ethanporcaro/eric-fulltext-meta huggingface dataset:
Survey of Public Higher Education in Oregon. Bulletin, 1931, No. 8
Author: United States Department of the Interior, Office of Education (ED)
Date: 1931-00-00
Type: Historical Materials
Subjects: Higher Education,Educational Finance,Professional Education,Articulation (Education),State Colleges,Investment,State Officials,State Surveys,Prevention,Conflict,Institutional Cooperation,Expenditures,Duplication,Futures (of Society),Teacher Education,Libraries,College Faculty,Standards,Financial Support,Questionnaires,Educational Administration

On November 3, 1929, C. L. Starr, president of the Oregon State Board of Higher Education, requested that a survey be made of State institutions of higher learning, including normal schools. The five institutions involved were the University of Oregon, the Oregon State College, and the normal schools at Monmouth, Ashland, and La Grande. The purpose of this survey was threefold: (1) to secure more effective expenditure of the public funds devoted to higher education; (2) to prevent undesirable duplication of higher education offerings; and (3) to create an agency of control with responsibility and authority to conclude and to prevent in the future the institutional rivalries and bickerings that have wearied the State and excited its distrust. On January 10, 1930, Dr. Arthur Klein, Chief of the Division of Collegiate and Professional Education in the United States Office of Education, met with the State board of higher education at Portland, Oregon, and a tentative memorandum of agreement was prepared describing the conditions under which the Office of Education would conduct the work, the scope of the survey, and the terms of cooperation between the board and the Federal office in the selection of the survey staff. This survey staff included Arthur J. Klein, F. J. Kelly, and George A. Works. Following this meeting, the director of the survey spent approximately two weeks visiting the State's higher institutions and conferring with the board and State officials. This period was spent collecting printed and mimeographed material already available and in arranging for the assembly of further information by means of an extensive system of questionnaires. Their findings are presented in this bulletin in 11 chapters, as follows: (1) Introduction; (2) Fundamental coordination; (3) Coordination of teacher preparation; (4) Coordination of non-campus and extension instruction; (5) Supplementary coordination; (6) Articulation of accounts and business management; (7) Coordination of capital investment; (8) The libraries; (9) Faculty standards; (10) The students; and (11) Findings and recommendations. (Individual sections contain tables, figures, and footnotes.) [Best copy available has been provided.]
Record of Current Educational Publications. Quarterly, January 1-March 31, 1931. Bulletin, 1931, No. 9
Author: United States Department of the Interior, Office of Education (ED)
Date: 1931-00-00
Type: Historical Materials
Subjects: Foreign Countries,Annotated Bibliographies,Educational History,Conference Papers,Conferences (Gatherings),Primary Education,Elementary Education,Secondary Education,School Administration,Vocational Education,African American Education,Educational Psychology,Higher Education,Postsecondary Education,Two Year Colleges,Black Colleges,Special Needs Students,Special Education,Early Childhood Education,Kindergarten,International Education,Adult Education,Professional Education,Teacher Education,Career Guidance,Government Publications,Curriculum,Child Development,Junior High Schools,High Schools,Curriculum Development,Teaching Methods,Intellectual Disciplines,Physical Education,Extracurricular Activities,School Health Services,Womens Education,Public Education,Rural Education,Religious Education,Values Education,Teaching (Occupation),Mental Health,Educational Administration,Educational Practices,Educational Assessment,Educational Facilities,Libraries,Educational Legislation,Educational Policy,State Policy,Educational Finance,Surveys,Educational Research,School Guidance

This bulletin contains a classified and annotated list of educational publications for the period of January to March, 1931, inclusive. It is the second issue under the new plan in which the significant publications in educational literature in different fields have been contributed by specialists in those fields. The publications are organized into the following topics: (1) Nursery-kindergarten-primary education; (2) Elementary education; (3) Secondary education; (4) Exceptional children; (5) Educational psychology; (6) Junior colleges; (7) Education of teachers; (8) Colleges, universities, and graduate schools; (9) Public-school administration; (10) Adult education; (11) Vocational education and guidance; (12) Negro education; (13) Foreign education; and (14) Proceedings, reports, and Office of Education publications. An index is included. [Best copy available has been provided.]
Bibliography of Research Studies in Education, 1929-1930. Bulletin, 1931, No. 13
Author: Wright, Edith A.
Date: 1931-00-00
Type: Historical Materials
Subjects: Bibliographies,Masters Theses,Doctoral Dissertations,Educational Research,Research Reports

