ethanporcaro/eric-fulltext-meta huggingface dataset:
Employer Perspectives on Workers with Disabilities: A National Summit to Develop a Research Agenda (Washington, D.C., September 19-20, 2006)
Author: Office of Disability Employment Policy (DOL)
Date: 2007-09-00
Type: Collected Works - Proceedings
Subjects: Employer Attitudes,Disabilities,Employees,Employer Employee Relationship,Productivity,Organizational Culture,Work Environment,Personnel Selection,Job Skills,Government Role,Agency Cooperation,Federal Government,Research,Recruitment,Barriers,Equal Opportunities (Jobs),Accessibility (for Disabled),Labor Market,Labor Needs

Traditionally, employment research related to people with disabilities has largely targeted the &quot;supply-side&quot;--employee-focused studies of personal and environmental factors that influence employment. These include age and gender, degree of impairment and work history, and access to housing, transportation, and health insurance. Although findings from such research are valuable, they provide an incomplete picture of problems and potential solutions and leave important questions unanswered. To provide a more complete picture of employment and balance the research agenda, it is crucial to recognize &quot;demand-side&quot; as an equally important part of the equation--employer-focused research on factors that affect employment practices. Among these are the size, culture, and goals of organizations that already employ or may hire people with disabilities. The Interagency Subcommittee on Employment (ISE) held the &quot;Employer Perspectives on Workers with Disabilities: A National Summit to Develop a Research Agenda&quot; to advance this research agenda. The Summit drew more than 70 researchers, business leaders, policy-makers, service providers, and advocates. Based on ISE preliminary plans submitted to the Steering Committee and the white papers, the committee narrowed the focus to six themes and recommended a framework for the Summit: (1) Changing the Employer/Worker Relationship--Methods Contributing to Industry Productivity and a Healthy Workforce; (2) Organizational Culture and Climate Regarding Disability Diversity in the Workforce; (3) Retention, Hiring, and Skills for the Future; (4) Business, Health, and Disability Management; (5) Demographics, Data, and Statistics for Employers; and (6) The Role and Effect of Government. This report provides a summary of: (1) keynote presentations; (2) panel-led discussion sessions across the six themes; (3) perspectives on the Summit; and (4) future directions. This Summit was the beginning of a dialogue among researchers, business leaders, policy-makers, and advocates on employer-side research. From the Summit's findings and from continuing dialogue, the ISE will create a national research agenda, supported across federal agencies, which will focus on the research needs of American industries and businesses. [This report was produced by MANILA Consulting Group, Inc. under U.S. Department of Labor, Office of Disability Employment Policy on behalf of the Interagency Committee on Disability Research (ICDR).]
Unheard Voices: The Case for Improving Higher Education Complaint Systems
Author: Perry, Angela
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Grievance Procedures,Higher Education,College Students,State Programs,National Programs,Program Effectiveness

Complaints are an essential tool not only to resolve student problems but also to identify patterns of widespread misconduct and take action to prevent ongoing harm to students and taxpayers. However, the current complaint landscape is complex and not well designed to serve students' needs. &quot;Unheard Voices: The Case for Improving Higher Education Complaint Systems&quot; takes an in-depth look at systems in the current complaints landscape, finding many are ineffective, inefficient, and undermine consumer protection efforts. [Substantial contributions to this report were made by: Debbie Cochrane, Libby Masiuk, and Ana Fung.]
Why Students Need a Strong Gainful Employment Rule
Author: Institute for College Access & Success
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Proprietary Schools,Colleges,Federal Regulation,Vocational Education,Debt (Financial),Education Work Relationship,Income,Student Costs,College Students

Most colleges and universities help millions of Americans earn a degree or diploma to lead to economic security and a better life. In the wake of the Great Recession, it was revealed that too many for-profit colleges -- by enrolling hundreds of thousands of students -- sought to take advantage of the federal financial aid system to make windfall profits. Issued in 2014, the Gainful Employment (GE) Rule was designed to ensure that career-education programs leave their graduates with debts that are affordable relative to their actual incomes. It distinguishes between programs that provide affordable training that leads to well-paying jobs and those that do not, based on the debt-to-income ratios of their graduates. This fact sheet provides an overview of the gainful employment regulation, including the impact on the for-profit college industry, and pushes for the Biden Administration to restore rules to prevent student aid from going to colleges that operate wasteful, fraudulent, and abusive programs.
Educating Blind and Visually Impaired Students; Policy Guidance; Notice. Federal Register, Part IV. Department of Education
Author: Riley, Richard W.
Date: 2000-06-08
Type: Legal/Legislative/Regulatory Materials
Subjects: Blindness,Visual Impairments,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Student Needs,Student Rights,Parent Rights,Educational Policy,Assistive Technology,Individualized Education Programs,Visually Impaired Mobility,Student Placement,Special Education,School Safety

