ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Equity and Access to High-Quality CTE for Youth and Young Adults in the Justice System. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-06-00
Type: Reports - Research
Subjects: Vocational Education,Youth,Young Adults,Access to Education,Juvenile Justice,Correctional Education,Institutionalized Persons,Correctional Institutions,Educational Quality,Standards,Educational Practices,Educational Finance,State Government,Government Role,Cooperative Planning

Ensuring that young people have access to high-quality Career Technical Education (CTE) programs is vital to preparing them for future employment. Yet, youth and young adults in the justice system historically have been left behind in states' and localities' efforts to improve workforce development and employment outcomes. In an economy that is now being reshaped by COVID-19 (Coronavirus), it is more critical than ever that young people in the justice system are fully equipped to succeed in the rapidly changing labor market and meet workforce needs. Advance CTE's latest resource, developed in collaboration with the Council of State Governments (CSG) Justice Center, outlines five key actions that state CTE leaders can take in partnership with juvenile and adult criminal justice agencies and other entities to ensure that youths and young adults in these systems have access to high-quality CTE programs and the opportunity to secure and maintain viable employment: (1) Ensure that CTE programs for youth and young adults in the justice system are held to the same rigorous standards as other CTE programs in the state; (2) Help justice and education agencies and program providers adopt and implement promising practices; (3) Leverage federal funding to support CTE programs in correctional facilities; (4) Appoint a state-level designee to oversee the development and delivery of CTE programming for youths and young adults in the justice system; and (5) Collaborate with justice agencies to collect and share student-level data and program outcome data to enhance accountability of CTE programs for youths and young adults in the justice system. This resource is part of the &quot;Making Good on the Promise&quot; series, which confronts the negative aspects of CTE's legacy and defines the key challenges learners face today. The series provides promising solutions to help state leaders close equity gaps in CTE to ensure that each learner is able to attain the promise of CTE -- a high-skill, high-wage, in-demand career.
Engaging Adjunct Faculty in the Student Success Movement: A Practitioner&apos;s Guide
Author: Achieving the Dream, Inc.
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: College Faculty,Adjunct Faculty,Part Time Faculty,Faculty Development,Community Colleges,Two Year College Students,Academic Achievement,College Programs,Program Design,Educational Planning,Educational Objectives

This Guide is designed to support the work of institutional cross-functional teams charged with strengthening adjunct faculty professional learning and institutional engagement. Each section shares key learnings from ATD's work with six Leader Colleges, including accomplishments in the form of new programs, services, or policies that can serve as examples for your college to adapt in a way that will fit authentically in your institution's culture. Our goal here is to help college teams anticipate obstacles and barriers, understanding that the relationship-building work necessary to overcome these challenges very often facilitates success in other related work. Each section of the Guide also includes tools in the form of worksheets and planning templates to support your team's efforts. [For related reports see &quot;Understanding the Needs of Part-Time Faculty at Six Community Colleges. CCRC Research Brief&quot; (ED591765) and &quot;Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors' Employment Status Influence Student Success? CCRC Working Paper No. 112&quot; (ED598947).]
Aligning to Opportunity: State Approaches to Setting High Skill, High Wage and in Demand
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Vocational Education,Alignment (Education),Labor Market,Skilled Occupations,Demand Occupations,Educational Legislation,Federal Legislation,Wages,State Government,Definitions,Data Use,Information Sources,Information Dissemination,Public Agencies,Agency Cooperation,Criteria,Elementary Secondary Education,Postsecondary Education,Labor Force Development

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) places a strong emphasis on the alignment of Career Technical Education (CTE) programs of study with state, regional and local economies. Specifically, the legislation requires Perkins-funded programs to prepare students for &quot;high-skill, high-wage, or in-demand occupations.&quot; While these terms were present in the previous law and increasingly have been part of state efforts to develop and prioritize CTE pathways, Perkins V puts a much firmer stake in the ground around the importance of labor market alignment. The stronger focus on labor market alignment compels state CTE leaders to ensure that all program offerings are relevant to today's economy and that learners will participate in CTE programs with data-driven and validated labor market value. Not only does this requirement support a focus on the quality of programs, but it also provides an opening for collaboration across all state systems -- K-12, postsecondary and workforce development -- to establish a common understanding and use of labor market information (LMI), which can promote cross-sector alignment. This brief describes some approaches that states are taking to partner across agencies to access and review LMI; develop definitions for &quot;high skill,&quot; &quot;high wage&quot; and &quot;in demand;&quot; and align CTE programs and programs of study to those criteria.
2019 Academic Credit for Prior Learning (ACPL) Report Update
Author: Washington Student Achievement Council
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Prior Learning,Adult Learning,Educational Attainment,College Credits,Outcomes of Education,Community Colleges,Private Colleges,Technical Institutes,College Students,Education Work Relationship,Statewide Planning,Certification,Standardized Tests,College Entrance Examinations,College Transfer Students,Program Descriptions,Job Training,Military Training,Veterans,Adult Students,Professional Development

