ethanporcaro/eric-fulltext-meta huggingface dataset:
2015 Student Retention Indicators Benchmark Report for Four-Year and Two-Year Institutions. Report on Undergraduate Trends in Enrollment Management. Higher Ed Benchmarks
Author: Ruffalo Noel Levitz (RNL)
Date: 2015-00-00
Type: Reports - Research
Subjects: Academic Persistence,School Holding Power,Educational Indicators,Benchmarking,Undergraduate Students,Academic Probation,Public Colleges,Private Colleges,Two Year Colleges

This biennial report from Ruffalo Noel Levitz allows colleges and universities to compare persistence, progression, and retention rates for several high-priority student populations. The report is based on a web-based poll of campus officials in the fall of 2014 in which respondents reported official census data from the 2013-14 academic year and fall 2014. The report begins with term-to-term persistence rates for the first two years of college, followed by progression rates such as the number of credit hours completed vs. attempted in terms one and two. Also included are retention rates for three groups: FTIC, second-year students, and conditionally-admitted students. Highlights from the findings include: (1) Persistence from term one to term two--the first benchmark in this study--was 91 percent at the median for four-year private institutions, 90 percent for four-year public institutions, and 80 percent for two-year public institutions, with higher rates reported by institutions with higher selectivity; (2) Progression benchmarks (i.e., indicators of successful persistence) showed the median proportion of students on academic probation at the end of term two ranged from 5 percent at private institutions with greater selectivity to 15 percent at two-year public institutions; and (3) For four-year institutions, fall-to-fall retention for conditionally-admitted students at private institutions was 63 percent at the median vs. 67 percent at public institutions. In this report, the authors have identified several performance indicators of retention which can guide a retention committee's planning efforts. The data in this report indicate that fewer students are placed on probation after term two compared to the end of term one. In addition, for all institutions, and especially among those with lower selectivity, more must be done to engage students during the second year. Assessing the needs of second-year students, developing &quot;sophomore slump&quot; strategies, re-orienting these students to available support services, and assisting second-year students with integrating career decisions and choosing a major are all important components of a successful overall retention program. Analyzing these data along with data on the amount of time students spend working, the number of classes they are enrolled in at other institutions, current GPA, and the amount of time they spend studying can inform appropriate strategy development and highlight potential impacts on student success. [For the 2013 report, see ED571022.]
2016 National Freshman Motivation to Complete College Report. Eleventh Annual Study of Freshman Attitudes
Author: Ruffalo Noel Levitz (RNL)
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Student Motivation,Academic Persistence,Student Attrition,At Risk Students,National Surveys,Student Surveys,Graduation Rate,Student Needs,Needs Assessment,Academic Advising,Educational Planning,Counseling Services,Reading Centers,Student Financial Aid

As they start college, the vast majority of incoming freshmen exude a strong desire to complete a degree, but many also express early concerns and attitudes that reduce their motivation and put them at risk for attrition. This report looks beyond standardized test scores and high school transcripts to explore a wide range of these noncognitive, motivational attributes that influence completion. The study is based on a national sample of nearly 100,000 freshmen who filled out a 100-item, college completion risk survey in 2015 at 308 colleges and universities across the United States. [For &quot;2015 National Freshman Attitudes Report for Four-Year and Two-Year Institutions. Tenth Annual National Research Study,&quot; see ED602823.]
2015-16 National Adult Learners Satisfaction-Priorities Report with Results from Four-Year and Two-Year Institutions
Author: Ruffalo Noel Levitz (RNL)
Date: 2016-00-00
Type: Reports - Research
Subjects: Student Satisfaction,Adult Students,Student Experience,College Students,Two Year College Students,Nontraditional Students,Enrollment Influences,Colleges,Community Colleges,Student Attitudes,Access to Education,Paying for College,College Instruction,Feedback (Response)

The 2015-16 National Adult Learners Satisfaction-Priorities Report examines key findings for adult learners, including: (1) Trends in adult learner satisfaction and their likelihood to recommend their program to others; (2) Which factors contributed to the adult learner's decision to enroll; (3) Aspects of the student experience that matter to adult learners, grouped into clusters of related items; and (4) A closer look at the items within those clusters, with identification of strengths and challenges from the student perspective. These results come from the Adult Learner Inventory™ (ALI), an assessment instrument completed by students while they are currently enrolled at an institution.
Attitudes of Second-Year College Students That Influence College Completion. 2015 Report from Ruffalo Noel Levitz
Author: Ruffalo Noel Levitz (RNL)
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Student Attitudes,Academic Persistence,Academic Aspiration,Career Exploration,Intention,Gender Differences,Academic Advising,Help Seeking,Transfer Students

