ethanporcaro/eric-fulltext-meta huggingface dataset:
Alumni Perspectives Survey Report, 2015
Author: Schoenfeld, Gregg
Date: 2015-00-00
Type: Reports - Research
Subjects: Administrator Education,Business Administration Education,Alumni,Annual Reports,Compensation (Remuneration),Employment Potential,Graduate Surveys,Longitudinal Studies,Masters Programs,Job Satisfaction,Salary Wage Differentials,Employment Opportunities,Entrepreneurship,Risk,Innovation

Graduate business school students worldwide typically are motivated to pursue management education to achieve three objectives: to advance their careers, to increase their earning potential, and to develop their business knowledge, skills, and abilities. Once they graduate, these business school alumni discover many paths to fulfilling careers, but no matter the path, their careers tend to follow a consistent upward trajectory. They say personal effort, hard work, a graduate management education, and professional connections and networks contribute most to their success. Career success also is influenced by entrepreneurial behavior in the workplace, namely the level of innovativeness, proactivity, and risk-taking behavior that alumni bring to their jobs. The findings in the &quot;2015 Alumni Perspectives Survey Report&quot; offer a current snapshot of more than 12,000 business school alumni from the classes of 1959 through 2014 in their journeys from business school to careers. These alumni represent more than 230 graduate business programs at 71 universities in 16 locations that partnered with GMAC in this study. The data analyzed in this report highlight employment statistics and offer alumni feedback about their career progression and the value of their graduate management education. The Alumni Perspectives Survey, conducted in October and November 2014 by the Graduate Management Admission Council, provides business school professionals with data that can inform strategies for retaining and developing deeper levels of engagement with alumni and for conducting targeted outreach to prospective students. Survey topics featured in this report include: (1) Career status and progression, from entry and mid-level professionals to the c-suite, including the self-employed entrepreneur; (2) A global look at alumni compensation by work location and analysis of salaries in relation to gross domestic product and purchasing-power-parity per capita (GDP PPP); (3) The attributes of career success and a first look at the entrepreneurial orientation of alumni as defined by their innovative, proactive, and risk-taking behavior in the workplace; (4) Alumni employment data, including current job status, industry, job function, job level, work location, and organizational scope and size; and (5) The value of a graduate management education and measures of alumni engagement. [Additional contributions to the publication of this report were provided by: Rebecca Estrada Worthington, Paula Bruggeman, Michelle Sparkman Renz, Devina Caruthers, Tacoma Williams, Matthew Hazenbush, and Robert Alig.] [For the 2014 report, see ED555848.]
Six Districts Begin the Principal Pipeline Initiative. Building a Stronger Principalship: Volume 1
Author: Turnbull, Brenda J.
Date: 2013-07-00
Type: Reports - Research
Subjects: Principals,Instructional Leadership,School Districts,Standards,Administrator Education,Personnel Selection,Job Placement,Administrator Evaluation,Program Evaluation,National Programs,Urban Schools,Program Implementation,Elementary Secondary Education,Qualitative Research,Semi Structured Interviews,Professional Development,Mentors

This first report of an ongoing evaluation of &quot;The Wallace Foundation's Principal Pipeline Initiative&quot; describes the six participating school districts' plans and activities during the first year of their grants. The evaluation, conducted by &quot;Policy Studies Associates&quot; and the &quot;RAND Corporation,&quot; is intended to inform policy makers and practitioners about the process of carrying out new policies and practices for school leadership and about the results of investments in the Principal Pipeline Initiative. This report is based on collection and analysis of qualitative data, including the districts' proposals, work plans, and progress reports and semi-structured interviews in spring 2012 with 91 administrators employed by districts and their partner institutions. Leaders in all districts report wanting to enlarge their pools of strong applicants for principal positions and to identify and cultivate leadership talent as early as possible in educators' careers. Districts are actively working on all required pipeline components: (1) with stakeholder participation, they have developed standards and identified competencies for principals, which they plan to use to guide principal training, hiring, evaluation, and support; (2) they are initiating or strengthening partnerships with university training programs; (3) for hiring, they have standard performance tasks and are developing systems to capture data on candidates' experience; (4) they have diagnostic evaluation tools and are working to build the capacity of principal supervisors and mentors to support principals' skill development. In addition, all are also bolstering district-run training programs for graduates of university training programs who aspire to become principals. The report also includes the Appendix: District Implementation Summaries, August 2012: Charlotte-Mecklenburg Schools (CMS), Denver Public Schools (DPS), Gwinnett County Public Schools (GCPS), Hillsborough County Public Schools (HCPS), New York City Department of Education (DOE), and Prince George's County Public Schools (PGCPS). [For Volume 2 in this series, see ED555868; for Volume 3, see ED555869.]
Cultivating Talent through a Principal Pipeline. Building a Stronger Principalship: Volume 2
Author: Turnbull, Brenda J.
Date: 2013-12-00
Type: Reports - Research
Subjects: Principals,Instructional Leadership,School Districts,Administrator Education,Program Evaluation,National Programs,Urban Schools,Program Implementation,Elementary Secondary Education,Beginning Principals,Partnerships in Education,Professional Development,Mentors,Student Recruitment,College Admission,Grouping (Instructional Purposes),College Curriculum,Problem Based Learning,Semi Structured Interviews,Surveys,Qualitative Research