Supporting adult learners as they complete their postsecondary certificates and degrees is essential to meeting the state's educational attainment goals and the employment needs of students and Washington employers. Students come to college with skills and knowledge acquired through work, military, and other experiences. Awarding academic credit for prior learning is important to support this population of students. Academic Credit for Prior Learning (ACPL) is awarded when a student's prior learning is assessed and found to be the equivalent of specific college course outcomes, and when awarding credit is consistent with the policies of the institution. This report provides an update for 2019 ACPL. For the third consecutive year, all 34 community and technical colleges, six public baccalaureate institutions, and ten Independent Colleges of Washington member institutions submitted data for the 2019 report. Of these 49 institutions, 42 had reported data in 2016, and 49 in 2017 and 2018, allowing a four-year look at change over time in total number of ACPL credits awarded. [For &quot;2018 Academic Credit for Prior Learning (ACPL) Report Update,&quot; see ED595732.]
The Coronavirus Pandemic and K-12 Education Funding
Author: Baker, Bruce D.
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Finance,Economic Impact,Educational History,Educational Policy,State Aid,Local Government,Income,Taxes,Public Schools,Poverty,School Districts,Federal Aid,Federal Legislation,Educational Equity (Finance),Eligibility,Budgets,Funding Formulas,Teacher Student Ratio,Teacher Salaries,State Policy,Expenditures,COVID-19,Pandemics

The most terrible and lasting effects of the coronavirus pandemic will of course be measured in loss of life. But a parallel tragedy will also be unfolding in the coming months and years, this one affecting those at the beginning of their lives: an unprecedented school funding crisis that threatens to disadvantage a generation of children. School districts in many states have yet to recover from the last recession, the so-called Great Recession, which officially began in late 2007 and devastated state and local education budgets. That is, many jurisdictions will be facing a possibly unprecedented funding crisis while they are still digging out from the last one. In this report, using data from multiple sources, the authors describe the effects of previous recessions, particularly the Great Recession, on K-12 education finance, as well as the federal, state, and local policies and trends that mediated--for better or worse--the impact of these downturns on public school budgets. The authors then use these lessons to offer recommendations for short- and long-term responses to our current crisis.
The Cost of Non-Completion: Improving Student Outcomes in Higher Education. Hearing before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, First Session (May 9, 2019). Serial Number 116-22
Author: US House of Representatives. Committee on Education and Labor, Subcommittee on Higher Education and Workforce Investment
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Dropouts,College Students,Outcomes of Education,Higher Education

This document records testimony from a hearing before the Committee on Education and Labor that was held to discuss the cost of non-completion and improving student outcomes in higher education. Member statements were presented by: (1) Honorable Susan A. Davis, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Lloyd Smucker, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were presented by: (1) Ms. Susan Dynarski, Professor, University of Michigan; (2) Dr. M. David Rudd, President and Distinguished University Professor of Psychology, University of Memphis; (3) Dr. Pam Y. Eddinger, President, Bunker Hill Community College; and (4) Mr. Kyle Ethelbah, Director of Federal Trio Programs, University of Utah. Additional submissions include: (1) Chairwoman Davis: Letter dated May 6, 2019 from California Community Colleges and Letter dated May 9, 2019 from Council of Graduate Schools; (2) Honorable Virginia Foxx, a Representative in Congress from the State of North Carolina: College Scorecard Data on HBCU's For-Profits and Community Colleges; (3) Honorable Pramila Jayapal, a Representative in Congress from the State of Washington: Letter dated May 30, 2019 from The Education Trust; (4) Honorable David J. Trone, a Representative in Congress from the State of Maryland: Link: Investing in Futures: Economic and Fiscal Benefits of Postsecondary Education in Prison; (5) Questions submitted for the record by: Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon; Honorable Ilhan Omar, a Representative in Congress from the State of Minnesota; and Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; and (6) Responses to questions submitted for the record by: Dr. Eddinger; Mr. Ethelbah; and Dr. Rudd.
What We&apos;re Learning. Equity in Design for Holistic Student Supports. A Series of Four Briefs Examining the Support Needs of Different Community College Student Populations
Author: Lawton, Julia A.
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Role,Postsecondary Education,At Risk Students,Low Income Students,First Generation College Students,Minority Group Students,Academic Support Services,Coaching (Performance),Holistic Approach,Student Personnel Services,Student Needs,Part Time Students,Barriers,Gender Differences,Paying for College,Student Employment,Time to Degree,Success,Scheduling,Teaching Methods,Two Year College Students