The Office of Education presents herewith the fourth annual compilation of research studies in education, comprising masters' and doctors' theses and other investigations completed from July, 1929, to September, 1930. A slight change has been found necessary in this volume regarding the period covered. All studies completed up to the beginning of the school year 1930-31 have been included. In future issues it is planned to cover the school year rather than the year beginning in July and ending the following June. The increase in the number of studies in this bibliography over the number in previous issues is accounted for, in part, by the longer period covered. Indexes of authors, subjects, institutions and organizations are provided. (Contains 1 footnote.) [Prepared in the Library Division Office of Education. Best copy available has been provided.]
Scholarships and Fellowships: Grants Available in United States Colleges and Universities. Bulletin, 1931, No. 15
Author: Ratcliffe, Ella B.
Date: 1932-00-00
Type: Historical Materials
Subjects: Educational History,Student Financial Aid,Access to Education,Paying for College,Scholarship Funds,Student Costs,State Aid,Fellowships,Scholarships,Higher Education,Two Year Colleges,Undergraduate Students,Graduate Students,African American Students,Black Colleges,Males,Females,Intellectual Disciplines,Veterans Education,Foreign Students,Study Abroad,Guides,School Catalogs,Questionnaires,Bibliographies

This publication is a handbook of scholarships and fellowships available in colleges and universities of the United States. Information regarding scholarships and fellowships available at institutions of higher learning in the United States is of vital interest to many thousands of students. While several lists of the scholarship offerings for students interested in advanced study and research have been compiled by educational organizations, no attempt has been made to bring together similar information for the use of undergraduate students. The present study was therefore undertaken to supply this slack. It is more comprehensive than previous studies, inasmuch as it indicates offerings in both the undergraduate and graduate fields. The study was made from data obtained from college catalogues (including those of law, medicine, dentistry, pharmacy, and theology, but not teachers' colleges and normal schools), verified and augmented by the institutions themselves by means of a questionnaire, copies of which were sent to all institutions of higher learning in the United States. It contains the scholarship offerings at 402 institutions, including practically all of the larger colleges and universities, which have a preponderance of the scholarships and fellowships available, and a fair proportion of those at smaller institutions. An index is included. Individual sections contain footnotes. (Contains 12 tables.) [Best copy available has been provided.]
Characterizing the Effectiveness of Developmental Education: A Response to Recent Criticism
Author: Bailey, Thomas
Date: 2013-02-00
Type: Opinion Papers
Subjects: Remedial Instruction,Community Colleges,Two Year College Students,Outcomes of Education,Academic Achievement,Educational Research,Research Methodology,Regression (Statistics)

Over the past several years, the Community College Research Center (CCRC) has conducted several research studies on developmental education and has produced reviews synthesizing the results of the authors' own work together with that of colleagues from other research organizations. In a recent issue of the &quot;Journal of Developmental Education,&quot; Alexandros Goudas and Hunter Boylan (2012) aimed several criticisms at this body of work, with the key claims being that: (1) the authors unfairly portray developmental education as ineffective because it does not lead to outcomes &quot;better&quot; than those of college-ready students; (2) they ignore several studies showing positive results; and (3) they overgeneralize from results that are only valid for students near the developmental cut-off scores. These three claims are woven into a broader critique that the authors have &quot;cherry-picked&quot; negative results, neglected methodological problems with the studies yielding such results, and ignored positive results in order to advance our own reform agenda and, in particular, to support the notion of co-requisite developmental education. In this essay, the authors address each of the claims advanced by Goudas and Boylan (2012). They disagree with their portrayal of their research as biased and flawed, yet they also believe that their comments may reflect some widespread confusion in the field about research on developmental education--so their response has significance beyond their particular disagreements with these authors. The authors hope the reader will have patience with this exercise; for those short on time, they provide a brief summary and conclusion at the end of this essay. (Contains 1 figure and 13 footnotes.)
What We Know about Online Course Outcomes. Research Overview
Author: Jaggars, Shanna Smith
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Online Courses,Community Colleges,Two Year College Students,Outcomes of Education,Student Characteristics,Withdrawal (Education),Remedial Instruction,Academic Achievement,Academic Persistence,Graduation,Achievement Gap

