ethanporcaro/eric-fulltext-meta huggingface dataset:
First-Time Subbaccalaureate Students: An Overview of Their Institutions, Programs, Completion, and Labor Market Outcomes after 3 Years. Stats in Brief. NCES 2020-035
Author: Burns, Rachel
Date: 2020-07-00
Type: Reports - Research
Subjects: Two Year College Students,Longitudinal Studies,Postsecondary Education,Enrollment Trends,Graduation Rate,Employment,Institutional Characteristics,Associate Degrees,Certification,Gender Differences,Education Work Relationship,Income,Full Time Students,Part Time Students

Participation in the modern U.S. economy requires that most workers have education and training beyond high school, with over 60 percent of all jobs and 80 percent of middle-class jobs requiring some level of postsecondary education. This report draws upon data from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) to describe the enrollment patterns, 3-year completion rates, and early labor market experiences of students who began in certificate or associate's degree programs in 2011-12. To provide context for understanding the completion rates and labor market experiences of certificate and associate's degree students, this report begins by examining the institutions they first attended, the programs in which they initially enrolled, and their enrollment intensity during their time in college (i.e., full-time, part-time, or a mix of full- and part-time enrollment).
The Road to High-Quality Early Learning: Lessons from the States. Research Brief
Author: Wechsler, Marjorie
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Quality,Preschool Education,Public Education,Politics of Education,Child Care,State Aid,Educational Administration,Alignment (Education),Access to Education,Educational Improvement,Preschool Teachers,Faculty Development,Educational Finance

Although there is considerable research on the elements of high-quality preschool and its many benefits, particularly for low-income children and English learners, little information is available to policymakers about how to convert their visions of good early education into on-the-ground reality. This brief summarizes a study that fills that gap by describing and analyzing how four states--Michigan, West Virginia, Washington and North Carolina--have built high-quality early education systems. Among the common elements of their success are strategies that: (1) prioritize quality and continuous improvement; (2) invest in training and coaching for program staff; (3) coordinate the administration of birth-through-grade-3 programs; (4) strategically combine multiple funding sources to increase access and improve quality; and (5) create broad-based coalitions and support. [For the full report, see ED606328.]
The Appalachian Region: A Data Overview from the 2014-2018 American Community Survey. Chartbook
Author: Pollard, Kelvin
Date: 2020-06-00
Type: Reports - Research
Subjects: Regional Characteristics,Geographic Regions,Population Trends,Population Distribution,Age Differences,Racial Differences,Ethnicity,Employment Patterns,Unemployment,Income,Poverty,Health Insurance,Disabilities,Migration Patterns,Veterans,Educational Attainment,Housing,Labor Force,Family Structure,Transportation,Internet,Access to Computers,Rural Areas,Urban Areas

This report presents state- and county-level data for the Appalachian Region. The 12 chapters focus on: (1) Population Basics; (2) Age; (3) Race and Hispanic Origin; (4) Housing Occupancy, Tenure, and Type; (5) Education, Device Ownership, and Internet Access; (6) Labor Force, Employment, and Unemployment; (7) Transportation and Commuting Patterns; (8) Income and Poverty (9) Health and Insurance Coverage; (10) Disability Status; (11) Migration; and (12) Veteran Status. Most of the data contained in this chartbook come from the 2014-2018 American Community Survey. This year's Chartbook includes two appendices. Appendix A uses selected demographic and socioeconomic measures to provide an overview comparing rural Appalachia (defined here as nonmetropolitan counties not adjacent to any metropolitan area) to rural areas outside the Appalachian Region. (It also includes a map showing the location of these rural counties.) Appendix B contains two reference maps--one of the five Appalachian subregions, and one of the five rural-urban county types. Both the subregions and county types are referenced throughout the report. [For the 2012-2016 Chartbook, see ED585953.]
The Road to High-Quality Early Learning: Lessons from the States
Author: Wechsler, Marjorie
Date: 2016-06-00
Type: Reports - Research
Subjects: Early Childhood Education,Educational Quality,Preschool Education,Public Education,Politics of Education,Child Care,State Aid,Educational Administration,Alignment (Education),Access to Education,Educational Improvement,Preschool Teachers,Faculty Development,Educational Finance