The complexity and scope of the challenges today's students face explain why community and technical colleges across the country are reexamining the student experience and the support services they provide. As open access institutions, community and technical colleges by their very existence open the doors of higher education and workforce training programs to students who may otherwise not have the opportunity to pursue. Yet, even as the beginnings of these colleges were rooted in the ideal of making education less exclusive, colleges are struggling with how to design a supportive learning environment that helps all student populations they serve--many of whom experience food and housing insecurity, along with financial and family challenges--to realize their goals. Through our work with over 150 colleges, Achieving the Dream is deeply committed to supporting institutions in designing a holistic student supports approach that ensures all students receive what they need to achieve their goals. We know from this work that colleges not prepared for the magnitude of the changes required to meet the needs of an increasingly diverse student body can often end up struggling to make real progress. [For the other briefs in this series, see &quot;A Gateway to College for High School Students&quot; (ED606168); &quot;Supporting the Success of Students Enrolled Part-Time&quot; (ED606169); and &quot;Increasing Success for Student Mothers at Community Colleges&quot; (ED606165).]
Increasing Success for Student Mothers at Community Colleges. Equity in Design for Holistic Student Supports. A Series of Four Briefs Examining the Support Needs of Different Community College Student Populations
Author: Hatch, Meredith Archer
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Role,Postsecondary Education,Access to Education,At Risk Students,College Readiness,Dual Enrollment,Low Income Students,Minority Group Students,Academic Support Services,Coaching (Performance),Holistic Approach,Student Personnel Services,Student Needs,Two Year College Students,Barriers,Gender Differences,Paying for College,Student Employment,Mothers,Nontraditional Students,One Parent Family,Gender Bias

A growing number of community and technical colleges have made significant commitments to designing and sustaining supportive learning environments that help all students, including student mothers, realize their potential while also integrating the necessary academic, career, and personal supports that make it possible for an increasingly vulnerable student population--many of whom face food and housing insecurity, along with financial and family challenges--to realize their goals. ATD is deeply committed to supporting institutions in developing a holistic student supports approach that embraces the interconnectedness of academic and personal supports to ensure that students receive the supports they need to succeed in college. While there is no one-size fits-all approach to providing these supports, community colleges which have been successful at transforming their institutions to meet the needs of the students they serve have focused on a few common strategies. They have sought to understand the specific needs of their students. They are clear about the problems that they are trying to solve within their unique contexts. And they intentionally design solutions that address those problems head on, rather than implementing incremental, piecemeal solutions and initiatives. [For the other briefs in the series, see &quot;A Gateway to College for High School Students&quot; (ED606168); &quot;Supporting the Success of Students Enrolled Part-Time&quot; (ED606169); and &quot;What We're Learning&quot; (ED606164).]
A Gateway to College for High School Students. Equity in Design for Holistic Student Supports. A Series of Four Briefs Examining the Support Needs of Different Community College Student Populations
Author: Mathern, Nick
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Role,High School Students,Postsecondary Education,Access to Education,At Risk Students,College Readiness,Dual Enrollment,Low Income Students,First Generation College Students,Minority Group Students,College School Cooperation,Academic Support Services,Coaching (Performance),Holistic Approach,Student Personnel Services,Student Needs,Two Year College Students,Barriers,Gender Differences,Paying for College,Student Employment,Time to Degree