What needs and concerns do second-year college students have that may be impeding their success? This report goes beyond the usual predictive indicators of GPAs and credits earned to explore a wide range of student attitudes, needs, and motivations that influence college completion, with separate findings for second-year students attending four-year vs. two-year, public vs. private institutions. The report is based on student survey responses drawn from a sizable sample of second-year undergraduates in 2013 and 2014. Although second-year college students often receive less attention than first-year students, the data reveal distinct student needs and experiences. Highlights from the findings include: (1) The vast majority of second-year students in this study--94 percent overall, across private and public sectors--indicated they were strongly dedicated to finishing college, yet only 74 percent reported being able to concentrate and keep their thoughts organized during an exam; (2) Half to two-thirds of the second-year student respondents indicated they would like help with exploring career options and with preparing a written academic plan for graduation; (3) 16 percent of the study's respondents from four-year public institutions were either uncertain about their plans to continue at their institution or were planning to transfer; and (4) Survey responses from male, second-year students indicate they were less likely than female students to be receptive to assistance from advisors and student services personnel, regardless of the type of assistance offered.
Shortened School Weeks in U.S. Public Schools. Data Point. NCES 2020-011
Author: Goldring, Rebecca
Date: 2020-02-00
Type: Reports - Research
Subjects: Public Schools,School Schedules,Urban Schools,Suburban Schools,Rural Schools,Elementary Schools,Middle Schools,High Schools,School Size,School Location,Institutional Characteristics

The School Questionnaire was administered as part of the 2017-18 National Teacher and Principal Survey (NTPS), which is a state and nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The selected school samples include about 10,600 traditional and charter public schools and 4,000 private schools. This Data Point examines the characteristics of public schools in the United States where students attend classes fewer than 5 days per week. In an effort to attract high-quality teachers and to reduce costs, some schools and districts have been reducing the student school week to four days. Despite the increased use of this strategy, there is little substantive research that examines the effect of a shortened school week on students. Skeptics have indicated concerns with lack of access to meals, the impact on families' child care needs, and student performance.
Early Learning Foundations: A Parent&apos;s Companion Piece to the Early Learning Guidelines (Birth through 5 Years Old)
Author: Nebraska Department of Education
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Child Development,School Readiness,Parent Role,Infants,Toddlers,Preschool Children,Social Development,Emotional Development,Child Health,Physical Development,Language Acquisition,Literacy Education,Communication Skills,Reading Skills,Writing Skills,Mathematics Skills,Creativity,Art Education,Science Process Skills,Teaching Methods,Developmentally Appropriate Practices,Developmental Stages

This resource provides parents with widely held expectations for their child's development prior to kindergarten and ways parents can encourage their child's growth. Although a child's growth and development follows a general pattern, all children grow at different rates. Some children will be doing things earlier or later than others. There's no need to hurry your child along as time will go by quickly enough. The Early Learning Guidelines breaks a child's development into 7 categories. Throughout this resource, there will be helpful explanations, and suggestions to provide ways to encourage your child's growth and development in each of those areas to better prepare them for school. A directory of family resources is also provided. [This guide was also produced by the Nebraska Early Childhood Interagency Coordination Council (ECICC) and by Head Start State Collaboration. Funding was received from the US American Recovery and Reinvestment Act, US DHHS, Administration for Children and Families. For the main report, &quot;Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards. Revised,&quot; see ED602831.]
CTF Survey on Teachers&apos; Perspectives on Aboriginal Education in Public Schools in Canada. Summary Report
Author: Canadian Teachers' Federation
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Teacher Attitudes,Public Schools,Culturally Relevant Education,Curriculum,Cultural Awareness,Multicultural Education,Educational Resources,Teacher Competencies,History,Civil Rights,Knowledge Base for Teaching,Faculty Development,Information Sources,Program Effectiveness,Racial Bias