The Department issued this Notice of Policy Guidance (notice) to address the requirements of Part B of the Individuals with Disabilities Education Act (IDEA), as amended by the Individuals with Disabilities Education Act Amendments of 1997, as they apply to the education of blind and visually impaired students. This notice updates the Office of Special Education and Rehabilitative Services (OSEP) memorandum 96-4, Policy Guidance on Educating Blind and Visually Impaired Students dated November 3, 1995, to reflect new and revised statutory provisions added by the IDEA Amendments of 1997 and conforming regulatory changes to implement those requirements. This notice provides important background information to educators in meeting their obligations to ensure that blind and visually impaired students receive appropriate educational services in the least restrictive environment appropriate to their unique needs. A description of procedural safeguards also is included to ensure that parents are knowledgeable about their rights, including their right to participate in decisions regarding the provision of services to their children.
Diversity in Graduate Management Education, 2020. Market Intelligence
Author: Hazenbush, Matt
Date: 2020-00-00
Type: Reports - Research
Subjects: Business Administration Education,Graduate Students,Student Characteristics,Student Diversity,Sex,Race,Ethnicity,Foreign Students,Majors (Students),Work Experience,Masters Programs,Gender Differences,African American Students,Hispanic American Students,College Graduates,Foreign Countries

As the key pipeline and training ground for global business leadership, graduate management education (GME) has a critical role to play in ensuring that future business leaders understand and appreciate diversity, as well as reflect the diversity of the society they will serve. How diversity is understood can vary widely in different global contexts. In the context of this report, diversity can be defined broadly as the representation of variation in peoples' identities, backgrounds, and experiences. Beyond the traditional diversity lenses of gender and race/ethnicity, this report features analysis and discussion of business school candidate diversity from the perspectives of nationality, academic background, and level of professional experience. This is in recognition of the value that diversity of cultures, disciplines, and lived experiences can add to business classrooms, supplying nutrients to the soil in which rich discussions and learnings can take root. As an association of leading graduate business schools, the Graduate Management Admission Council (GMAC) recognizes the critical importance of diversity in GME and is committed to continuing to supply the industry with timely market intelligence to advise school's recruitment initiatives. In an effort to further inform those initiatives, this report curates information from across GMAC Research data touchpoints and external sources to provide business school professionals with detailed and useful analysis of the state of diversity in the GME pipeline in the context of a diverse world.
Achieve 180 Program Evaluation, Part A: Implementation Findings 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-01-15
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,Educational Improvement,Accountability,Best Practices,School Districts,School Turnaround,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Early Childhood Education,Social Emotional Learning,Faculty Development,Teacher Leadership,Curriculum Development,Library Services,Fine Arts,Bilingual Education,Special Education,Academically Gifted,Academic Support Services,Family Involvement,Community Involvement,Student Evaluation,Intervention,College Readiness,Vocational Education

This report describes the Achieve 180 Program in Year 3, the last of the three years initially planned for this comprehensive program. The 54 participating schools received Texas Education Agency campus accountability ratings of &quot;Improvement Required&quot; (IR), &quot;Not Rated,&quot; or &quot;Former Improvement Required&quot;. The 2019-2020 Achieve 180 Program's centralized support was based on six pillars of best practice for school improvement and is delineated in this report. Achieve 180 Implementation Rubric Dashboard ratings included in this report were calculated by the Achieve 180 Program administrators in consultation with other district and school administrators to depict the level of implementation fidelity achieved for each Achieve 180 Program centralized support provided at each participating school in 2019-2020. Also included in this report are 2019-2020 Achieve 180 Program Survey responses and full versions of the Cross-functional teams' and department leaders' Achieve 180 Program Fall 2019 and Spring 2020 reports which enumerate the program's massive implementation strategies and activities, accomplishments, insights, and recommendations for program improvement. Key impacts of the COVID-19 pandemic on program implementation activities are cited in the reports.
Designing Dual Enrollment to Reach English Learners: Boosting College Success for California Students
Author: Hooker, Sarah
Date: 2020-12-21
Type: Reports - Research
Subjects: Dual Enrollment,English Language Learners,Language Proficiency,At Risk Students,College Readiness,State Legislation,Postsecondary Education,Graduation Rate,Educational Practices,Access to Education,Transitional Programs,Best Practices,College School Cooperation,State Departments of Education,Educational Policy

