ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating the Transfer Degree into a Guided Pathway. Research Brief No. 18-6
Author: Washington State Board for Community and Technical Colleges
Date: 2018-12-21
Type: Reports - Research
Subjects: Associate Degrees,Community Colleges,Technical Institutes,College Transfer Students,Required Courses,College Readiness,Majors (Students),Elective Courses,Job Skills,Articulation (Education),Employment Level,Outcomes of Education,College Graduates,College Students,Academic Degrees,Transfer Rates (College),Employment Qualifications,Wages

The Associate of Arts-Direct Transfer Articulation Agreement (AA-DTA) is the single largest transfer degree awarded by the community and technical (CTC) colleges. The traditional goal of this degree is completion of general education requirements in order to prepare for transfer to a four-year institution. However, a Guided Pathways framework suggests careful consideration of the student's eventual major and inserting electives with marketable skills into the degree to make distinct pathways and align programs into meta-majors. This brief is the first of three reports that review each of the community and technical college mission areas for increasing completions and closing equity gaps. It compares post-CTC college transfer rates of AA-DTA students to students in other major ready transfer degrees. It also looks at the post-CTC college employment outcomes for students who earn an AA-DTA degree but do not transfer. The brief discusses the implications of these outcomes for thinking about how to deploy the AA-DTA degree in a pathway framework to buttress degree completion, post-degree student success and close equity gaps. Finally, it looks at students through another student outcomes analysis lens, the Student Achievement Transfer Cohort. The Student Achievement Transfer Cohort includes a broader group of students than the first time in college students in the Guided Pathways cohort. The brief compares these students and how they are selected into each cohort to look at the spillover importance of Guided Pathways for student success.
Two-Year Colleges Must Become Singularly-Focused on Graduating Students with Degrees That Combine Academics and Skills: The Economic and Social Reasons behind a Two-Year Degree and Green Shoots That Offer Evidence for How to Graduate More Students with One. Research Report 20-3
Author: Washington State Board for Community and Technical Colleges
Date: 2020-05-27
Type: Reports - Research
Subjects: Two Year Colleges,Two Year College Students,Outcomes of Education,Wages,Occupations,Associate Degrees,Bachelors Degrees,Academic Degrees,Educational Certificates,Employment Level,Vocational Education,Academic Advising,Labor Market,Racial Differences,Ethnicity,Geographic Location,Credentials,Socioeconomic Status,Economic Opportunities,Gender Differences,Equal Opportunities (Jobs),Graduation,College Transfer Students,Nursing Education,Job Skills,At Risk Students,Minority Group Students,Low Income Students,Grants,Access to Education,COVID-19,Pandemics,Gender Bias,Racial Bias,Adult Education,College Mathematics,Predictor Variables,State Aid

Overall, too few students are completing two-year college. Those who complete are still starting off unequally. About one-third of students earning academic degrees do not transfer, but rather go directly to work and find their degree has little value in the labor market. Research suggests they could have benefitted from having marketable skills added to their degree. This research report reviews prior research for two-year college students' post-college labor market outcomes. Evidence is presented from research that two-year college professional technical degrees offer the highest immediate earnings and strongest growth over time. Many graduates who go to work in lower-pay sectors like education and health and human services will need even more than the two-year degree. They will need a bachelor's degree. Guided Pathways, which started in Washington in 2016, is the context for this brief. Under the Guided Pathways framework, colleges re-design their degrees and offerings into structured pathways that align with students' goals for further education and careers.
Single Mothers in College: Growing Enrollment, Financial Challenges, and the Benefits of Attainment. Briefing Paper #C460
Author: Kruvelis, Melanie
Date: 2017-09-00
Type: Reports - Research
Subjects: One Parent Family,Mothers,Nontraditional Students,Enrollment Trends,Paying for College,Educational Attainment,Undergraduate Students,Minority Group Students,Student Financial Aid

Single student mothers are growing in both absolute numbers and as a share of the college population. They often face significant financial and time-related obstacles that make it difficult for them to persist to graduation. Investing in programs and supports that target the needs of single mothers has the potential to improve their rates of college attainment, and increase earnings, which can lead to a range of multigenerational benefits. This briefing paper provides data on single mothers in postsecondary education and discusses the potential benefits of increasing their college attainment rates for individuals, families, and society as a whole. [This report received input from Cynthia Hess and Ellie Eckerson.]
Prioritizing Student Parents in COVID-19 Response and Relief: Recommendations for Federal and State Policy. Policy Brief #C493
Author: Cruse, Lindsey Reichlin
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Child Rearing,Parents,COVID-19,Pandemics,School Closing,Barriers,Student Needs,Educational Policy,State Policy,Federal Aid,Federal Legislation,Well Being,Minority Group Students,At Risk Students,Poverty,Federal Programs,Welfare Services,Family Programs,Food,Nutrition,Government Role,Grants,Educational Finance,Student Characteristics