As part of the Canadian Teachers' Federation's (CTF) ongoing work on education-related Aboriginal issues, CTF conducted a survey to seek out the perspectives of classroom teachers on diverse topics related to Aboriginal education with a view to informing practice and policy. CTF received nearly 1,900 responses to the online survey from teachers in public elementary and secondary schools across the country. The survey, which was distributed through CTF's Member teacher organizations, was conducted in November and December 2015. Two thirds of teachers surveyed report they incorporate some issues, content, or perspectives related to Aboriginal people into their current teaching practice. Among these respondents, half reported they do this occasionally, while one third do so regularly. By far, the most frequently cited approach to introducing Aboriginal education into the school curriculum is by integrating it into courses such as Cultural Studies, History, or Geography. While the majority of teachers indicated they felt Aboriginal culture was represented in their school's curriculum, 41% said that it was somewhat represented while only 13% felt it was significantly represented in the curriculum. Among the opinions expressed by teachers were a need to connect Aboriginal content to curricular outcomes. A number of respondents expressed the need for a balance in the curriculum between teaching Aboriginal content and perspectives and teaching about other cultures in a multicultural society.
Ready for Success: What Families Want to Know about Starting School in Nebraska
Author: Nebraska Department of Education, Office of Early Childhood
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Readiness,Kindergarten,Educational Policy,School Districts,Board of Education Policy,Parents,Access to Information,Reading Lists,School Entrance Age,Parent Role,Web Sites,Child Development,State Standards,Child Health,Social Development,Emotional Development,Daily Living Skills,Language Acquisition,Learning Readiness,Family School Relationship

This booklet is in response to commonly asked questions from parents about preparing for, and entering kindergarten. Some questions parents ask are about district policy. Nebraska has over 200 individual school districts, each having their own board, superintendent, and policies. The Nebraska Department of Education provides guidance and assistance to these districts. Understanding what is state law (such as the entrance age) and what is district policy (such as the early entry assessment procedure) can be confusing. Parents are encouraged to talk with school teachers and administrators for specific guidance. A reading list of books about school parents can read with their children, and a list od web-based supports for school readiness are also provided. [This guide was also produced by the Nebraska Early Childhood Interagency Coordination Council (ECICC). Additional funding was provided by the Nebraska Head Start-State Collaboration Office. For &quot;Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards. Revised,&quot; see ED602831. For &quot;Early Learning Foundations: A Parent's Companion Piece to the Early Learning Guidelines (Birth through 5 Years Old),&quot; see ED602834.]
2016 Report: Motivation of Adult Learners for Completing a College Degree. Companion Study to 2016 Report on Freshman Motivation/Completion
Author: Ruffalo Noel Levitz (RNL)
Date: 2016-00-00
Type: Reports - Research
Subjects: Adult Learning,Adult Students,Student Motivation,Barriers,College Graduates,College Freshmen,Student Attitudes,Student Attrition,Graduation Rate,Academic Support Services

As they begin taking classes, most incoming adult learners express a strong desire to complete a degree, but many also harbor concerns and attitudes that reduce their motivation and put them at risk for attrition. This report explores a wide range of these noncognitive, motivational attributes that influence completion. The study is based on a national sample of 5,000 first-year adult learners who filled out a 74-item, college completion risk survey in 2014 or 2015 at 50 colleges and universities across the United States. [For the companion report, &quot;2016 National Freshman Motivation to Complete College Report. Eleventh Annual Study of Freshman Attitudes,&quot; see ED602829.]
National Adult Student Priorities Report. 2014-2015 Research Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2015-00-00
Type: Reports - Research
Subjects: Adult Students,Undergraduate Students,Graduate Students,Enrollment Influences,School Registration,Access to Education,College Environment,College Admission,Student Financial Aid,Academic Advising,Student Satisfaction,Instructional Effectiveness,College Instruction

Learn how adult students rate key aspects of their college experience. This report includes data on: (1) Factors that lead to adult students enrolling in their programs; (2) Instructional strengths and challenges; (3) Instructional and advising effectiveness; (4) Registration processes and access to courses; (5) Campus climate; and (6) Admissions and financial aid. The report features results for all adult students in the study as well as breakdowns for those in undergraduate or graduate courses. It is part of the National Satisfaction and Priorities Reports series, which features additional reports on traditional-aged students and online learners.
National Online Learners Satisfaction and Priorities Report. 2015-16 Research Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2016-00-00
Type: Reports - Research
Subjects: Online Courses,Electronic Learning,Educational Technology,College Students,Enrollment Trends,Student Satisfaction,Student Attitudes,Student Experience,Institutional Characteristics,National Surveys

