ethanporcaro/eric-fulltext-meta huggingface dataset:
Current Term Enrollment Estimates: Spring 2020
Author: National Student Clearinghouse Research Center
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Postsecondary Education,Enrollment Rate,Enrollment Trends,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Age Groups,Gender Differences,Institutional Characteristics,Undergraduate Students,Associate Degrees,Bachelors Degrees,Graduate Students,Part Time Students,Full Time Students,Majors (Students)

The &quot;Current Term Enrollment Estimates Report Series&quot; is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. The average age for different student groups is a new addition. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2019, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of the total enrollments at Title IV, degree-granting institutions in the U.S. Most institutions submit enrollment data several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated student headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. This edition of the &quot;Current Term Enrollment Estimates&quot; should be viewed as a pre-shutdown, start-of-term baseline that does not reflect any effects of the pandemic on enrollments. The declining trend in enrollments continues from the previous years, but the pace of decline slowed this year. Overall postsecondary enrollments decreased 0.5 percent or 83,803 students from spring 2019. The public sector enrollments (two- and four-year colleges combined), which enrolled nearly three-quarters of all postsecondary students, fell by 1.3 percent (163,964 students), compared to 1.9 percent (244,376 students) reported last year. It is also noteworthy that the recent growth in graduate student enrollments appears to have leveled off this year, with a slight drop of 3,286 students (-0.1%), after increases of 1.7 percent and 2 percent in the previous two years. As opposed to the overall declines, dual enrollments grew at an unprecedented rate of 6.9 percent or 46,737 students to 722,843 students. Over 70 percent of dual enrollees were in a public two-year institution. All institution sectors experienced enrollment declines, with the largest drop in the public two-year sector (-2.3%), followed by the private for-profit four-year and private nonprofit four-year sectors (-1.9% and -0.7%, respectively). [For &quot;Current Term Enrollment Estimates: Fall 2019,&quot; see ED609889.]
Current Term Enrollment Estimates: Spring 2020. A COVID-19 Supplement: With New Data Submitted in April and May 2020
Author: Causey, J.
Date: 2020-06-30
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Enrollment,Enrollment Trends,School Closing,Distance Education,Part Time Students,Full Time Students,Withdrawal (Education),Leaves of Absence,Racial Differences,Undergraduate Students

With ongoing campus shutdowns and online-only classes amid the COVID-19 crisis, uncertainties abound for students and colleges planning for the fall. There is a critical need for real data and reliable information about how students are responding. By leveraging the student-level data that colleges submit multiple times per term to the National Student Clearinghouse, this supplement aims to provide near real-time enrollment information to help institutions, states, and the nation better adapt and plan in the months ahead. The &quot;Spring 2020 Current Term Enrollment Estimates Report&quot; (May 2020) showed that as of the start of the term, pre-pandemic, the steady national declines in college enrollment over the last few years had slowed slightly, from about 1.5 percent annually to just 0.5 percent this year. The supplement looks at changes since the start of term, using new enrollment data submitted by institutions in April and May, to create a first-ever analysis of intra-term enrollment status changes. This report focuses on undergraduate students and indicators of change such as reduced or increased enrollment intensity, withdrawal, leave of absence, and new enrollments. The new focus, enabled by tracking the monthly enrollment statuses of individual students between January and May of 2020, creates a first quantification of the disruptions and changes to student enrollment pattern that may have been induced by COVID-19. [For &quot;Current Term Enrollment Estimates: Spring 2020,&quot; see ED609890.]
Impact of COVID-19 on the Education Sector in Nepal: Challenges and Coping Strategies
Author: Dawadi, Saraswati
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,COVID-19,Coping,Distance Education,Online Courses,School Closing,Educational Change,Internet,Computer Networks,Access to Education,Educational Quality,Equal Education,Educational Policy,Information Technology,Well Being,Educational Strategies,Teaching Methods,Disadvantaged,Advantaged,Dropouts,Intervention,Evidence Based Practice,Family Characteristics,Counseling Services,Evaluation Methods,Parent Participation