Early education has emerged as a critical issue for state policymakers, who during the 2015-16 fiscal year alone invested nearly $7 billion in programs for our country's youngest learners. Although there is considerable research on the elements of high-quality preschool and its many benefits, there is little information available to policymakers about how to convert their visions of good early education into on-the-ground reality. This report fills that gap by describing and analyzing how four states--Michigan, West Virginia, Washington, and North Carolina--have built high-quality early education systems. It is based on reviews of policy documents, studies, and data in each state, as well as observations of programs and interviews with 159 individuals, including policymakers, program administrators, providers, teachers, parents, advocates, and researchers. These states exemplify an array of promising practices that are designed to meet a state's needs and to satisfy its priorities. [For the research brief, see ED606326.]
Down but Not Out: School Districts Struggle to Provide Summer Programs. Issue Brief
Author: EdSource
Date: 2011-08-00
Type: Reports - Research
Subjects: Summer Programs,Educational Finance,At Risk Students,Student Participation,Educational Policy,State Aid,Federal Aid,Private Financial Support,Elementary Secondary Education,School Districts,Achievement Gap

California's grim economic environment has hit summer school programs hard, but all of the state's 30 largest school districts still managed to provide some summer classes for struggling students in 2011, according to an EdSource survey. The July 2011 telephone survey of California's 30 largest school districts, revealed the following three major findings: (1) Most school districts have downsized their summer programs--sometimes drastically; (2) Several districts are running alternatives to traditional summer programs; and (3) Flexibility in state funds enabled districts to reduce summer offerings. Implications of these findings are discussed.
Addressing California&apos;s Emerging Teacher Shortage: An Analysis of Sources and Solutions
Author: Darling-Hammond, Linda
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Teacher Recruitment,Credentials,Educational Policy,State Policy,Educational Trends,Faculty Mobility,Elementary School Teachers,Secondary School Teachers,Teacher Supply and Demand,Outcomes of Education,Equal Education,Special Education,Teacher Salaries,Teacher Education,Mentors,Teaching Conditions,Incentives

After many years of teacher layoffs in California, school districts around the state are hiring again. With the influx of new K-12 funding, districts are looking to lower student-teacher ratios and reinstate classes and programs that were reduced or eliminated during the Great Recession. However, mounting evidence indicates that teacher supply has not kept pace with the increased demand. This report examines indicators of current shortages, discusses their impact on students, analyzes factors that influence teacher supply and demand in California and nationally, and recommends policies to ensure an adequate supply of fully prepared teachers for the fields and locations where they are needed. California must take purposeful steps now if the state is to avoid more acute, widespread shortages of teachers. Earlier state policy initiatives were greatly reduced or terminated during the era of state budget cuts. Reinstating incentives for teacher recruitment and retention will be a critical component of a thoughtful strategy to address the emerging teacher shortage. Based upon this analysis and prior research, the authors offer the following policy recommendations for consideration: (1) Reinstate the CalTeach program; (2) Create incentives to attract diverse, talented individuals to teach in high-need locations and fields; (3) Create innovative pipelines into teaching; (4) Increase access to high-quality preparation programs that support teacher success in high-need districts and fields; (5) Ensure that all beginning teachers have access to a high-quality support and mentoring program; (6) Provide incentives that support teachers' ability to stay in or re-enter the profession; and (7) Improve teaching conditions by supporting administrator training. [For the research brief, see ED606335.]
California&apos;s Math Pipeline: Success Begins Early. Issue Brief
Author: Terry, Liz
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: College Preparation,College Bound Students,College Readiness,Secondary School Mathematics,Algebra,STEM Education,State Standards,Racial Differences,Ethnicity,Asian American Students,White Students,Hispanic American Students,African American Students,Postsecondary Education,Middle School Students,Mathematics Skills,Elementary Secondary Education,Grade 7,Mathematics Achievement,Grade 2,Elementary School Students,Achievement Gap,Early Intervention,Preschool Education