Nearly four million U.S. undergraduate college students are parents or guardians of children under the age of 18. These student parents, who already faced immense financial, child care, food, and housing insecurity before the COVID-19 pandemic, are now dealing with multiple new barriers, including school closures, lay-offs, and child care disruptions, among other challenges. This briefing paper outlines how state and federal policymakers can center the immediate and longer-term needs of student parents in policy responses to the pandemic, so that they are able to safeguard their families' economic well-being and continue along their pathway to college attainment. [Support for this report was provided by Imaginable Futures.]
Mapping the Journey of Families Who Have Children with Autism through Social and Human Services, Medical, and Education Systems
Author: Connell, Emma
Date: 2020-12-00
Type: Reports - Research
Subjects: Children,Youth,Autism,Pervasive Developmental Disorders,Family Needs,Parent Attitudes,Experience,Child Development,Clinical Diagnosis,Disability Identification,Screening Tests,Individualized Education Programs,Federal Legislation,Students with Disabilities,Health Insurance,Caseworkers,Early Intervention,Hospitals,Clinics,Access to Health Care,Access to Education,Program Effectiveness,Needs Assessment,Community Services,Social Services

There are a variety of services and supports in Minnesota for children and youth with autism who are age 0-21. These include services and supports provided by state agencies, including the Minnesota Department of Human Services, Minnesota Department of Education, Minnesota Department of Health, and the Minnesota Department of Employment and Economic Development. They are also provided by an array of nonprofit organizations, community groups, hospitals and clinics, schools, and autism centers that provide therapy for children with autism. This report describes the results of a Journey Mapping process Wilder Research conducted on behalf of the Minnesota Department of Human Services to learn more about the experiences of families as they navigate this system. This report provides a summary of what was learned from a wide array of parents of children with autism and system stakeholders. In this report, the authors present overarching themes, families' experiences in each phase of the system, and parents' reflections of their experiences with the system overall. The aim is to shed light on the experiences families have as they encounter the system of services and supports for children with autism in Minnesota.
From Courthouse to Statehouse--and Back Again: The Role of Litigation in School Funding Reform
Author: Sciarra, David
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Court Litigation,Finance Reform,Educational Finance,School Support,Educational Equity (Finance),Public Schools,State Aid,State Legislation,Politics of Education,Elementary Secondary Education

After five decades advocating for school finance reform, Education Law Center (ELC) sees the urgent need to deepen understanding of how differing strategies--from litigation to research to grassroots organizing to communicating with the public--can combine to achieve successful school funding reform in the states. In &quot;From Courthouse to Statehouse--and Back Again,&quot; the authors review significant school funding victories in Massachusetts, Kansas, Washington, and New Jersey, to explore the workings of a broad political approach to reform. In each of these states, early legal victories suffered setbacks from economic downturns, shifts in political power, or just plain legislative gridlock. In each case, new campaigns for funding equity were launched, broadening the range of strategies and organizations at the table. And in each case, the synergy created by these multi-faceted campaigns delivered significant new funding for the state's public schools. From the exploration of success in these four states, this report identifies key lessons to guide the work of advocates and lawyers on school funding reform.
Executive Functions in Two-Way Dual-Language Education: A Mechanism for Academic Performance
Author: Esposito, Alena G.
Date: 2021-02-03
Type: Reports - Research
Subjects: Executive Function,Bilingual Education,Language Fluency,Educational Benefits,Rural Education,Low Income Students,Elementary School Students,Academic Achievement,Intelligence Tests,Spanish,Scores,English Language Learners

Children across the United States are increasingly learning academic content through two-way dual-language education (http://www.cal.org/twi/). This education model provides instruction through two languages in classrooms comprised of approximately equal numbers of native and non-native English speakers. For both language groups, this educational model is an effective approach for achieving second-language fluency (García &amp; Náñez, 2011; Lindholm-Leary &amp; Genesee, 2014). Importantly, both native and non-native English speakers in dual-language education programs perform as well or better academically than their peers in mainstream English classrooms (e.g., Marian, Shook, &amp; Schroeder, 2013; Steele et al., 2017). However, the mechanisms that explain this academic advantage remain to be understood. We examined the possibility that enhanced executive functions through second-language exposure underlie the academic benefits of dual-language education in a rural, low-income, sample of elementary school students. [This is the online version of an article published in &quot;Bilingual Research Journal.&quot; For the final published version of this article, see?EJ1292416.]
Lessons from the Illinois Media Mentor Project
Author: Guernsey, Lisa
Date: 2021-04-00
Type: Reports - Research
Subjects: Librarians,Mentors,Educational Media,Public Libraries,Professional Development,Library Services