The pandemic spread of Novel Coronavirus, also known as COVID-19, has significantly disrupted every aspects of human life, including education. The alarming spread of the virus caused a havoc in the educational system forcing educational institutions to shut down. According to a UNESCO report, 1.6 billion children across 191 countries have been severely impacted by the temporary closure of the educational institutions. In order to mitigate the impact, educational institutions have responded to the closure differently in different contexts with a range of options for students, teachers, managers and parents, depending on the resources, both materials and human, available to them. Most of the options have to incorporate innovative technologies (e.g., digital and mobile technologies combined with traditional technologies such as radio and TV) in order to provide at least some form of educational continuity. As distance and online education is dependent on technological facilities, including internet and Wi-Fi, the discrepancies that exist in their availability are widening the gaps in access and quality of education. This article investigates the impact of COVID-19 on the Nepalese education system, with a focus on the school education. Based on the published documents, reports and news commentaries, the article provides a critical analysis and reflection on the opportunities and challenges the pandemic has presented for the technologization of the education systems. The findings indicate that the pandemic has had serious impacts on students' learning and well-being, and that it potentially widens the gaps between advantaged and disadvantaged children in their equitable access to quality education. Furthermore, the findings suggest that Nepal has formulated a number of ICT [information and communication technology] and education related policies since 2000; however, the challenges it is experiencing in the advent of COVID-19 are mainly due to its faulty implementation strategies and inability to implement those policies. A discussion of the challenges and their potential managing strategies is provided in the final section of the article.
COVID-19 Transfer, Mobility, and Progress: Fall 2020 Final Report. Second in the Series
Author: Causey, J.
Date: 2020-12-21
Type: Reports - Research
Subjects: COVID-19,Pandemics,College Transfer Students,Student Mobility,Barriers,Enrollment,College Freshmen,Reentry Students,Institutional Characteristics,Enrollment Trends,Gender Differences,Racial Differences,Ethnicity,Geographic Location,Undergraduate Students

Even before the pandemic turned the higher education landscape on its head, many college students intending to transfer struggled to manage the complexities of available transfer options, a task particularly daunting for underrepresented student groups. Early disruptions in institutional reopening plans due to COVID-19, coupled with the disparate economic and health impacts of the virus across different populations, make navigating these transfer options even more difficult. Moreover, typical pathways of transfer and mobility may be altered due to student concerns borne out of the pandemic, related to family finances, health, childcare, or a sudden need to move closer to home, circumstances that may affect the rate at which students transfer from four-year to two-year colleges (reverse transfer), for example, or within institutional sectors (lateral transfer). This research series attempts to quantify how the transfer and enrollment gaps by race and ethnicity and other student characteristics that existed before the pandemic may be affected by these disruptions. As the second in the series, this follow-up issue updates the results from the first look fall 2020 report that depicted student mobility as of September 24. As the fall semester is nearing its end, with more colleges reporting as of November 19, 2020, this report provides a more complete picture of the fall 2020 student transfer patterns that are attributable to the effects of COVID-19. [For &quot;COVID-19 Transfer, Mobility, and Progress: First Look Fall 2020 Report. First in the Series,&quot; see ED609850.]
Polymedia Based Instruction in Purposive Communication
Author: Delos Reyes, Ryan Jayson V.
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Multimedia Instruction,Multimedia Materials,Instructional Materials,Computer Assisted Instruction,College Students,Communication Skills,Writing Skills,Language Teachers,Prompting,Instructional Effectiveness

This paper focused on the development and validation of Polymedia Based Instruction (PBI) materials in Purposive Communication (PC) classes at Urdaneta City University. Descriptive and developmental research designs were employed in this study. The subjects include the PC Instructors and selected pre-service teachers taking the course. This study identified five topics which were determined by the 8 PC instructors namely: Effective Communication, Intercultural Communication, Guidelines to Avoid Plagiarism, Power of Information and Communication Technology, and PowerPoint Presentation. PBI materials were developed for each topic and were categorized into 3. These are direct materials, interactive materials, and task-based materials. PBI materials were given a highly acceptable remark from the pre-service teachers in the Purposive Communication course. From the above findings, the following conclusions were drawn: Most of the identified topics needing computer-aided instructions using PBI materials dealt with speaking and writing skills; PBI materials developed covered spoken texts, mini-lecture, clips, related examples, interactive voice prompts, and computer-aided instructions; and, PBI materials are highly accepted in delivering the identified topics in the identified course. Moreover, the following recommendations are forwarded: language teachers may use PBI materials as teaching strategies in speaking and writing classes; administrators and language teachers may optimize the PBI materials developed in teaching Purposive Communication course; language teachers may incorporate PBI materials in teaching Purpose Communication course; language teachers may design additional PBI materials to enhance the speaking and writing skills of the learners, and future researchers may explore other variables that can potentially signify to the PBI materials in teaching other related subjects. [This paper was published in &quot;Puissant&quot; v1 p98-113 2020.]
Children and Violence: Nurturing Social-Emotional Development to Promote Mental Health. Social Policy Report. Volume 33, Number 2
Author: Malti, Tina
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Violence,Children,Youth,Social Development,Emotional Development,Mental Health,Emotional Response,Self Control,Caring,Empathy,Childrens Rights,Risk Management,Victims,Aggression,At Risk Persons,Resilience (Psychology),Coping,Child Development