Ensuring that students have a strong foundation in mathematics by the end of 7th grade is essential if they are to move successfully into an advanced math curriculum that begins with algebra. But student achievement at the end of 7th grade varies widely in California--and this has consequences. Some 7th graders are taking a full Algebra I course; others are well positioned to take the course in 8th grade. But still others struggle with 7th grade content and could continue to do so for years. To improve students' chances to achieve in science, technology, engineering, and mathematics (STEM) fields in high school and beyond, schools must make sure that students succeed in math well before 7th grade. One measure of readiness is the California Standards Tests (CSTs) in mathematics, which students in grades 2-7 take at the end of each school year. This brief explores how across the early grades, more students are meeting the state's expectations; gaps in student performance that exist in 2nd grade persist; gaps in school readiness foreshadow later achievement gaps; early interventions could help close gaps in student performance; fragmented data provide an incomplete picture of readiness at the state level; and local educators and leaders are in the best position to examine students' progress in math. This brief is one of three on K-12 student achievement in mathematics for educators and policymakers wanting to strengthen science, technology, engineering, and mathematics (STEM) education in California. [This brief was prepared with input and advice from the California STEM Learning Network (CSLNet). For the other briefs in this series, see &quot;California's Math Pipeline: The Grade 7 Pivot Point&quot; (ED606336) and &quot;California's Math Pipeline: Many Routes through and around College-Prep Courses. Issue Brief&quot; (ED606366).]
Addressing California&apos;s Emerging Teacher Shortage: An Analysis of Sources and Solutions. Policy Brief
Author: Darling-Hammond, Linda
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Teacher Recruitment,Credentials,Educational Policy,State Policy,Educational Trends,Faculty Mobility,Elementary School Teachers,Secondary School Teachers,Teacher Supply and Demand,Special Education,Incentives,Teacher Education

After many years of teacher layoffs, a change is underway in California: With new money in the system, districts are hiring again, and they cannot find enough qualified teachers to fill their vacancies. Shortages in many fields and locations across the state have been provoked by a steep decline in candidates preparing to teach, coupled with an increase in demand fueled largely by teacher attrition and schools' reinstatement of previously cut staff positions. This has triggered a rapid increase in the issuance of permits and credentials for underprepared teachers. A majority of voters polled are concerned about the shortage and support actions to mitigate its impact. This analysis shows the genesis of the current shortages, evaluates the factors that will determine future trends, and makes recommendations for addressing these problems. [For the full report, see ED606333.]
California&apos;s Math Pipeline: The Grade 7 Pivot Point. Issue Brief
Author: Terry, Liz
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: College Preparation,College Bound Students,College Readiness,Secondary School Mathematics,Algebra,STEM Education,Required Courses,State Standards,Graduation Requirements,Racial Differences,Ethnicity,Asian American Students,White Students,Hispanic American Students,African American Students,Postsecondary Education,Middle School Students,Mathematics Skills,Elementary Secondary Education,Grade 7,Mathematics Achievement,Grade 8

The end of 7th grade provides an important moment to assess how prepared California's students are to succeed in the more advanced math curriculum that starts with algebra. At a minimum, all California students are required to successfully pass Algebra I in order to receive a high school diploma. But Algebra I also functions as the gateway to more advanced math and science coursework. Where students stand at the end of 7th grade determines how quickly and successfully they get through that gateway. That makes 7th grade math an important &quot;pivot point&quot; in the K-12 math pipeline. This brief finds that a growing number of 7th graders meet the state's expectations, but math achievement varies dramatically based on student ethnicity; mastery of 7th grade math concepts is a meaningful indicator of algebra readiness; the lowest-achieving 7th graders are much less likely to pass the math section of the California High School Exit Examination (CAHSEE) before high school graduation; and students' later prospects in math pivot on their success through 7th grade. If California is going to increase the number of students who can succeed in sophisticated math and science courses in high school--and effectively pursue STEM degrees and careers after graduation--it must improve and accelerate many students' mathematical skills and understanding through 7th grade. This brief is one of three on K-12 student achievement in mathematics for educators and policymakers wanting to strengthen science, technology, engineering, and mathematics (STEM) education in California. [This brief was prepared with input and advice from the California STEM Learning Network (CSLNet). For the other briefs in this series, see &quot;California's Math Pipeline: Success Begins Early. Issue Brief&quot; (ED606334) and &quot;California's Math Pipeline: Many Routes through and around College-Prep Courses. Issue Brief&quot; (ED606366).]
From a Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, &amp; Academic Development
Author: Aspen Institute, National Commission on Social, Emotional, & Academic Development (NCSEAD)
Date: 2019-00-00
Type: Opinion Papers
Subjects: Social Development,Emotional Development,Cognitive Development,Academic Ability,Holistic Approach,Skill Development,Learning Processes,Resilience (Psychology),Environmental Influences,Student Experience,School Safety,Child Safety,Teacher Role,School Role,Adults,Role,Educational Policy,Strategic Planning,Goal Orientation

