ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding What Works in Postsecondary Education. Ideas and Evidence 2021
Author: Mayer, Alexander
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Community Colleges,Higher Education,Low Income Students,Costs,College Students,Paying for College,College Readiness,Remedial Instruction,College Graduates,Barriers,Student Employment,Access to Information,Resources,School Policy,At Risk Students,Minority Group Students,Student Financial Aid,Behavior

A college degree remains critical to unlocking opportunity and to accessing America's middle class, yet millions of students who pursue higher education never earn degrees. At community colleges, which disproportionately serve low-income students and students of color, only a third of students earn a two-year degree within three years. At four-year universities, only half of low-income students graduate within six years. The rising costs of college are one factor. These include not only tuition, but also transportation, textbooks, housing, and food, which together often exceed tuition. Academics are another factor. Two-thirds of entering freshmen in community colleges are identified as academically underprepared and are required to take remedial courses that do not count toward a degree. Most never graduate. These students face other barriers too, including balancing work and family, lack of information, lack of social and family resources to navigate college, and institutional policies and practices that create obstacles -- all of which have been exacerbated by COVID-19. This memo draws lessons and policy implications from two decades of rigorous research in postsecondary institutions focused on these problems. The students who participated in this research were primarily low-income students and many were students of color. All of the studies referenced here used randomized controlled trials, the highest standard of evidence recognized by the U.S Department of Education and the scientific research community. Despite the barriers that many students face, the findings discussed here demonstrate the growing and impressive evidence base on what can be done to help low-income students and students of color succeed in college.
Wyoming Community Colleges Strategic Plan, 2021 to 2025
Author: Wyoming Community College Commission
Date: 2020-10-08
Type: Reports - Descriptive
Subjects: Community Colleges,Strategic Planning,Educational Attainment,Educational Finance,Costs,Paying for College,Alignment (Education),Economic Development,Institutional Mission,State Legislation,Postsecondary Education,School Business Relationship

The Wyoming Community College System strategic plan charts an exciting course forward for the next five years. The 2021-2025 strategic plan is crafted to provide a direction forward for the Wyoming Community College System and compliment the many statewide educational initiatives including the individual community colleges' strategic plans, and other agencies such as Workforce Services, Wyoming Department of Education, and the Educational Attainment Executive Council. The Strategic plan includes four primary goals: (1) Educational Attainment; (2) Affordability; (3) Program Alignment; and (4) Economic Development. Prior, Statewide System Strategic Plans encompass two distinct components: (1) 2010 Strategic Plan, which includes a Comprehensive History, Economic Analysis, Overview of Colleges, State-level Data, and Strategic Goals and Objectives; and (2) 2014 Strategic Plan 2.0 Addendum, which focuses on Educational Attainment and a refined set of goals. [For the 2010 strategic plan, &quot;Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges,&quot; see ED573116.]
Innovative Strategies to Close Postsecondary Attainment Gaps: Advocating for Change during Times of Crisis
Author: Davis, Leanne
Date: 2020-08-00
Type: Guides - General
Subjects: Academic Achievement,Achievement Gap,Postsecondary Education,COVID-19,Pandemics,Racial Bias,Barriers,Access to Education,Student Diversity,Disproportionate Representation,Minority Group Students,Advocacy,Higher Education,Electronic Learning,Online Courses,Student Needs,Educational Attainment,Elementary Secondary Education,Equal Education,At Risk Students,Intervention,Partnerships in Education,School Community Relationship

