects: Reading Research,Preschool Education,Elementary Secondary Education,Literacy Education,Reading Achievement,Reading Skills,Curriculum,Instruction,Evaluation,Faculty Development,Program Implementation,Outcomes of Education,Reading Comprehension

In May 2016, an invitational symposium on the Reading for Understanding (RfU) initiative was held in Alexandria, Virginia. Co-hosted by ETS and the Council of Chief State School Officers (CCSSO), the symposium brought together some 160 state and local education leaders to examine the results of the Reading for Understanding Initiative. The goal of the U.S. Department of Education-sponsored initiative was to accelerate the research on reading across grades preK-12. In 2010, five grant projects were awarded to focus on learning and instruction, and one project on assessment. In this policy report, the authors begin by framing the need for a focused, national effort to achieve universal, advanced reading literacy, arguing that it is an issue of equity as well as individual and national prosperity. The second portion presents a discussion of practical recommendations for lead practitioners, summarizing key insights from the RfU Research Initiative, remaining research challenges, and policy and practice recommendations for enhancing reading achievement across the educational developmental span from pre-K to secondary school graduation. In this report, the authors attempted to capture and communicate some key insights that can serve as principles for action now. Using the &quot;race to the moon&quot; metaphor, they suggested that change would require a shared vision that places value on the importance of improving reading development for all citizens. Second, the destination must be clear: What it means to be a proficient reader in the twenty-first century has changed, and assessment and instruction should follow suit. Third, change requires engineering a system that impacts policy through assessment, instruction, curriculum, professional development, and implementation of innovation for sustainability and continuous improvement. Adapting to the gradual accumulation of solid, stable empirical findings of research is important, but so too is learning to adapt educational practices to better serve children of today, large percentages of whom continue to fail to achieve reading comprehension levels at the standards that have been set for our nation. In the spirit of empirical science, the authors recommend that innovations in policies and practices should be considered and implemented where needed, but with an eye toward understanding better what works for whom and when. The insights illuminated here hopefully can serve as a foundation for such innovation.
Learning That Lasts: Unpacking Variation in Teachers&apos; Effects on Students&apos; Long-Term Knowledge. Working Paper 104
Author: Master, Benjamin
Date: 2014-01-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Value Added Models,Academic Achievement,Mathematics Instruction,English Instruction,Language Teachers,Mathematics Teachers,Urban Schools,Public School Teachers,Teacher Characteristics,Institutional Characteristics,Elementary Secondary Education

Measures of teachers' &quot;value added&quot; to student achievement play an increasingly central role in k-12 teacher policy and practice, in part because they have been shown to predict teachers' long-term impacts on students' life outcomes. However, little research has examined variation in the long-term effects of teachers with similar value-added performance. In this study, we investigate variation in the persistence of teachers' value-added effects on student achievement in New York City. We separate persistent effects into general effects that improve both the subject taught (math or English language arts (ELA)) and the other area of measured achievement and subject-specific effects which improve only the subject taught. Two findings emerge. First, a teacher's value-added to ELA achievement has substantial crossover effects on long-term math performance. That is, having a better ELA teacher affects both math and ELA performance in a future year. Conversely, math teachers have only minimal long-term effects on ELA performance; their effects are far more subject-specific. Second, we identify substantial heterogeneity in the persistence of English Language Arts (ELA) teachers' effects across observable student, teacher, and school characteristics. In particular, teachers in schools serving more poor, minority, and previously low-scoring students have less persistence than other teachers with the same value-added scores. Moreover, ELA teachers with stronger academic backgrounds have more persistent effects on student achievement, as do schools staffed with a higher proportion of such teachers. The results indicate that teachers' effects on students' long-term skills can vary as a function of instructional content and quality in ways that are not fully captured by value-added measures of teacher effectiveness.
High Rates of Within-School Teacher Reassignments and Implications for Student Achievement. Working Paper 151
Author: Atteberry, Allison
Date: 2016-03-00
Type: Reports - Research
Subjects: Teacher Placement,Incidence,Teacher Transfer,Academic Achievement,Instructional Program Divisions,Intellectual Disciplines,Minority Group Students,Teacher Student Relationship,Outcomes of Education

Educators raise concerns about what happens to students when they are exposed to new teachers or teachers who are new to a school. These teachers face the challenge of preparing a year's worth of new material, perhaps in an unfamiliar work environment. However, even when teachers remain in the same school they can switch assignments--teaching either a different grade or a different subject than they have taught before. While there exists some quasi-experimental literature on the effects for student achievement of being new to the profession (e.g., Rockoff, 2004) or to a school (Hanushek &amp; Rivkin, 2010), to date there is little evidence about how much within-school churn typically happens and how it affects students. We use longitudinal panel data from New York City from 1974 to 2010 to document the phenomenon, and we tie assignment-switching behaviors to available student achievement in the period since 1999.
Colleges Where Most Students Borrow and Few Repay
Author: Institute for College Access & Success
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,African American Students,Student Loan Programs,Paying for College,Loan Default,Debt (Financial),Federal Aid,Grants,First Generation College Students