The absence of violence against children is a fundamental children's right and a major milestone of civilized society. Similarly, reports on incidences of violence &quot;by&quot; children and youth, including severe cases with devastating consequences, speak to the need that the trauma of exposure to violence in childhood needs to be addressed. While violence and its risk factors are generally understood, what is less clear are the essential protective factors, how we can identify those as early as possible, and how we can use them to prevent and address the trauma of violence exposure in children and youth. In this report, I review pathways of child and youth violence through the lens of social-emotional development as a central protective factor. Negative emotions of frustration and anger can underlie violence and aggression. Kind emotions, such as caring and our ability to connect with others emotionally, can serve as social-emotional protective factors. A brief review of the central social-emotional processes and their development is provided, including the human capacity to feel with others and express empathy, be emotionally aware and care about the effects of one's own actions on others, and be able to regulate the self and their emotions. Given the negative widespread and long-term impact of exposure to violence, I describe research-informed attempts to prevent violence exposure across development. Taking a humanistic, strength-based perspective, the focus is on social-emotional protective factors to address violence and nurture mental health in every child. I conclude with recommendations for practice and policy. [This report was supported by a Canadian Institutes of Health Research (CIHR) Foundation Scheme grant (FDN-148389).]
Foster Care: How We Can, and Should, Do More for Maltreated Children. Social Policy Report. Volume 33, Number 3
Author: Font, Sarah A.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Foster Care,Child Abuse,Public Policy,Child Rearing,Federal Legislation,Childhood Needs,Child Safety,Child Neglect,Trauma,Family Relationship,Child Welfare,Financial Support,Recruitment,Certification,Prevention,At Risk Persons

Foster care provides round-the-clock substitute care for nearly 700,000 U.S. children who are temporarily or permanently separated from their family of origin each year. Each state manages its own foster care system according to federal regulations. Despite numerous large-scale federal policy reforms over the past several decades, substantial concerns remain about the experiences and outcomes of children in the foster care system. The most recent effort to reform foster care, the Family First Prevention Services Act of 2018, attempts to both reduce the use of foster care and increase the quality of care. In this report, we review how policy has shaped the experiences and outcomes of children in foster care, where policy has succeeded, and where it falls short of achieving its goals. We then identify opportunities for federal and state policy to better support the safety, health, and well-being of children in foster care.
Equity in Education for a Growing Population: Hispanic-Serving Community Colleges and STEM Degree Attainment in Colorado. Hispanic-Serving Community Colleges STEM Pipelines
Author: Yeo, HyeJin Tina
Date: 2020-00-00
Type: Reports - Research
Subjects: Equal Education,Hispanic American Students,Two Year College Students,Community Colleges,STEM Education,Educational Attainment,Academic Degrees,Enrollment Rate,Disproportionate Representation,African American Students,Asian American Students,White Students

The Hispanic-Serving Community Colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM (science, technology, engineering, and mathematics) students. This brief uncovers the most viable HSCC STEM pathways for Latinx students and other underrepresented minoritized students as well as which fields they are more likely to persist in, and the promising practices at HSCCs that provide transfer pathways leading to further education--on ramps to STEM baccalaureates. The following information provides a state profile outlining STEM degrees conferred by race and gender in three types of institutions: (1) HSCCs, which are institutions with 25% or more Latinx student enrollment; (2) emerging HSCCs, which are institutions with 15% to 24% Latinx student enrollment; and (3) non-HSCCs, which are institutions that have a Latinx enrollment rate of less than 15%.
Is School Funding Unequal in Latin America? A Cross-Country Analysis. CEPA Working Paper No. 20-11
Author: Bertoni, Eleonora
Date: 2020-12-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Equity (Finance),Expenditure per Student,Differences,Regional Characteristics,Socioeconomic Status,Elementary Secondary Education,Public Education

Public spending on education has increased significantly in Latin America over the last several decades. Yet, the question remains as to whether greater spending translates into a more equitable distribution of resources. We address this issue by measuring inequality in per-pupil spending between regions of varying socioeconomic status (SES) within five different countries: Brazil, Chile, Colombia, Ecuador, and Peru. The results show that while Brazil's funding gap has narrowed over time, this federal nation has the widest socioeconomic spending divide, due to large inequalities in local revenues between high and low SES regions. School funding in Colombia has become more regressive over time, though its gap is half the size of Brazil's. Meanwhile, the distribution of school funding in Peru has changed, shifting from regressive (benefiting the richest regions) to progressive (benefiting the poorest regions). Education spending in Chile and in Ecuador have instead been consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeting disadvantaged rural areas, the funding formulas in Chile address socioeconomic inequalities beyond the rural-urban gap.
Teacher Effectiveness and Improvement in Charter and Traditional Public Schools
Author: Steinberg, Matthew P.
Date: 2020-12-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teacher Improvement,Charter Schools,Public Schools,Differences,Institutional Characteristics,Academic Achievement,Language Arts,Mathematics Education,Teaching Experience,Teacher Persistence,Faculty Mobility,Elementary School Teachers,Middle School Teachers,Teacher Evaluation

