ethanporcaro/eric-fulltext-meta huggingface dataset:
2014 Legislative Report on the Postsecondary Progress and Success of High School Graduates
Author: Colorado Department of Higher Education
Date: 2014-05-01
Type: Reports - Descriptive
Subjects: High School Graduates,Postsecondary Education,College Freshmen,School Holding Power,Educational Attainment,Enrollment Trends,Educational Trends

Pursuant to statute (23-1-113 [9] C.R.S), the Colorado Department of Higher Education (CDHE) is required to submit a report concerning the postsecondary academic progress and success of the preceding six high school graduating classes. Due to limitations on the availability of data, this report covers the high school graduating classes of 2009, 2010, 2011 and 2012. This report has been submitted to the Education Committees of the Senate and House of Representatives and to the State Board of Education. This report, the third of its kind, consists of four parts: (1) Postsecondary enrollment trends, including information on in-state and out-of state enrollment and institution type, disaggregated by ethnicity and gender; (2) Information on first-year college students in Colorado, including financial aid status, average grade point average, credit accumulation and degree level, disaggregated by ethnicity and gender; (3) First year retention rates; and (4) Information on postsecondary credential attainment. This report is intended to summarize and identify trends in postsecondary education for four cohorts of Colorado high school graduates, with particular attention paid to the most recent cohort. The report describes student enrollment and progress one year following graduation. The data are disaggregated by gender and race/ethnicity to further identify patterns. New to this year's report is a section on credential attainment. Four years after high school graduation, nearly 30 percent of the 2009 graduates who immediately enrolled in a public, in-state college had earned some type of postsecondary credential, whether it be a certificate, associate degree or bachelor's degree. This information is an exciting addition to the report as it allows a further assessment of the postsecondary progress of Colorado's high school graduates identifies where in the educational pipeline Colorado is losing students. Appended are: (1) District-Level Statistics; and (2) Technical Information.
Career Cruiser: A Career and Education Planning Guide
Author: Florida Department of Education
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: Career Education,Career Planning,Career Exploration,Vocational Interests,Values,Skills,Postsecondary Education,Scholarships,Portfolios (Background Materials),Personality,Science Careers,Vocational Education,Student Financial Aid,Budgeting,Athletics

Life is a journey filled with many twists and turns. While the journey can be exciting, it is a good idea to know where you are going so you can decide how to get there. Career development is all about getting the knowledge and skills you need to make more informed career decisions. Right now is an excellent time to develop skills that will help you manage your career throughout life. This career education and planning guide will help you to: (1) Discover your interests, values and skills; (2) Match your interests and needs to over 650 careers, 8000 postsecondary schools, and 2000 scholarships; and (3) Plan your future and build a portfolio.
State Arts Agency Fact Sheet: Support for Arts Education
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Art Education,State Aid,Grants,Geographic Location,Coding,Expenditures,Art Activities,Exhibits,Curriculum Development,Evaluation,Professional Development,Agency Cooperation,Institutional Cooperation

This national overview of state arts agency grants and services for arts education includes summary statistics and geographic distribution. The fact sheet uses data from Final Descriptive Reports of state arts agency grant-making activities submitted annually to the National Assembly of State Arts Agencies (NASAA) and the National Endowment for the Arts (NEA). Data within this report describes activities taking place during fiscal year 2013 or the most recent Final Descriptive Report available for each state. Grants and activities are coded for arts education when 50% or more of project activities are directed to arts education. State arts agencies invest more than $56 million in arts education. More than a third of all state arts agency grants (more than 8,000 grants) have a significant arts education component. These grants support a wide range of activities, including performances, exhibitions, residencies (both school and nonschool), instruction and curriculum development. Other types of grants support the design of assessment and evaluation tools and fund professional development programs. About 15% of arts education grants awarded are in the form of operating support--flexible dollars that can be used to support operations in accordance with an organization's specific needs. Supporting lifelong learning in the arts is a top priority for state arts agencies. State arts agencies also support after-school/out-of-school arts programs, early childhood arts learning, the arts in higher education and many programs that teach the arts to adults and seniors. By supporting arts education in the schools, state arts agencies foster young imaginations, address core academic standards, and promote the critical thinking and creativity skills essential to a 21st-century work force. Contains 3 charts.
Pupils as Action Researchers: Improving Something Important in Our Lives
Author: Bognar, Branko
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Research,Action Research,Student Centered Curriculum,Creative Development,Learner Engagement,Case Studies,Learning Activities,Nontraditional Education,Conventional Instruction,Elementary School Students