Talent Hubs are communities that have shown the ability and commitment to significantly increase college-level learning among residents of all backgrounds. Areas that have earned a designation as a Talent Hub truly work as a community, meaning businesses, education leaders, and civic organizations work as a unit to attract, cultivate, and retain skilled and knowledgeable workers. Aligned and organized around this shared goal, they create multiple ways for individuals to earn college degrees, certificates, and other quality credentials beyond a high school diploma. Each Talent Hub has a backbone organization, a nonprofit entity that organizes and coordinates the work of the various local stakeholders. The hubs span the country, from New York City to Shasta County, California, from St. Louis to the Rio Grande Valley, and from Boston to Albuquerque. The Talent Hubs serve various populations. Some focus on African American residents, some on Latinxs, others on Native Americans. Some Talent Hubs are targeting traditional college students, while others are zeroing in on older students who left school before finishing degrees. All share a commitment to eliminating disparities in educational outcomes among students of color. This guidebook highlights inspiring examples of Talent Hubs' responses from around the country and takes a deep dive into the partnership strategy that one Talent Hub in southwest Alabama deployed to capture and amplify the voices of students in their region who have been most marginalized by the effects of the current pandemic. Following the interview portion of the guidebook, an Op-ed Storytelling Tool is provided to help other communities harness the power of collective voice to advocate for change in their regions.
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2017-2018
Author: Wyoming Community College Commission
Date: 2018-02-01
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Achievement,Educational Attainment,Academic Persistence,School Holding Power,Academic Degrees,Educational Certificates,Graduation,Placement,Employment Level,Certification,Critical Literacy,Success,College Transfer Students,Outcomes of Education,Goal Orientation,Career Change,Individual Development,Job Skills,Graduation Rate,Grades (Scholastic),Course Selection (Students),Remedial Instruction

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The &quot;Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges,&quot; developed in 2009, identified five primary state interests that will drive investment in community college programs and services. These state interests focus on what colleges can do to meet statewide goals, what structures and supports are needed to help Wyoming community colleges improve their services, and most importantly what services and resources are necessary to assist Wyoming residents in achieving their potential as productive, educated citizens. These state interests as defined by the 2010 &quot;Wyoming Community College Commission Statewide Strategic Plan&quot; are: (1) Educated Citizenry; (2) Diversified Economy; (3) Workforce Development; (4) Effective and Efficient Systems; and (5) Accountability and Improvement. On-going development and adaptation of the Strategic Plan in 2013-14 identified four derivatives of these five primary state interests: (1) Participation (Access); (2) Progress; (3) Performance; and (4) Placement. This 2017-2018 Performance Indicator Report aligns the performance indicators required by statute with the objectives contained in the WCCC Statewide Strategic Plan 2.0. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's 4 P's of success. Progress and performance incorporate many of the components of the eight requirements. [For the 2016-2017 report, see ED590843.]
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2018-2019
Author: Wyoming Community College Commission
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Academic Achievement,Educational Attainment,Academic Persistence,School Holding Power,Academic Degrees,Educational Certificates,Graduation,Placement,Employment Level,Certification,Critical Literacy,Success,College Transfer Students,Outcomes of Education,Goal Orientation,Career Change,Individual Development,Job Skills,Graduation Rate,Grades (Scholastic),Course Selection (Students),Remedial Instruction

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The &quot;Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges,&quot; developed in 2009, identified five primary state interests that will drive investment in community college programs and services. These state interests focus on what colleges can do to meet statewide goals, what structures and supports are needed to help Wyoming community colleges improve their services, and most importantly what services and resources are necessary to assist Wyoming residents in achieving their potential as productive, educated citizens. These state interests as defined by the 2010 &quot;Wyoming Community College Commission Statewide Strategic Plan&quot; are: (1) Educated Citizenry; (2) Diversified Economy; (3) Workforce Development; (4) Effective and Efficient Systems; and (5) Accountability and Improvement. On-going development and adaptation of the Strategic Plan in 2013-14 identified four derivatives of these five primary state interests: (1) Participation (Access); (2) Progress; (3) Performance; and (4) Placement. This 2018-2019 Performance Indicator Report aligns the performance indicators required by statute with the objectives contained in the WCCC Statewide Strategic Plan 2.0. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's 4 P's of success. Progress and performance incorporate many of the components of the eight requirements. [For the 2017-2018 report, see ED609692.]
Planning and Validating a Curriculum of Global Citizenship Education in Elementary Schools of Iran&apos;s Educational System
Author: Poursalim, Abbas
Date: 2020-12-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Curriculum Development,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Models,Validity,Teacher Role,Teaching Methods,Learning Processes,Outcomes of Education,Instructional Materials,Time Management,Educational Objectives,Course Content,Foreign Countries,Program Implementation,Gender Differences,Educational Attainment,Teaching Experience,Correlation,School Districts,Institutional Characteristics