Study after study has found that new teachers tend to be less effective than educators with more experience. But despite having more junior staff, charter networks (referred to as CMOs) often outperform their district peers. So what's their secret? To find out, this study explores how teacher effectiveness varies and evolves across traditional and charter public schools, as well as within the sector's CMOs and standalone schools. Using data collected by the Pennsylvania Department of Education between 2007 and 2017, George Mason University associate professor Matthew Steinberg and University of Pennsylvania doctoral student Haisheng Yang examine the impact that over 40,000 teachers in charter and traditional public schools had on students' math and English language arts (ELA) achievement in grades three through eight. Among the report's key findings: (1) On average, teachers in Pennsylvania charter schools are more effective in ELA but less effective in math than teachers in traditional public schools. However, teachers in CMO-run schools are more effective in &quot;both&quot; subjects; (2) On average, teachers in Pennsylvania's CMOs improve more rapidly than teachers in traditional public schools or standalone charters--especially when teaching math; and (3) Unlike Pennsylvania's traditional public schools, the state's CMOs promote many of their most effective teachers into leadership roles. As the authors note, these findings suggest that Pennsylvania's CMOs are succeeding with &quot;a fundamentally different approach to human capital,&quot; which relies heavily on their ability to help novice teachers improve more quickly than their counterparts in traditional public schools. But of course, it's critical that schools in both sectors do what they can to help new teachers get better faster. In short, accelerating teacher improvement is yet another area where all schools could learn from the success of our nation's most effective charter school networks. [Foreword by Amber M. Northern and Michael J. Petrilli.]
Goals and Indicators for Education and Development: Consolidating the Architectures
Author: Lewin, Keith M.
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Educational Objectives,Goal Orientation,Preschool Education,Child Development,Elementary Education,Access to Education,Secondary Education,Educational Needs,At Risk Persons,Poverty,Literacy Education,Gender Bias,Disproportionate Representation,Cultural Differences,Educational Quality,Developing Nations,Nutrition,Child Health,Postsecondary Education,Educational Resources,Teacher Qualifications,Adult Literacy,Numeracy,Social Bias,Socioeconomic Status,Educational Finance,Disabilities,Academic Achievement,Illiteracy,Adults,Academic Standards,Accountability,Data Collection,Data Use,Foreign Countries,Enrollment,Data Analysis,Age Differences,Gender Differences,Error of Measurement,Sustainable Development

The purpose of this paper is to review recent developments related to the development of indicators of educational progress in the context of the Post 2015 deliberations to generate a new international architecture for educational investment through to 2030. There have been a plethora of suggestions and several parallel consultation processes since 2012 to revise and replace the goals for education and development agreed at the World Education Forum in Dakar (UNESCO, 2000) and enshrined in the Millennium Development Goals (United Nations, 2000). This process is now converging on the two frameworks that are the subject of this analysis. Specifically, there are now seven goals that the Education for All Steering Committee has developed which were consolidated in the May 2014 Muscat Agreement (UNESCO, 2014); and the ten goals produced by the Open Working Group on Sustainable Development of the U.N. General Assembly (UN General Assembly, 2014). These goal statements overlap and are largely consistent with each other but contain some significant differences. This paper reconciles the differences and develops sets of possible indicators building on the work of the Indicators Technical Advisory Group (TAG-EFA, 2014) and the UN Statistical Commission (UNSC, 2014). The paper is organized in six parts. Part 1 analyses the strengths and weaknesses of the existing goals and targets for education and development to frame subsequent discussion in the context of the evolution of Education for All since 1990. Part 2 offers a necessary clarification of the relationship between goals and objectives, and targets and indicators. Part 3 reviews and discusses the process of developing indicators that are fit for purpose. Part 4 highlights characteristics of different types of indicator. Part 5 develops a list of preferred goal statements from the Muscat Agreement and OWG goals, links these to a discussion of existing and proposed indicators, and consolidates promising indicators that could be used to assess progress. The last part of the paper collects together forward looking conclusions that profile key issues that will shape how new indicators are devised to monitor the sustainable development goals for education.