Although an increasing number of teachers carry out action research inquiries in their educational practice, the role of pupils and students is not still sufficiently explored. In spite of the theoretical requirement for pupils to be equal participants, researchers explored the possibility of their becoming fully-fledged action researchers. This report reveals how ten-years-old pupils take over the whole processes of action research themselves. Researchers realised that action research is not a teaching strategy for gaining better educational results, neither is it a preparation for life: it is life itself. They believe that traditional schooling cannot create a conducive atmosphere for pupils to carry out their own action research. This study shows that it is possible to do this only in a child-oriented school whose main purpose is the development of the creative potentials of all participants. In the inquiry the pupils determined their own challenges with the aim of improving something important in their own lives. Researchers showed that action research is meaningful only if students engage with it on their own terms, on the basis of their own needs, interests and self-chosen values. Anything that hinders pupils' freedom will only compromise the foundations of action research itself and any educational value accrued from it.
Parental Communication and Perceived Parental Attitudes about Sexuality among Turkish College Students
Author: Topkaya, Nursel
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Child Relationship,Parent Attitudes,Sexuality,Interpersonal Communication,Gender Differences,Student Attitudes,Surveys,Undergraduate Students,Likert Scales,Attitude Measures,Statistical Analysis,Mothers,Fathers,Multivariate Analysis

This current study was conducted to examine parental communication and perceived parental attitudes about sexuality with respect to gender among Turkish college students. Moreover, attitudes toward premarital sexuality with respect to gender were explored. A demographic data form, premarital sexual permissiveness scale, parental communication about sexuality scale and parental attitudes about sexuality scale were administered to 366 (217 female and 148 male) college students, aged 18 to 26. The results indicated that females held more conservative premarital sexual attitudes than males; females talked to their mothers, while males talked to their fathers more about sexuality issues. Furthermore, the results demonstrated that gender was significant on the perceived maternal attitudes about sexuality, whereas perceived paternal attitudes about sexuality were not found to be significant with respect to gender. Future research is needed to explore variables that may contribute to the differences in parental communication and perceived parental attitudes about sexuality.
Fall Enrollment Report. 2014
Author: Iowa Department of Education, Division of Community Colleges
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education

This report summarizes and analyzes fall enrollment in Iowa's community colleges. Each year, Iowa's 15 community colleges submit data on enrollment on the 10th business day of the fall semester. Some highlights from this report include: (1) Fall 2014 enrollment was 93,772 students--a decline of 0.49 percent from last fall; (2) Enrollment continues to exceed pre-recession levels, but is down markedly from peak enrollment in fall 2010, particularly for students over age 24; (3) Compared to fall 2013, registered semester hours fell 4.6 percent to 832,234, and declined at 11 of the 15 community colleges; (4) The typical student is a white (77 percent) female (54 percent) from Iowa (91 percent) whose average age is 21.6 years, and enrolled part-time (60 percent) in a transfer-oriented college parallel program (68 percent); (5) A total of 27,455 students enrolled in at least one online course, accounting for almost 30 percent of total enrollment; (6) Health science remained the largest career and technical education (CTE) career cluster; manufacturing was second; business management and administration was third; (7) Enrollment of high school students (joint enrollment) increased 12.2 percent from fall 2013, to 31,446 students; and (8) Next fall, between 90,427 and 98,195 students are predicted to enroll in Iowa's community colleges.
Community Colleges Expanded Role into Awarding Bachelor's Degrees. ECS Education Policy Analysis
Author: Fulton, Mary
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Bachelors Degrees,State Policy,Labor Needs,Labor Force Development,Educational Policy,State Legislation,Access to Education,Costs,Barriers,Institutional Mission