Online learning has become a staple of higher education, with millions of students enrolling every year in at least one online course. It attracts a wide range of students at the undergraduate and graduate level, across all institution types and with a variety of educational goals. Many campuses have stepped up their online offerings to meet this demand. This national report examines responses from more than 118,322 online students enrolled in undergraduate and graduate courses, recording their satisfaction and priorities in key areas such as: (1) Factors that lead to online students enrolling in their courses; (2) Institutional perceptions; (3) Enrollment services; (4) Instruction (5) Student services. [For the 2014-15 report, see ED570979.]
Open Learning Initiative (OLI). Intervention Report. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Online Courses,Blended Learning,Educational Technology,Technology Uses in Education,Open Educational Resources,Postsecondary Education,Community Colleges,Two Year College Students,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,Racial Differences,Ethnicity,College Credits,Program Effectiveness,Academic Achievement,Costs,Effect Size

Online instruction, including online instruction that is blended with traditional in-person instruction, offers students more flexibility in the timing of their coursework and may deepen students' understanding of the material. By leveraging online courseware, colleges have the potential to expand college access, reduce costs, recruit a more diverse student population, and accelerate instruction under some conditions. Carnegie Mellon University's (CMU's) &quot;Open Learning Initiative&quot; (&quot;OLI&quot;) provides online courses and learning materials to instructors and learners at low or no cost that can be presented in blended or purely online formats. &quot;OLI&quot; courses feature learning activities with immediate feedback for students and a dashboard for instructors to monitor student progress. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;OLI&quot; on course completion rates and academic achievement. The WWC identified 12 studies of &quot;OLI,&quot; three of which meet WWC standards. The evidence presented in this report includes studies of the impacts of &quot;OLI&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. [For the Intervention Snapshot, see ED602846. For the Intervention Brief, see ED602845.]
Open Learning Initiative (OLI). Intervention Brief. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Online Courses,Blended Learning,Educational Technology,Technology Uses in Education,Open Educational Resources,Postsecondary Education,Community Colleges,Two Year College Students,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,Racial Differences,Ethnicity,College Credits,Program Effectiveness,Academic Achievement,Costs,Effect Size

Online instruction, including online instruction that is blended with traditional in-person instruction, offers students more flexibility in the timing of their coursework and may deepen students' understanding of the material. By leveraging online courseware, colleges have the potential to expand college access, reduce costs, recruit a more diverse student population, and accelerate instruction under some conditions. Carnegie Mellon University's (CMU's) &quot;Open Learning Initiative&quot; (&quot;OLI&quot;) provides online courses and learning materials to instructors and learners at low or no cost that can be presented in blended or purely online formats. &quot;OLI&quot; courses feature learning activities with immediate feedback for students and a dashboard for instructors to monitor student progress. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;OLI&quot; on course completion rates and academic achievement. The WWC identified 12 studies of &quot;OLI,&quot; three of which meet WWC standards. The evidence presented in this report includes studies of the impacts of &quot;OLI&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. [For the full report, see ED602844. For the Intervention Snapshot, see ED602846.]
Open Learning Initiative (OLI). Intervention Snapshot. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Online Courses,Blended Learning,Educational Technology,Technology Uses in Education,Open Educational Resources,Postsecondary Education,Community Colleges,Two Year College Students,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,Racial Differences,Ethnicity,College Credits,Program Effectiveness,Academic Achievement,Costs,Effect Size

Online instruction, including online instruction that is blended with traditional in-person instruction, offers students more flexibility in the timing of their coursework and may deepen students' understanding of the material. By leveraging online courseware, colleges have the potential to expand college access, reduce costs, recruit a more diverse student population, and accelerate instruction under some conditions. Carnegie Mellon University's (CMU's) &quot;Open Learning Initiative&quot; (&quot;OLI&quot;) provides online courses and learning materials to instructors and learners at low or no cost that can be presented in blended or purely online formats. &quot;OLI&quot; courses feature learning activities with immediate feedback for students and a dashboard for instructors to monitor student progress. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;OLI&quot; on course completion rates and academic achievement. The WWC identified 12 studies of &quot;OLI,&quot; three of which meet WWC standards. The evidence presented in this report includes studies of the impacts of &quot;OLI&quot; on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. Findings on &quot;OLI&quot; from three studies that meet WWC standards are shown herein. For each outcome reviewed by the WWC, an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings are presented. Findings on credit accumulation are based on one study with 605 students. Findings on academic achievement are based on three studies with 795 students. [For the full report, see ED602844. For the Intervention Brief, see ED602845.]