California's public schools boast the nation's largest population of English learners--approximately 1.15 million in the 2019-20 school year. The potential civic, intellectual, economic, and cultural contributions of this group of multilingual students are enormous. Yet too often, their assets remain undervalued and untapped because traditional educational settings treat English proficiency as a prerequisite for rigorous academic courses. With limited exposure to opportunities intended to prepare students for college and careers, English learners often fall through the gap between the state's disconnected high school and college systems. Dual enrollment represents a possible bridge between high school and college for English learners, especially if implemented with attention to their unique assets and needs. This brief highlights promising practices for expanding dual enrollment opportunities for English learners that this research surfaced. This brief begins with an overview of dual enrollment in California, including key legislation and quantitative data about participants, followed by an overview of the state of college readiness and postsecondary degree completion for English learners. It then provides a summary of qualitative findings from interviews with districts and colleges, including spotlights on two innovative dual enrollment programs designed for English learners. High-level themes from this research include: (1) Dual enrollment for English learners builds on promising practices that support dual enrollment for other underrepresented student populations; and (2) Promising practices for English learners in dual enrollment combine access and support. The paper concludes with three sets of recommendations to encourage deeper consideration of how dual enrollment could be designed and scaled with a focus on English learners.
Young Adult Talent Development: Meeting the Reinvention Challenge
Author: Gregg, Aundrea
Date: 2021-01-00
Type: Reports - Research
Subjects: Young Adults,Talent Development,Low Income Students,Social Mobility,Partnerships in Education,Community Organizations,Educational Opportunities,Employment Opportunities,COVID-19,Pandemics,Educational Innovation,Soft Skills,Electronic Learning,Design,Social Media,Leadership,Student Participation,Participative Decision Making,Social Justice,Job Training

As coronavirus infections surge again across the United States, young adults living in low-income communities are experiencing a tremendous loss of educational and economic opportunity. As many high schools and colleges respond to reports of new infections by moving back and forth between in-person and virtual learning, the lack of consistency is loosening the critical bonds that link educators to young adults. Students are also connecting less with school counselors and the support programs that help them access college and persist to earn a credential. In the face of these challenges, community-based organizations that serve young adults facing barriers to education and employment are more important than ever. Since the first stay-at-home orders went into effect in March 2020, these nonprofits quickly shifted their delivery models and intensified their efforts to assist the growing number of young adults seeking training and employment. This nimbleness is exemplified by members of Jobs for the Future's (JFF's) Young Adult Talent Development (YATD) Network, a group that brings together leaders of over 35 organizations that help low-income young adults gain the skills, credentials, and connections necessary for economic mobility. In the spring of 2020, YATD Network members quickly pivoted to virtual delivery models--trading ideas on how to do so while still developing or maintaining strong relationships with participants as well as employer partners. This issue brief shares insights gleaned from three virtual &quot;reinvention&quot; sessions with young adult leaders and leaders of community-based organizations involved in the network. During these gatherings, participants experienced first-hand how human-centered design processes could help them draw on their existing resources, creativity, and partnerships to continue to develop innovative solutions to tough challenges at an uncertain time.
Gifted and Talented Program Evaluation 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-03-05
Type: Reports - Research
Subjects: Gifted Education,Academically Gifted,Talent Development,Program Evaluation,Program Effectiveness,School Districts,Elementary Secondary Education,School Demography,Racial Differences,Minority Group Students,White Students,Economically Disadvantaged,Disproportionate Representation,Academic Achievement,Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,Aptitude Tests,High Schools,College Entrance Examinations,Scores,Advanced Placement Programs,College Readiness,Career Readiness,COVID-19,Pandemics