About seven million undergraduates each year rely on federal loans to enroll in and complete college Many students find that student loans are an excellent investment in their future and are able to successfully repay their loans. Others struggle to make payments, or make payments that do not keep up with accruing interest. This factsheet focuses on colleges where student loan debt is especially burdensome for those who borrow, highlighting colleges where most students borrow and fewer than half of borrowers have paid down even $1 of their loan principal, seven years into repayment. At one in five colleges, most students borrow and few can repay. For-profit colleges make up most of the schools where most borrow and few can repay. First-generation students, Pell Grant recipients, and African-American students are more likely to enroll at colleges where most borrow and few can repay. However, most Pell Grant recipients and African-American students attend colleges with better repayment outcomes.
Students at Greatest Risk of Loan Default
Author: Institute for College Access & Success
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: At Risk Students,Loan Default,Undergraduate Students,Federal Aid,Student Loan Programs,Grants,First Generation College Students,African American Students,College Graduates,Dropouts,Paying for College

About seven million undergraduates annually rely on federal loans to enroll in and complete college. While many successfully repay their loans, some struggle to stay on top of their payments and end up defaulting after 270 or more days of non-payment. Defaulting on a loan has several serious consequences, including adding significantly to the cost of a loan, ruining the borrower's credit score, and preventing educational and employment opportunities. This factsheet looks at students who entered college in 2003-04 and defaulted on a federal student loan within 12 years of entering college. While 17% of first-time students defaulted within 12 years, specific groups of students disproportionately struggled with loan repayment. Students who attended for-profit colleges were more likely to end up in default. Pell Grant recipients, most of whom have family incomes under $40,000, were more than five times as likely to end up in default as their higher income peers. First-generation students were more likely to end up in default than students whose parents had attended college. African-American students were more likely to end up in default than students of other races and ethnicities. Students were less likely to default if they completed their programs than if they dropped out, although completers in certain vulnerable groups still defaulted at high rates. Among certain vulnerable groups, students who completed were more likely to default than their less-vulnerable counterparts who dropped out.
The GED® Program Policy Manual
Author: American Council on Education, GED Testing Service
Date: 2018-01-00
Type: Guides - Non-Classroom
Subjects: High School Equivalency Programs,Equivalency Tests,Testing Programs,Educational Policy,Test Use,Test Content,Essay Tests,Privacy,Confidentiality,Research,Legal Problems,Examiners,Training,Program Implementation,Testing,Information Security,Outreach Programs,Meetings,Supervision,Handheld Devices,Pretests Posttests,Eligibility,Standards,Scores,Transcripts (Written Records),Credentials,Cheating,Testing Accommodations,Guidelines,Foreign Countries

The manual is presented in the form of a policy grid. The grid includes a consolidated list of General Educational Development (GED) Testing Service policies regarding the GED® test and overall GED® program. The grid combines all of the policies into one unified table and supersedes any prior policy manual.
The Internationalization of Chinese Higher Education. CIQG Publication Series
Author: Neubauer, Deane
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Global Approach,Higher Education,Study Abroad,Educational Change,International Cooperation,Second Language Learning,English (Second Language),Federal Government,Government Role,Student Interests,Educational Quality,Quality Assurance,High School Students,College Bound Students,Academic Aspiration,Majors (Students),Preferences,Intellectual Disciplines,Business Administration Education,Engineering Education,Mathematics Education,Computer Science Education,Foreign Countries

The rate and scope of internationalization of Chinese higher education has been unprecedented. Eight sections discuss how: (1) China's internationalization of higher education is on a fast track; (2) The United States is the most favored country destination for Chinese students; (3) There have been recent changes in higher education relations between China and the United States; (4) The shape, speed, and content of internationalization of higher education in China is dependent on commitment of the national government, motivation by higher education institutions, and student interest; (5) Learning English in China is a huge market in need of quality assurance; (6) There has been a rapid emergence of International Class in High School students, whose only goal is to be accepted at a foreign university for bachelor's degrees; (7) The distribution of Chinese students in the United States by major shows a preference for business management, engineering, and mathematics and computer science; and (8) Three rankings have emerged to measure the phenomenon of the internationalization of Chinese higher education. These rankings are: (1) the Higher Education Research Institute at Southwest Jiaotong University; (2) the Ai Ruishen Alumni Association in China; and (3) the Higher Education Research Institute of Zhejiang University.
Trends in State ESSA Plans: Equity Advocates Still Have Work to Do
Author: Ushomirsky, Natasha
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Educational Trends,Trend Analysis,Equal Education,Advocacy,Educational Improvement,Accountability,State Policy,Educational Assessment,Attendance Patterns,College Readiness,Career Readiness,Academic Achievement,Achievement Rating,Disproportionate Representation,Low Income Groups,Minority Group Students,Progress Monitoring,Educational Indicators