In 2020, New America embarked on a year-long initiative with librarians in children's and youth services across three library systems in Illinois. The aim was to build staff members' skills and confidence in media mentorship--the act of mentoring and providing tailored guidance to students and families in selecting, analyzing, and using media to support learning. Librarians are often well-positioned to do this kind of mentoring. Media mentorship is, after all, aligned with what many staff members are taught in schools of library and information science. But they need their own support and training on new techniques and programming innovations to keep up with the ever-changing media landscape. This is particularly true if they never received training on how to be responsive to and effective in helping families and youth in underserved communities who have not historically had positive experiences with American educational systems or who have home languages other than English. Librarians need opportunities to think through and explore, with their peers and other experts, how best to respond to the strengths and diverse media needs of the people they serve. The Illinois Media Mentor Project project was designed to offer those opportunities. This project provided two different professional development options for librarians working at the Chicago Public Library, the Schaumburg Township District Library, and the Skokie Public Library. The final forum included those librarians, as well as other educators, researchers, and leaders of school and library organizations around the country. Giving librarians and other educators space and time to talk about and hone these new skills can lead to greater confidence in their roles as media mentors. They can then forge stronger connections with the youth, families, and educators in their communities and can serve as trusted advisors for seeking out and managing media, using new tools, and identifying quality sources and materials.
Making the Grade 2020: How Fair Is School Funding in Your State? A Guide for Advocates and Policymakers
Author: Farrie, Danielle
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Equity (Finance),Public Schools,School Support,State Aid,Elementary Secondary Education,Educational Finance,Poverty,School Districts,Resource Allocation

This report evaluates the condition of public school funding in the states preceding the onset of the pandemic in early 2020. It draws upon data from 2018, the most recent year available. This analysis demonstrates the alarming condition of school funding in most states, leaving school districts, especially those segregated by poverty, ill-equipped to weather the coronavirus crisis. What the pandemic has made strikingly evident is the glaring funding disparities that have persisted for years, if not decades. Poor households have disproportionately suffered the devastating health and economic impacts of COVID-19. As this report shows, children from these households are more likely to attend schools that are under-resourced and unprepared for transitioning to the new realities of virtual instruction, school health and safety protocols and unprecedented remediation for lost learning time. [For the 2019 report, see ED599755.]
$600 Billion Lost: State Disinvestment in Education Following the Great Recession
Author: Farrie, Danielle
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Finance,Retrenchment,State Aid,Economic Climate,Public Schools,School Support,Elementary Secondary Education,Economic Factors,COVID-19,Pandemics

In the decade following the Great Recession, students across the U.S. lost nearly $600 billion from the states' disinvestment in their public schools. Data from 2008-2018 show that, if states had simply maintained their fiscal effort in PK-12 education at pre-Recession levels, public schools would have had over half a trillion dollars more in state and local revenue to provide teachers, support staff and other resources essential for student achievement. Further, that lost revenue could have significantly improved opportunity and outcomes for students, especially in the nation's poorest districts. States dramatically reduced their investment in public education in response to the 2007 Great Recession. Yet as economies rebounded, states failed to restore those investments. As the analysis shows, while states' economic activity--measured as Gross Domestic Product (GDP)--recovered, state and local revenues for public schools lagged far behind in many states. This report builds on the &quot;Making the Grade&quot; analysis of the condition of public school funding in the 50 states and the District of Columbia. Instead of a one-year snapshot, this report provides a longitudinal analysis of the effort made by states from 2008 to 2018 to fund their public education systems. To measure that effort, researchers used an index that calculates elementary and secondary education revenue as a percentage of each state's economic activity or GDP. A key goal of this report is to give advocates data and information to use in their efforts to press governors and state legislatures not to make another round of devastating &quot;pandemic cuts&quot; to already underfunded public schools. [For &quot;Making the Grade 2020: How Fair Is School Funding in Your State?&quot; see ED612473.]
Use of Information and Communication Technologies in Education: Effectively Integrating Technology in Under-Resourced Education Systems
Author: Vivek, Kumar
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Barriers,Access to Computers,Technological Literacy,Teacher Effectiveness,Governance,Educational Assessment,Computer Assisted Testing,Access to Education,Rural Areas,Foreign Countries,Early Childhood Education,Elementary Secondary Education,Accountability,Delivery Systems