The purpose of this study was to explore and delineate the curriculum of global citizenship education in elementary schools of Iran's educational system and to develop an exploratory model. In this exploratory research, based on the grounded theory, semi-structured interviews were conducted with 34 active members in the field of global citizenship. The themes and sub-themes of the curriculum of global citizenship education and their associations were explored within three steps of open, axial, and selective coding. To generalize the results of the qualitative phase and to validate the resulting model, a questionnaire was designed and completed by 387 elementary school teachers in Tehran, Iran. The analysis process in the qualitative phase included twelve themes of attention to necessity, goals, content, teacher's role, teaching-learning methods, evaluation, time, location, materials and resources, organizational factors, implicit learning, and program outcomes. In the quantitative phase, the hypotheses derived from the qualitative analysis were confirmed. Finally, according to the findings and the results, some guidelines are provided for implementing the program.
Innovative Mnemonics Make Chemical Education Time Economic -- A Pedagogical Review Article
Author: Das, Arijit
Date: 2018-00-00
Type: Journal Articles
Subjects: Organic Chemistry,Science Instruction,Lecture Method,Mnemonics,Instructional Effectiveness,Time Management,Multiple Choice Tests,Undergraduate Students,Graduate Students

In this review article, formulae based on innovative mnemonics have been discussed to create interest and remove phobia of students in the field of chemical education. Educators can use these numerous mnemonics in their teaching style in the classroom lectures after discussing conventional methods to make chemistry intriguing. Here, I have tried to focus some time economic mnemonics by including thirty-three (33) new formulae in the field of chemical education. It will encourage students to solve multiple choice type questions (MCQs) at different competitive examinations in a time economic ground. This review article emphasizes chemical education in the light of a variety of mnemonic techniques to make it metabolic, time economic and intriguing for students because the use of mnemonics in classroom lectures is an essential tool to become a distinguished educator.
Implementation of GeoGebra a Dynamic Mathematical Software for Teaching and Learning of Calculus in Ethiopia
Author: Bekene, Tola
Date: 2020-09-00
Type: Journal Articles
Subjects: Computer Software,Mathematics Instruction,Teaching Methods,Calculus,Lesson Plans,Foreign Countries,Scaffolding (Teaching Technique),Sociocultural Patterns,Learning Theories,Time Management,Undergraduate Students,Faculty Development,Technological Literacy,Mathematics Teachers,Pedagogical Content Knowledge,Usability

GeoGebra mathematical software is the best alternative way of teaching and learning calculus in the 21st century by exploration and visualization. This software opposes the traditional teaching and learning method, or solution only approaches and make the teaching and learning process more active in the classroom which goes with the constructive approach of teaching and learning methods. The study aims to implement the GeoGebra mathematical software/technological tool/ oriented lesson plan in the classroom using some developed steps and list out some criteria that the teacher may need to know to implement this dynamic software in his or her classroom. Finally, the study also put the recommendations of the study.
Teacher Pension Enhancements and Staffing in an Urban School District. Working Paper No. 240-0620
Author: Ni, Shawn
Date: 2020-06-00
Type: Reports - Research
Subjects: Urban Schools,School Districts,Teacher Retirement,Retirement Benefits,Public School Teachers,Experienced Teachers,Incentives,Behavior Change,Teacher Behavior,Age,Teacher Characteristics

Many states enhanced benefits in teacher retirement plans during the 1990s. This paper examines the school staffing effects of one such enhancement in a major urban school district with mostly high poverty schools. Pension rule changes in 1999 for St. Louis public school teachers resulted in very large increases in pension wealth for active teachers, as well as a powerful increase in &quot;push&quot; incentives for earlier retirement. Simple descriptive statistics on retirement patterns before and after the enhancements suggest much earlier retirement resulted. Shorter teaching spells imply a steady state with more teaching vacancies and a larger share of novice teachers in classrooms. To better understand the long run effects of these changes and alternatives policies, the authors estimate a structural model of teacher retirement. Simulations of retirement behavior for a representative senior teacher point to shorter completed teaching spells and earlier retirement age as a result of the enhancements. By contrast, moving from the post-1999 to a DC-type plan would extend the teaching career of a representative senior teacher by roughly three years. Simulations of voluntary DC conversation plans suggest that many senior teachers would enroll, thereby reducing workforce turnover, and overall pension costs.
Is Online a Better Baseline? Comparing the Predictive Validity of Computer- and Paper-Based Tests. Working Paper No. 241-0820
Author: Backes, Ben
Date: 2020-08-00
Type: Reports - Research
Subjects: Predictive Validity,Test Validity,Computer Assisted Testing,Comparative Analysis,Standardized Tests,Achievement Tests,Elementary School Students,Middle School Students