Since 2010, online college course enrollment has increased by 29 percent. Currently, 6.7 million students--or roughly one third of all college students--are enrolled in online courses. Community colleges in particular have embraced online education as a way to better serve their large numbers of nontraditional students, many of whom juggle multiple responsibilities. In 2008, 97 percent of two-year colleges were offering online courses--compared with only 66 percent of all postsecondary institutions. Despite this rapid growth in online education, little is known about the effectiveness of online courses for community college students. Over the past two years, the Community College Research Center (CCRC) has sought to fill this gap in knowledge by conducting studies of online course outcomes at two large statewide community college systems, one in a southern state and one in a western state. (Contains 17 endnotes.)
Metrics, Dollars, and Systems Change: Learning from Washington State's Student Achievement Initiative to Design Effective Postsecondary Performance Funding Policies. A State Policy Brief
Author: Jenkins, Davis
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,Academic Achievement,Community Colleges,Technical Institutes,Performance,Measurement,Incentives,Educational Improvement,Program Effectiveness

The Student Achievement Initiative (SAI), adopted by the Washington State Board for Community and Technical Colleges in 2007, is one of a growing number of performance funding programs that have been dubbed &quot;performance funding 2.0.&quot; Unlike previous performance funding models, the SAI rewards colleges for students' intermediate achievements along the pathway toward college completion as well as for completion itself. In addition to motivating colleges through funding, the SAI gives colleges data to help them understand where, along their pathways through college, students are struggling and what changes might improve their forward momentum. Washington State's experience with the SAI offers clear lessons about the process of developing, implementing, and monitoring a performance funding system. This brief uses findings from a three-year evaluation of the SAI to draw lessons for leaders in other states seeking to design effective performance funding systems. On the basis of this work, the authors offer the following suggested design principles: (1) Measure what matters most (and validate that you have done so); (2) One-size metrics do not fit all stakeholders; (3) Everyone can't win--but guard against unexpected consequences; (4) Measure improvements in performance rather than relative performance; (5) Performance is a baseline expectation; (6) It's about mission, not rewards; and (7) Performance is everyone's business. (Contains 12 endnotes.)
Tracking Student Progression through the Core Curriculum. CCRC Analytics
Author: Hodara, Michelle
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Public Colleges,Core Curriculum,College Credits,College Students,Outcomes of Education,Transfer Policy,Articulation (Education),Graduation,College Transfer Students

This report demonstrates useful methods for examining student progression through the core curriculum. The authors carry out analyses at two colleges in two different states, illustrating students' overall progression through the core curriculum and the relationship of this "core" progression to their college outcomes. By means of this analysis, the authors are able to identify core curriculum subject areas in which students do well and those in which they struggle, shedding light on courses and subject areas college administrators and faculty may want to target in order to improve outcomes for their students. Their analyses use data from two states with different transfer policies. In one state (State A), legislation requires all public two-year and four-year colleges to offer a 42-credit general education core curriculum. The state mandates that all core curriculum courses completed at one public college are transferable to another public college. However, the state does not have an articulation agreement that guarantees junior standing for transfer students who have completed the core and attained an associate degree. So while students' core credits will transfer, other courses completed at the community college are not guaranteed to transfer. In the second state (State B), public two- and four-year colleges are required to have a 36-credit core curriculum. In addition, statewide articulation agreements guarantee junior standing at four-year public universities for transfer students who have completed the core and attained an associate degree. (Contains 8 figures and 3 endnotes.)
Creating an Effective Online Instructor Presence
Author: Jaggars, Shanna Smith
Date: 2013-04-00
Type: Guides - Non-Classroom
Subjects: Online Courses,Community Colleges,College Faculty,Teacher Student Relationship,Academic Achievement,Educational Technology,Technology Uses in Education,Case Studies,Introductory Courses,Chemistry,Science Instruction,Lecture Method,Homework,Discussion Groups,Laboratory Experiments