A growing number of states allow community colleges to award bachelor's degrees as one strategy to meet workforce demands, address affordability, and increase access to educational opportunities. Offering bachelor's degrees traditionally has been the domain of four-year institutions, while community colleges have been established to award associate degrees and certificates. Further, community colleges have served as open-enrollment institutions with few, if any, admission requirements. As a result, the expanded role of community colleges into the bachelor's degree arena is not without controversy. Concerns center on the historically distinct missions of the two postsecondary sectors, competition with four-year institutions, duplication of programs and quality of the bachelor's degrees conferred by community colleges, among others. This Education Commission of the States' Policy Analysis examines state policies that allow community colleges to offer four-year degrees, summarizes arguments for and against these policies, and offers key policy considerations related to community college bachelor's degree programs.
Constructivist E-Learning in Higher Education
Author: Bognar, Branko
Date: 2015-04-00
Type: Speeches/Meeting Papers
Subjects: Constructivism (Learning),Electronic Learning,Higher Education,Integrated Learning Systems,Action Research,Discussion (Teaching Technique),Preservice Teacher Education,Cooperative Learning,Foreign Countries

The use of e-learning has been recommended at all levels of the educational system, thus in higher education as well, but it is very often reduced to downloading teaching materials from the teachers' websites. Students rarely participate in forums discussing some teaching topics, and they even less use the learning management system in their educational process (Dukic &amp; and Madaric, 2012). Among the learning management systems, the web application Moodle, which is based on the principles of constructivism and constructionism, is particularly popular. Constructivism assumes that learning is a social process where individuals learn through interacting with other people (Pritchard &amp; Woollard, 2010), while constructionism additionally includes correlation of knowledge and social action (Burr, 2003). To encourage students to learn through interaction, researchers conducted an action research with the attempt to explore the possibilities of initiating discussions on the network forum of the Moodle system. The research was organised within the Pedagogy course in the first year of the teacher studies during the two academic years. The most important advantages of this way of learning proved to be the freedom and flexibility of participation, the possibility of exchanging experiences and ideas, reflection and collaborative learning. Discussions on web forums have shown also certain deficiencies such as inadequate and unequal activity of all participants, the lack of connection to the discussions of other participants (monologue form of writing), the lack of criticism, too long texts, technical problems and the problem of availability of computers connected to the Internet. This research has shown that it is possible to organise a constructivist e-learning in higher education students enjoy participating in.
Targeted Programs and Career Pathways within Workforce Development Policies. ECS Education Policy Analysis
Author: Anderson, Lexi
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Labor Force Development,Educational Policy,Vocational Education,State Legislation,Higher Education,Alignment (Education),Education Work Relationship

States are introducing and enacting an increasing number of bills targeted toward workforce development and career and technical education. The increase in legislation illustrates a shift toward creating collaborations between higher education institutions and employers in the state as one strategy to enhance workforce development and postsecondary attainment success. Internships and work-based learning are a growing trend in state policy focusing on workforce development. Increasing the availability of internships and career curriculum can expose students to workforce needs in their state, multiple career pathways and the hard skills required for employment in high demand occupations. States' monitoring of employer needs can help institutions create a comprehensive career education curriculum and expose students to the skills needed for jobs in their community. The Education Commission of the States (ECS) reviewed enacted legislation, from 2012-14, across the 50 U.S. states that addressed higher education and workforce development. The specific substance of bills identified and cataloged varied, including bills addressing the creation and funding of state longitudinal data systems, targeted programs and pathways connecting specific workforce needs with educational offerings, financial incentives to complete specified education programs leading to employment in high demand fields and the creation of working groups or commissioning of reports addressing education to workforce pathways. This brief provides a deeper dive into the content of the specific policies that create targeted programs and pathways connecting specific workforce needs with educational offerings. The purpose of this brief is to assist state leaders in acquiring information about policies that can better align education programs and workforce needs.
Teaching through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-­-Secondary
Author: Hafen, Christopher A.
Date: 2014-06-09
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Teachers,Teacher Student Relationship,Academic Achievement,Factor Structure,Classroom Observation Techniques,Adolescent Development,Comparative Analysis,Goodness of Fit

Valid measurement of how students' experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student interactions can be organized into three major domains. Results from 1,482 classrooms provide evidence for distinct emotional, organizational, and instructional domains of teacher-student interaction. It also appears that a three-factor structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions, and that the three-domain structure is generalizable from 6th through 12th grade. Implications for practitioners, stakeholders, and researchers are discussed.
Using Performance-Based Funding to Incentivize Change. Occasional Paper. RTI Press Publication OP-0020-1501
Author: Klein, Steven G.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Educational Finance,Incentives,Financial Support,Performance,Funding Formulas,Educational Improvement,Resource Allocation