Prior work has documented a substantial penalty associated with taking the Partnership for Assessment of Readiness for College and Careers (PARCC) online relative to on paper (Backes &amp; Cowan, 2019). However, this penalty does not necessarily make online tests less useful. For example, it could be the case that computer literacy skills are correlated with students' future ability to navigate high school coursework, and thus more predictive of later outcomes. Using a statewide implementation of PARCC in Massachusetts, we test the relative predictive validity of online and paper tests. We are unable to detect a difference between the two and in most cases can rule out even modest differences. Finally, we estimate mode effects for the new Massachusetts statewide assessment. In contrast to the first years of PARCC implementation, we find very small mode effects, showing that it is possible to implement online assessments at scale without large online penalties.
Reflections from Teaching Basic Adult Literacy
Author: Einarson, Inga
Date: 2020-05-02
Type: Reports - Research
Subjects: Adult Basic Education,Adult Literacy,Research and Development,Program Effectiveness,Student Attitudes,Student Needs,Foreign Countries,Metacognition,Decoding (Reading),Spelling,Phonological Awareness,Vowels,Faculty Development,Special Needs Students,Individualized Instruction,Adult Students

This article describes the experiences of three research teachers working for an adult literacy research and development center (csal.gsu.edu). This paper provides an overview of the program content delivered in the research adult literacy classes, shares experiences teaching this program, describes the learners' responses to the program, and considers what the learners' responses reveal about their educational needs. [This paper will be published in &quot;Adult Literacy Education.&quot;]
Wyoming Community College System Annual Enrollment Report. Academic Year 2019-2020
Author: Wyoming Community College Commission
Date: 2020-08-17
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Two Year College Students,Part Time Students,Full Time Students,Age Differences,Gender Differences,Place of Residence,College Credits,Intellectual Disciplines,Vocational Education,College Transfer Students,Racial Differences,Dual Enrollment,Teacher Student Ratio,Developmental Studies Programs,Ethnicity,Credits

This report provides an annual look at the summer 2019, fall 2019 and spring 2020 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2019 term, data were extracted from the Centralized Station Instance (CSI) reporting system using one report rather than consolidating individual customized reports from all seven colleges. [For the 2018-2019 report, see ED600115.]
Wyoming Community Colleges Annual Partnership Report, 2019
Author: Wyoming Community College Commission
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Community Colleges,College School Cooperation,Intercollegiate Cooperation,School Community Relationship,School Business Relationship,Community Organizations,Human Services,Nonprofit Organizations,Professional Associations,Regional Planning,Industry,Economic Development,Labor Force Development,Job Training,Government School Relationship,Public Colleges,Geographic Regions

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges and the University of Wyoming and other entities. Each community college partner maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships are essential for colleges to meet higher educational needs of Wyoming's citizens and communities. Seven public Wyoming community colleges provided information for ten of their major partnerships during academic year 2018. The seven colleges included: Casper College, Central Wyoming College, Eastern Wyoming College, Laramie County Community College, Northern Wyoming Community College, Northwest College, and Western Wyoming Community College. The partnerships were divided into three partnering categories as follows: (1) Educational (P-12 Education, University of Wyoming and Other Higher Education); (2) Community Participation (Community Organizations, Cultural, Human Services, Non-Profit Organizations, and Professional Organizations); and (3) Regional Development (Business and Industry, Economic Development, Workforce Training, and Government--Local, State, Federal). [For the 2018 report, see ED590835.]