Student outcomes in online courses trail considerably behind those in face-to-face courses. In order to gain insight into why this might be, the Community College Research Center (CCRC) undertook a series of studies that examined 23 high-demand, entry-level online courses at two community colleges in one state. CCRC researchers observed the online courses, reviewed course materials, and interviewed course instructors as well as 46 students who were enrolled in at least one of the courses. Together, these studies shed light on the fact that it is important for online instructors to actively and visibly engage with students in the teaching and learning process--perhaps with even greater intentionality than in face-to-face courses. In interviews, online students said that they placed a high value on interaction with their instructors, and a quantitative analysis indicates that higher levels of interpersonal interaction were correlated with better student performance in online courses. Drawing on research, this guide discusses how instructors can increase their presence in online courses in ways that may contribute to improved student retention and performance. It also describes a case study of a course in which the instructor used some basic interactive technologies to create a meaningful instructor presence. (Contains 12 endnotes.)
A Growing Culture of Evidence? Findings from a Survey on Data Use at Achieving the Dream Colleges in Washington State
Author: Kerrigan, Monica Reid
Date: 2013-04-00
Type: Reports - Research
Subjects: Data,Information Utilization,Evidence,Outcomes of Education,Two Year College Students,Achievement Gap,Decision Making,Discussion,Influences,Nonprofit Organizations,Community Colleges,College Faculty,Administrators,Student Personnel Workers,Surveys,Differences

Achieving the Dream (ATD) is a national nonprofit organization dedicated to improving outcomes among community college students, especially low-income students and students of color. A central ATD strategy is to promote a &quot;culture of evidence,&quot; in which colleges collect, analyze, and make decisions based on information about students in order to inform improvements in practice. This report examines the use of data on students by faculty, administrators, and student services staff at six Washington State colleges that joined ATD in 2006-2007. Surveys were administered to faculty and administrators in 2007 and to faculty, administrators, and student services staff in 2010. The authors analyzed the survey data in order to understand differences in data use between the three groups (faculty, administrators, and student services staff) and to understand whether there were changes in the frequency and extent of data use between the two survey waves at the participating colleges. The following are the main findings of the analysis: (1) Administrators were more frequent and intensive users of student outcomes data and research from their college than faculty or student services staff; (2) Most faculty and student services staff did not examine student progression or use outcomes data on a regular basis; (3) Although the frequency with which faculty used data on student progression and completion did not increase between the two waves of the survey, their use of data to inform teaching-related decisions did increase; (4) Most faculty did not use administrative data, such as data from their college's student information system; and (5) Faculty members' use of data was correlated with their department's use of data. Overall, there was broad use of data by administrators and of certain types of data by faculty and student services staff, but there remain opportunities for increasing the use of student data in the Washington State ATD colleges. To further promote the use of data in support of improved student success, ATD colleges in Washington State and elsewhere should consider ways to better connect the data collected and reported to the primary focus of faculty on instruction, and they should consider ways to engage student services staff more in the use of data on student progression, given their interest in student retention. (Contains 11 figures, 2 tables and 1 footnote.)
Can Community Colleges Afford to Improve Completion? Measuring the Costs and Efficiency Effects of College Reforms. CCRC Working Paper No. 55
Author: Belfield, Clive
Date: 2013-04-00
Type: Reports - Research
Subjects: Community Colleges,Educational Change,Graduation Rate,Efficiency,Cost Effectiveness,Expenditures,Income,Economics

Community colleges are under pressure to increase completion rates and efficiency despite limited evidence of the economic consequences of different reform strategies. We introduce an economic model of student course pathways linked to college expenditures and revenues. Using detailed data from a single college, we calculate baseline efficiency and differences in efficiency for students who follow different pathways. We simulate changes in output, expenditures, revenues, net revenues, and efficiency assuming that the college meets particular performance targets. Findings indicate substantial differences in efficiency across pathways and significant differences in efficiency across strategies to help students complete college. They also suggest that increasing the completion rate is difficult and typically requires additional resources beyond the costs of implementing particular strategies. The model has wide practical application for community colleges. Appended are: (1) Measurement of the College Completion Rate; and (2) Outcomes for "U.S.A. Community College". (Contains 7 tables and 12 footnotes.)
The Reality of College Readiness, 2012. Arizona
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Arizona. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]