Performance-based funding is a resource distribution strategy used in education to reward service providers for the outcomes they achieve. Institutions that produce above-average results earn additional financing, while those that fall short may face funding reductions and may be targeted for technical assistance to address their performance shortcomings. Efforts to introduce performance-based funding in education frequently encounter resistance from program administrators and their staff, who, among other objections, fear the application of competitive funding may unfairly penalize programs serving low-performing students. This paper describes how performance-based funding systems can be incorporated into state education resource distribution formulas to incentivize improvements in educational services, and presents a seven-step process that RTI has developed to build stakeholder support for system adoption. It draws on RTI's years of experience working with state education administrators to create funding formulas that allocate federal and state funds--equitably and objectively--to the most effective service providers.
Education Finance in Egypt: Problems and a Possible Solution. Occasional Paper. RTI Press Publication OP-0017-1401
Author: Healey, F. Henry
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Finance,Administrative Organization,Funding Formulas,Educational Equity (Finance),Poverty,Population Distribution,Nutrition,Resource Allocation,Financial Support

Egypt, currently in the throes of major political change, will likely undergo reforms of various sorts in the next few years. Some of these reforms are likely to give local entities, including schools, greater control over education finances. In 2007, the Government of Egypt began to decentralize some non-personnel recurrent finances from the center--the Ministry of Education and the Ministry of Finance (MOF)--to lower-level jurisdictions, including schools, using a number of simple and transparent enrollment- and poverty-based funding formulas. By 2010, a sizable amount of capital expenditure was also being transferred to lower levels of the system via similar equity-based funding formulas. Prior to these formula-based decentralization efforts, a large amount of education-related non-personnel recurrent finances had already been moving from the MOF to the &quot;muderiyat,&quot; education offices at the governorate level of the system. Analysis of these latter allocations reveals that they are highly inequitable on an inter-governorate per-student basis, ranging from EGP 966 per student in New Valley to EGP 25 per student in 6th of October. This paper examines the nature and potential causes of this inequity and espouses a way in which these funds could be transferred using an equity-based funding formula that holds harmless those muderiyat that would lose absolute amounts of money under such a more equitable distribution scheme. A bibliography is included.
Why Rural Matters 2013-2014: The Condition of Rural Education in the 50 States
Author: Johnson, Jerry
Date: 2014-05-00
Type: Reports - Research
Subjects: Rural Education,Rural Schools,Educational Indicators,Educational Policy,Student Diversity,Socioeconomic Influences,Outcomes of Education,National Competency Tests,Elementary Secondary Education,Public Schools,Early Childhood Education,Minority Group Students,Disabilities,English Language Learners,Unemployment,High School Graduates,Poverty,Migration,Family Income,Educational Finance,State Aid,Expenditure per Student,Student Transportation,Teacher Salaries,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,School Size,School District Size,School Districts,Child Development

&quot;Why Rural Matters 2013-14&quot; is the seventh in a series of biennial reports analyzing the contexts and conditions of rural education in each of the 50 states and calling attention to the need for policymakers to address rural education issues in their respective states. While it is the seventh in a series, this report is not simply an updating of data from earlier editions. We have deliberately altered the statistical indicators and gauges from one report to the next to call attention to the variability and complexity of rural education. Our intent is not to compare states in terms of their differing rates of progress toward an arbitrary goal. Rather, our intent is (1) to provide information and analyses that highlight the priority policy needs of rural public schools and the communities they serve, and (2) to describe the complexity of rural contexts in ways that can help policymakers better understand the challenges faced by their constituencies and formulate policies that are responsive to those challenges.
Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement with the Classroom Assessment Scoring System--Secondary
Author: Allen, Joseph
Date: 2013-00-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Secondary School Students,Secondary School Teachers,Classroom Observation Techniques,Academic Achievement,Teacher Effectiveness,Hierarchical Linear Modeling,Standardized Tests,Achievement Tests,Classroom Environment,Class Size,Class Organization,Predictor Variables

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher-student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. [This paper was published in &quot;School Psychology Review&quot; (EJ1007218).]