The &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; (Texas State Plan) represents the accountability plan for measuring the performance of districts in providing state-mandated services to students identified as gifted/talented (G/T). The State Board of Education approved revisions in July 2019. The Texas State Plan establishes standards for accountability while recognizing exemplary actions. All districts are required to meet the accountability standards. In addition, the state plan serves as a guide for improving program services. To accomplish this, districts and campuses may review the exemplary measures to improve student services that are not mandated (Texas Education Agency, 2019). The purpose of the evaluation presented in this report is to comply with state mandates requiring school districts to evaluate the effectiveness of the Gifted and Talented Program annually (TEC §11.251-11.253). Consequently, this evaluation focused on the degree to which the Gifted and Talented Program operated in compliance with the policies and procedures developed by the legal and administrative authorities as well as the District's 12 G/T Standards outlined in the Gifted and Talented School Guidelines. This evaluation report summarizes the effectiveness of the Gifted and Talented Program during the 2019-2020 school year.
Giving Students the Upper Hand: Improving Net Price Calculators to Aid Michigan&apos;s Students in College Decision Making
Author: Brown, Catherine
Date: 2020-09-00
Type: Reports - Research
Subjects: Student Costs,College Students,Access to Information,Usability,Computation,Public Colleges,Private Colleges,Two Year Colleges,Student Financial Aid

High tuition makes headlines and may dissuade students from pursuing college or excluding what appear to be high-cost colleges. However, a college's &quot;sticker price&quot; can be misleading because it does not reflect any grant or scholarship aid that reduces the price students actually pay. As the costs of attending college have risen, the role of financial aid in making college affordable for low- and moderate-income students has become increasingly important. A decade ago, the federal government attempted to address confusion around sticker and net prices by requiring all colleges to maintain on their websites a net price calculator (NPC) that displays a personalized estimate of net cost based on the family resources input by a prospective student. At their best, net price calculators can be helpful marketing tools for colleges looking to expand access for students with financial need, showing how much grant aid students are likely to receive and how much the price comes down once those awards are applied. In this way, they are also powerful tools for students who may uncover the reality that their dream college is in closer financial reach than they may have assumed. While Net Price Calculators are a critical resource, national research has shown that they can be hard to find, hard to use, and hard to compare across colleges. In this paper, the authors explore the accessibility, ease of use, and comparability of NPCs in Michigan, and find that trends in the state mirror the national story: these tools are not consistently easy to find, use, or compare. The authors provide recommendations for the federal government, states, and colleges to improve NPCs. [This report was researched and written with support from Lindsay Ahlman, Oliver Schack, and Jessica Thompson.]
Career and Technical Education: Enrollment, Performance, Graduation, and Dropout, HISD, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-01-25
Type: Reports - Research
Subjects: Vocational Education,Enrollment,Academic Achievement,Graduation Rate,Dropout Rate,School Districts,Public Schools,Urban Schools,Enrollment Trends,Student Characteristics,High School Students

In alignment with the Carl D. Perkins Vocational and Technical Education Act, the state of Texas created section 134.006 of the Texas Education Code in 2009 to provide grants to educational institutions for career and technical education (CTE) programs. This code allows for the creation of CTE programs that prepare students to meet business industry career demands while allowing state grant funding to coincide with district matching funding for the creation and maintenance of CTE programs (Texas Education Code, 2009). This Career and Technical Education Report for 2019-2020 describes the enrollment, performance, graduation, and dropout results for students enrolled in career and technical education (CTE) courses. CTE courses are offered either as a coherent or non-coherent sequence of courses. The evaluation used descriptive statistics to report findings by comparing students enrolled in a coherent sequence of courses, non-coherent sequence of courses, and students not enrolled in any CTE courses.
Promoting Alternative THinking Strategies (PATHS®). Intervention Report. Supportive Learning Environment Topic Area. NCEE 2021-008
Author: What Works Clearinghouse (ED)
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Intervention,Program Implementation,Best Practices,Thinking Skills,Elementary School Students,Program Effectiveness,Academic Achievement,Emotional Development,Social Development,Interpersonal Competence,Student Behavior,Foreign Countries,Check Lists,Child Behavior,Program Costs,Social Emotional Learning

The &quot;Promoting Alternative THinking Strategies (PATHS®)&quot; program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. &quot;PATHS&quot;® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on: (1) self-control; (2) emotional literacy; (3) social competence; (4) positive peer relations; and (5) interpersonal problem-solving skills. There is a separate curriculum for each grade. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Supportive Learning Environment topic area, explores the effects of the &quot;PATHS&quot;® program on student emotional awareness, social interactions, behavior, and academic achievement. The WWC identified 35 studies of the &quot;PATHS®&quot; program. Two of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of the &quot;PATHS&quot;® program on students--including 70% White, 11% Asian, and 8% Black students, and students with and without disabilities--spanning grades 1 through 5 in both urban and suburban districts. [For the Intervention Brief, see ED611243. For the Intervention Snapshot, see ED611244.]