Every adolescent faces challenges as they navigate their teenage years, but for some these challenges imperil their ability to complete their education. While these four students' experiences are dramatically different, they have one thing in common: high school didn't work for them, meaning that each faced long odds of ever attaining a diploma, much less a postsecondary credential with value in the workplace. And while each recognized the challenges they would face without finishing high school, they also didn't see many options within their existing school settings. While &quot;early college&quot; initiatives and dual or concurrent enrollment programs have expanded dramatically to support low income and first-generation students, they focus primarily on young people who are enrolled and making progress in high school, not those who are struggling--or who have dropped out. Growing numbers of community colleges are recognizing the importance of serving disconnected youth. [For the other briefs in the series, see &quot;Supporting the Success of Students Enrolled Part-Time&quot; (ED606169); &quot;Increasing Success for Student Mothers at Community Colleges&quot; (ED606165); and &quot;What We're Learning&quot; (ED606164).]
Supporting the Success of Students Enrolled Part-Time. Equity in Design for Holistic Student Supports. A Series of Four Briefs Examining the Support Needs of Different Community College Student Populations
Author: Lawton, Julie
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Role,Postsecondary Education,At Risk Students,Low Income Students,First Generation College Students,Minority Group Students,Academic Support Services,Coaching (Performance),Holistic Approach,Student Personnel Services,Student Needs,Part Time Students,Barriers,Gender Differences,Paying for College,Student Employment,Time to Degree,Success,Scheduling,Teaching Methods,Two Year College Students

As with other student populations community colleges serve, part-time students often face multiple challenges that present additional barriers to completion, including unfamiliarity with the college experience, parenthood, and food and housing insecurity. Community colleges have historically opened their doors to all those interested in pursuing higher education, but even as their student populations have changed, too many of their structures are still built around serving the &quot;traditional&quot; college student--the first-time, full-time 18-year-old who is now a distinct minority on today's campuses. Given that they represent the majority of their student populations, improving outcomes for part-time students is vital for institutions to meet their goals of improving equity in outcomes and the broader economic imperative of increasing overall postsecondary attainment. And while many institutions have made efforts to encourage more part-time students to shift to full-time status, the reality of students' lives means that this can only be a limited part of the solution, particularly since part-time enrollment growth is projected to outpace that of full-time students through much of this decade. [For the other briefs in the series, see &quot;A Gateway to College for High School Students&quot; (ED606168); &quot;Increasing Success for Student Mothers at Community Colleges&quot; (ED606165); and &quot;What We're Learning&quot; (ED606164).]
Adaptive Teaching and Individualization for K-12 Students Improves Academic Achievement. Plain Language Summary. Education
Author: White, Howard
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Elementary Secondary Education,Academic Achievement,Student Centered Learning,Teacher Role,Pacing,Learning Activities,Active Learning,Individualized Instruction

This Campbell systematic review assesses the overall impact on student achievement of processes and methods that are more student-centered versus less student-centered. It also considers the strength of student-centered practices in four teaching domains: (1) Flexibility: degree to which students can contribute to course design, selecting study materials and stating learning objectives; (2) Pacing of instruction: students can decide how fast to progress through course content and whether this progression is linear or iterative; (3) Teacher's role: ranging from authority figure and sole source of information, to teacher as equal partner in the learning process; and (4) Adaptability: degrees of manipulating learning environments, materials and activities to make them more student-centered. [This summary was based on the Campbell systematic review, &quot;21st Century Adaptive Teaching and Individualized Learning Operationalized as Specific Blends of Student-Centered Instructional Events: A Systematic Review and Meta-Analysis&quot; by Robert M. Bernard, Eugene Borokhovski, Richard F. Schmid, David I. Waddington and David I. Pickup.]
Drivers Best Practices Assessment. Version 2.7
Author: Ward, C.
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Best Practices,Organizational Effectiveness,Program Effectiveness,Program Evaluation,Evaluation Methods,Program Implementation,Competence,Fidelity,Training,Coaching (Performance),Data Use,Decision Making,Intervention,Facilitators (Individuals),Teamwork,Program Development,Role,Scoring,Leadership Role

The purpose of the &quot;Drivers Best Practices Assessment&quot; (&quot;DBPA&quot;) is to assist organizations in assessing their current supports and resources for quality use of selected programs or practices. Specifically, organizations can use it to: (1) Identify strengths and opportunities for improvement in their current supports and resources; (2) Select implementation best practices to strengthen staff competency and organizational practices; and (3) Provide an implementation team with a structured process to develop an action plan and data to monitor progress. The &quot;Drivers Best Practices Assessment&quot; is administered for a specific practice or program, rather than for the organization in general. The essential functions of the program or practice should be known and clearly defined. It is important to choose one practice or program and answer the questions with that selected practice or program in mind. [This work was based on: Fixsen, D.L., Blase, K., Naoom, S., Metz, A., Louison, L., &amp; Ward, C. (2015). &quot;Implementation Drivers: Assessing Best Practices.&quot; Chapel Hill, NC: National Implementation Research Network, University of North Carolina at Chapel Hill.]