This second report of an ongoing evaluation of &quot;The Wallace Foundation's Principal Pipeline Initiative&quot; describes the six participating school districts' activities in school leader preparation and support and analyzes their progress over two years. The evaluation, conducted by &quot;Policy Studies Associates&quot; and the &quot;RAND Corporation,&quot; is intended to inform policy makers and practitioners about the process of implementing policies and practices for school leadership and about the results of investments in the Principal Pipeline Initiative. This report is based on collection and analysis of qualitative data, including semi-structured interviews in spring 2013 with 113 administrators in districts and partner institutions, and surveys of novice principals and assistant principals. Districts are following grant requirements. For leader preparation, all are initiating or strengthening partnerships with external programs, and five of the six have also bolstered district-run programs. The district programs and varying numbers of external preparation programs are showing the desired features: selective admissions, standards-based content, problem-based learning, cohort models, and clinical experience. To support novice leaders, all districts have coaching arrangements of varying duration, and all have brought in assistance to build the capacity of coaches, mentors, and supervisors. The report also contains the Appendix: An Exploratory Comparative Analysis. [For Volume 1 in this series, see ED555867; for Volume 3, see ED555869.]
Districts Taking Charge of the Principal Pipeline. Building a Stronger Principalship: Volume 3
Author: Turnbull, Brenda J.
Date: 2015-01-00
Type: Reports - Research
Subjects: Principals,Instructional Leadership,School Districts,Administrator Education,Program Evaluation,National Programs,Urban Schools,Program Implementation,Elementary Secondary Education,Semi Structured Interviews,Surveys,Qualitative Research,Personnel Selection,Standards,Job Placement,Administrator Evaluation,Focus Groups,Content Analysis,Participant Observation,Professional Development,Mentors

The third in a series of reports evaluating a multi-year Wallace initiative documents ways in which six districts are working to improve school leadership districtwide. It describes several new measures districts are implementing, including systematic support for assistant principals; the use of performance standards to hire and evaluate principals, as well as to inform training and support for them; and the establishment of data systems to promote more effective hiring, identify principals in need of support and provide feedback to the programs that trained them. This report is not the last word on the Principal Pipeline Initiative. Future reports on implementation and on effects will assess the actions taken by districts and their partner institutions in this initiative. A special-focus implementation report in 2015 will analyze principal evaluation systems. A 2016 report will assess implementation of the initiative overall, identifying the structures and policies put in place, the results observed, and factors that have supported or impeded the sites' progress in carrying out their plans. The reports also contains the following appendices (1): Survey Weighting and Analyses; and (2): An Exploratory Comparative Analysis. [For Volume 1 in this series, see ED555867; for Volume 2, see ED555868.]
Adult Education and Literacy Program: Fiscal Year 2014 Report
Author: Iowa Department of Education, Division of Community Colleges
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Adult Basic Education,Adult Literacy,Community Colleges,Resource Allocation,Educational Finance,State Aid,Federal Aid,Annual Reports,Program Budgeting,Statistical Data

The Division of Community Colleges of the Iowa Department of Education has a variety of diverse programs that enhance Iowa's educational system. Adult Education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment. Instruction is designed for adults functioning at the lowest levels of basic skills and English language instruction to advanced levels of learning. As defined by Title II of the Workforce Investment Act (WIA), Adult Education enables adults to: (1) become literate and obtain the knowledge and skills necessary for employment and self sufficiency; (2) obtain the educational skills necessary to become full partners in the educational development of their children; and (3) complete a secondary school education. Adult Education offers solutions. Adult Education's history of responding to learner needs is critical during these challenging times. Whether a learner's goals are related to personal self improvement, family literacy, further training, or employment, under educated adults in Iowa need a system that provides clear pathways and support. The Department of Education, Division of Community Colleges prepared this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Literacy Programs (260C.50) This report was coordinated by the Department with the assistance of Iowa's fifteen community colleges. The figures noted in this report were obtained from each of Iowa's fifteen community colleges.
Give Our Kids a Break: How Three-Year Degrees Can Cut the Cost of College. Policy Brief
Author: Weinstein, Paul, Jr.
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Higher Education,Postsecondary Education,Costs,Paying for College,Debt (Financial),Outcomes of Education,Educational Finance,Grants,Tuition,Family Income,Fees,Educational Policy,Bachelors Degrees,Time to Degree,Degree Requirements,Student Loan Programs,Access to Education,Federal Government,Federal Aid