The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the &quot;real work&quot; of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges. In fact, the basis of this approach is not ideological at all. It is rooted in the experience of teachers, parents, and students supported by the best educational research of the past few decades. More than nine in 10 teachers and parents believe that social and emotional learning is important to education. At least two-thirds of current and recent high school students think similarly. This project was to convene a Council of Distinguished Scientists--leaders in the fields of education, neuroscience, and psychology--to identify areas of agreement. The consensus they define is broad and strong: Social, emotional, and academic skills are all essential to success in school, careers, and in life, and they can be effectively learned in the context of trusted ties to caring and competent adults. This culminating report draws on the input the commission received over the past two years from conversations, meetings, and site visits across the country.
All of Who I Am: Perspectives from Young People about Social, Emotional, and Cognitive Learning
Author: Jones, Elizabeth Pufall
Date: 2020-00-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Cognitive Development,Interpersonal Relationship,Power Structure,Environmental Influences,Adolescent Development,After School Programs,High School Students,Racial Differences,Ethnicity,Language Usage,Identification (Psychology),Empowerment,Holistic Approach,Social Influences,Relevance (Education),Intention

Over the past several years, a growing consensus has emerged across a range of disciplines--including brain science, developmental psychology, and education research--about how learning happens. The latest science now aligns with what educators, youth-supporting adults, parents, and caregivers have known for a long time: successful learning requires an integrated approach to social, emotional, and cognitive development. Historically, both research and educational practice have treated social, emotional, and cognitive development as discrete areas. Yet over the past few decades, advances across disciplines in developmental science have contributed to a more integrated understanding of development. This new understanding makes clear that social, emotional, and cognitive dimensions not only happen in conjunction with one another but are highly interdependent and mutually reinforcing. A 2019 report, &quot;From a Nation at Risk to a Nation at Hope,&quot; from the National Commission on Social, Emotional, and Academic Development played a vital role in advancing this consensus. The Commission engaged 200 scientists, educators, policymakers, and groups of young people and parents in its deliberations. Its work to synthesize existing and emerging research, build scientific agreement, and consider evidence-based implications for practice has accelerated an essential national conversation about how to help many more young people--particularly those who have been ill-served by current systems--succeed in school, work, and life. This report, &quot;All of Who I Am,&quot; describes young people's responses and considers how their insights contribute to knowledge about integrated approaches to social, emotional, and cognitive development. [For &quot;From a Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, &amp; Academic Development,&quot; see ED606337. Additional funding from the Sanford Programs at National University System.]
Teaching Diversity: Elementary School Teachers&apos; Opinions and Experiences on the Use of Multicultural Children&apos;s Books
Author: Erbas, Yahya Han
Date: 2019-01-00
Type: Journal Articles
Subjects: Teaching Methods,Diversity,Childrens Literature,Culturally Relevant Education,Cultural Differences,Cultural Pluralism,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Cultural Awareness,Teaching Experience,Religion,Second Languages

Diversity in the US is rapidly growing and as such, teachers are being faced with increasingly diverse classrooms. Culturally relevant teaching focuses on the representation of different cultures in schools and provides information about the cultures. Within this framework, using multicultural literature and the books related to diverse issues become more important than ever. The purpose of the study was to determine teachers' opinions and experiences on the use of multicultural children's literature for supporting multiculturalism. For this study, I interviewed four elementary teachers, referred to by the pseudonym within the study, who are currently working in elementary classrooms in public schools in the United States. For this study, the data were collected from the interviews with semi-structured and open-ended questions. According to the findings, teaching religious, linguistic and cultural differences are the main objects that the teachers plan on teaching multiculturalism. Another finding says that positive representation of others' cultures is a necessary part of their diverse classrooms.
Examining the Relationship between Patience, Emotion Regulation Difficulty and Cognitive Flexibility
Author: Gökçen, Gülden
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Psychological Patterns,Personality Traits,Cognitive Style,Self Control,Difficulty Level,Predictor Variables

In this study, it was aimed to investigate the relationship between patience, emotion regulation difficulty, and cognitive flexibility among university students, and to determine the predictability of patience in cognitive flexibility and emotion regulation difficulty. The study group of the study consisted of 342 (65.5%) females, 180 (34.5%) males, 522 university students whose age range varies between 18-25 and with an average age of 21.30. In the study, as data collection tools; Patience Scale, Emotion Regulation Difficulty Scale Short Form and Cognitive Flexibility Inventory were used. The data were analyzed by Pearson Correlation Analysis and Multiple Regression Analysis techniques. According to the findings of the research; negative between patience and difficulty in regulating emotions (r = -0.25, p &lt;0.01); Cognitive flexibility with positive (r = -0.28, p &lt;0.01)direction were found significant. According to multiple regression analysis, emotion regulation difficulty and cognitive flexibility were found to explain 18% of patience variance, and cognitive flexibility was found to be the strongest predictive variable. Findings are discussed according to the literature.