The Every Student Succeeds Act (ESSA) offers state leaders the opportunity to refocus their education systems on improving opportunity and outcomes for young people who have been underserved for far too long. The law includes a number of important requirements to focus on equity in school accountability, but it also leaves many key decisions up to states -- decisions about what, exactly, to measure, how to communicate how schools are doing on those measures, how to identify schools that need to take action to improve for any group of students, and what to do to support school improvement efforts. The Education Trust has been closely following the decisions states are making in their new accountability systems. Its analysis of state ESSA plans focused on three questions that are are especially important in determining whether a plan is likely to promote opportunity and improve outcomes for all groups of students: (1) Are states keeping student learning front and center?; (2) Do school ratings reflect how schools are doing for all groups of students?; and (3) Is the state being honest about which schools need to take steps to improve for one or more student groups? This report examines each issue in detail, highlighting examples of how different states are addressing the problem. [This brief draws heavily on the previously published article: Ryan Smith and Lillian Lowery, &quot;Students Can't Wait: Promoting Equity and Improvement through ESSA,&quot; &quot;The State Education Standard: The Journal of the National Association of State Boards of Education&quot; (EJ1155938).]
Funding Gaps 2018: An Analysis of School Funding Equity across the U.S. and within Each State
Author: Morgan, Ivy
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Equity (Finance),Educational Finance,State Aid,Financial Support,School Districts,School Demography,Poverty,Minority Group Students,Public Schools,Low Income Students

This report examines how state and local school funding decisions can either advance or hinder equity, focusing on the relationship between funding and the demographics of the students who districts served as of 2015 and looking at how the revenues of districts that serve higher percentages of students living in poverty or students of color compare with those of their counterparts. It provides an up-to-date analysis of funding equity--between districts--that is comparable across states and allows advocates and policymakers to understand how their state fares in a national context against a few key criteria. The report gives an overview of funding equity by race and poverty concentration across states. Overall, in more than half of states, districts with the highest poverty rates do not receive more funding to account for that increased need, and in 14 states, the districts with the most students of color get at least 5 percent less funding than districts with the lowest percentage of students of color. [This report draws heavily on a previous Education Trust report: Natasha Ushomirsky and David Williams, &quot;Funding Gaps 2015&quot; (see ED566665).]
Are There Hidden Costs Associated with Conducting Layoffs? The Impact of RIFs and Layoffs on Teacher Effectiveness. Working Paper 140
Author: Strunk, Katharine O.
Date: 2018-03-00
Type: Reports - Research
Subjects: Job Layoff,Teacher Effectiveness,Productivity,Job Security,Public School Teachers,Academic Achievement

Few studies examine employee responses to layoff-induced unemployment risk; none that we know of quantify the impact of job &quot;insecurity&quot; on individual employee productivity. Using data from the Los Angeles Unified School District (LAUSD) and Washington State during the Great Recession, we provide the first evidence about the impact of the layoff process on teacher productivity. In both sites we find that teachers impacted by the layoff process are less productive than those who do not face layoff-induced job threat. LAUSD teachers who are laid off and then rehired to return to the district are less productive in the two years following the layoff. Washington teachers who are given a reduction-in-force (RIF) notice and are then not laid off have reduced effectiveness in the year of the RIF. We argue that these results are likely driven by impacts of the layoff process on teachers' job commitment and present evidence to rule out alternate explanations.
Vocational Rehabilitation Closure Trends for Individuals with Intellectual Disabilities: A Snapshot of Five U.S. Territories. Data Note. Number 48
Author: Winsor, Jean E.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,Intellectual Disability,Geographic Regions,Outcomes of Treatment,Employment Patterns

Beginning in FY2013, the Administration on Intellectual and Developmental Disabilities requested that each Project of National Significance include the five primary territories of the United States in data collection and analysis efforts. The five territories included in this analysis are American Samoa, Guam, Northern Marianas, Puerto Rico, and the Virgin Islands of the United States. This data note is the first in a series on the territories produced by the Access to Integrated Employment project that will be focused on the secondary data analysis of federal data sets. Data for this Data Note comes from the RSA-911, a public access database that captures individual characteristics, services provided, and employment outcomes at the point of closure from vocational rehabilitation (VR) services.
State Trends in the Vocational Rehabilitation Engagement of Young Adults with Intellectual Disabilities: 2002-2011. Data Note. Number 45
Author: Migliore, Alberto
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,Young Adults,Intellectual Disability,State Programs,Participation

Experiencing paid employment during and immediately after high school is a critical step on the path toward economic self-sufficiency in adulthood. Young adults with disabilities interested in gaining employment experiences may seek support from vocational rehabilitation (VR) programs. In this Data Note, the authors examine the extent to which young adults with intellectual disabilities engage with their state VR programs.