Education systems in under-resourced environments face several challenges, some of them exacerbated by the COVID-19 pandemic. A possible way to address some of the challenges is to apply information and communication technologies. However, effectively integrating technology into education systems is a complex task. In this paper, factors contributing to successful integration of technology in education are explored, with a focus on under-resourced contexts. Case studies of successful technology implementation in education systems are discussed and analyzed to identify the factors that drive success. The analysis is framed using the reform strategy offered by The World Development Report 2018 (&quot;Learning to Realize Education's Promise&quot;). This is expected to provide policymakers and practitioners a way to align their education technology initiatives and strategies with the larger education reform agenda. Key lessons identified from the analysis are as follows. First, it is necessary to articulate &quot;what&quot; precisely does the technology intervention change/enable. Second, it is important to better understand the context to develop technologies and implementation strategies that fit the operating context. Third, it is essential to regularly monitor and evaluate programs and to feed that information into continuously improving design and implementation. Fourth, through the entire cycle of technology implementation, stakeholders must be consulted, understood, and empowered. However small the intervention, realizing the potential of technology tools in education requires keeping in mind the big picture offered by these lessons. [For &quot;Learning to Realize Education's Promise. World Development Report, 2018,&quot; see ED604389.]
Setting Up a Teacher Incentive System: The Case of DKI Jakarta
Author: Yarrow, Noah
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Policy,Educational Change,Incentives,Teacher Effectiveness,Teacher Salaries

This study reviews the implementation of the TKD program related to teachers in DKI Jakarta to identify any initial behavior changes resulting from the policy. The objective of the study is twofold: to identify the level of understanding of stakeholders regarding the performance allowance; and to identify the impact of the performance allowance on the performance of teachers and other education staff.
Exploring and Developing Communication Strategies with Parents: Key Themes, Insights, and Recommendations
Author: Chase, Richard
Date: 2019-08-00
Type: Reports - Research
Subjects: Preschool Children,Child Development,Preschool Education,Parent Education,Information Dissemination,Child Rearing,Information Sources,Internet,Social Media,Family Influence,Peer Influence,Professional Personnel,Social Isolation,Geographic Isolation,Computer Mediated Communication,Printed Materials,Interpersonal Communication,Barriers,Language Usage,Cultural Influences,Social Bias,Knowledge Level,Fear,Social Discrimination,Misconceptions,Trust (Psychology),Telecommunications,Handheld Devices,Minority Groups,Low Income Groups,Adolescents,Early Parenthood,At Risk Persons,Developmental Delays

As part of Minnesota's Pre-K Planning Grant, the purpose of this study is to learn about the experiences of parents of young children in order to shape/tailor effective ways to communicate with them about child development and early education opportunities. The goals of the study are to make sure all types of parents with young children in Minnesota have the information they need to raise healthy children and that services for children and families are accessible for all types of families. Data was collected for the study by conducting 14 group discussions in community settings that involved 89 participants and by completing 52 phone interviews with persons knowledgeable about the experiences of parents and communicating with them. The key takeaway from the study is that no single method or approach suffices. All the groups mentioned multiple preferred methods, with a common theme that the communication, regardless of method, should come directly from a trusted source. [This report was prepared for Child Care Aware of Minnesota.]
Invest Early: Early Childhood Initiative. Year 12 Evaluation Summary
Author: Chase, Richard
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3,Grade 5

Invest Early is a comprehensive early childhood collaborative of four school districts in Itasca County, Minnesota, that serves young children and their families with risk factors that may impede school success. Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal evaluation of the program. Annual reports document the implementation and assessment of Invest Early and outcomes for the service system, families, and children. In year 12 (June 2016 through May 2017), 460 children age 5 and younger and 398 families participated in Invest Early. As usual, a majority (69%) of children served were prekindergarten age (4 or older on September 1, 2016). The remaining were about evenly split between infants/toddlers and preschoolers (age 3). This year, Invest Early families had a median income of $26,000 per year, substantially lower than the county-wide median income of $56,000. This summary presents highlights of the year 12 evaluation. [For &quot;Invest Early, Early Childhood Initiative. Year 11 Evaluation Summary,&quot; see ED612504.]