The American higher education system is the finest in the world. Students from across the globe continue to flock to American universities, while the competition among U.S. students for slots at these elite schools is tougher than ever. There are cracks in the fiscal foundations of higher education, however, and they are growing wider. The costs of postsecondary education are now higher in the United States than anywhere else in the world, and they are mounting beyond the reach of average American families. A triple whammy exists: (1) out-of-control college costs; (2) record levels of student debt; and (3) declining real earnings for college graduates that have made the higher education financing system unsustainable. Fortunately, there is a two-part policy response that can address all three of these imperatives: the &quot;Three-Year Degree&quot; and the &quot;Simplified Higher Education Grant.&quot; This policy brief explains these programs and how they can not only save students money, but will increase access to America's leading colleges and universities.
Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2014 Report
Author: Iowa Department of Education, Division of Community Colleges
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Demand Occupations,Job Training,Expenditures,Educational Finance,Employment,Vocational Education,Budgets,Employment Programs

Community colleges across Iowa are working with business and industry through sector boards to develop training programs for jobs that have applicant shortages. The state Pathways for Academic Career and Employment (PACE) program enables community colleges to offer in-demand training, making education affordable for low income or unemployed individuals. Community colleges offer short-term training and advanced degree programs for middle-skill careers. The training options offered are dictated by area business and industry. The program is designed to meet the needs of each individual student. It allows individuals the ability to seek training based on their developmental needs, career goals and personal situation. The program offers on ramps to education and off ramps to employment for flexibility with life circumstances. Funding covers the cost of barriers, like child care, personal finance and transportation to prevent students from dropping out. PACE includes the employment of a navigator, who offers guidance and support to keep individuals on their educational pathway. The Department of Education, Division of Community Colleges prepared this report per the requirements in Iowa Code, Section 260H, for the statewide Pathways to Academic Career and Employment Program. This report was coordinated by the department with the assistance of Iowa's 15 community colleges. The figures noted in this report were obtained from each of Iowa's 15 community colleges.
Jobs and Wages for Young Americans: Is Recovery Coming? Policy Brief
Author: Carew, Diana G.
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Young Adults,Labor Force,Economic Opportunities,Employment Opportunities,Employment Potential,Public Policy,Policy Formation,Educational Change,Postsecondary Education,Debt (Financial),Unemployment,Educational Attainment,Job Skills,Employment Problems,Underemployment,Salary Wage Differentials,Academic Degrees,Economic Change,Statistical Data,Trend Analysis

Four telling facts about jobs and wages for young Americans, as explained in this policy brief, suggest a labor market recovery is coming, although it will be gradual and uneven by educational attainment. Young Americans with a postsecondary degree are more likely to be employed, but the nature of their employment suggests they are taking lower-skill jobs at the expense of their less educated peers. However, there are actions policymakers can take to help. Such actions must target those young Americans already graduated from school, as well as those still enrolled in school, and they must work to better align the skills of young Americans with the needs of employers. These action might include: (1) comprehensive education reform; (2) redefining post-secondary education and training; (3) addressing the rising cost of college and student debt; and (4) promoting investment and asset building activities.
Legislative Report on the Skills for Jobs Act
Author: Colorado Department of Higher Education
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Labor Force,Labor Force Development,Labor Needs,Trend Analysis,Postsecondary Education,Academic Degrees,Certification,Two Year Colleges,Public Colleges,Supply and Demand,Bachelors Degrees,College Graduates,High School Graduates,Masters Degrees,Graduate Study,Occupations

This report explores Colorado's anticipated workforce needs and the number of postsecondary credentials that are being issued, identifying any workforce needs that may not be met by education and training programs. This report includes the following: (1) Outlines national trends regarding postsecondary education and workforce needs, alongside Colorado-specific facts and figures; (2) Assesses the state's anticipated workforce needs and the number of degrees, certificates, and other credentials that institutions issue; and (3) Identifies workforce needs, at the macro level, which may or may not be met through postsecondary educational offerings in Colorado. The following are appended: (1) Colorado's Top Jobs List; (2) Technical Information; and (3) Public Two and Four Year Postsecondary Institutions in Colorado.
The Fact Book: Report for the Florida College System, 2015
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Postsecondary Education,Colleges,Enrollment,Full Time Students,College Credits,Racial Differences,Ethnic Groups,Gender Differences,Age Differences,Instructional Program Divisions,Disabilities,College Programs,Associate Degrees,Adult Education,Educational Certificates,Vocational Education,Bachelors Degrees,Minority Groups,Employees,School Personnel,Employment Level,Occupations,Salaries,College Faculty,Educational Finance,Operating Expenses,Budgets,Financial Support,Costs,Fees,Educational Facilities,Library Automation,Academic Degrees,Lifelong Learning,Apprenticeships,Teacher Education,Recreation,Continuing Education,Income,Tuition

This 2015 fact book for the Florida College System is divided into the following categories: (1) Student Information, which includes fall, annual, FTE, and program enrollment statistics, as well as credit program completion statistics; (2) Employee Information, which includes statistics regarding employee headcount by occupational activity, and full-time faculty salaries; (3) Financial Information, which covers revenue and expenditures for all funds, revenue and expenditures by program area, annual cost analyses, costs per credit hour, student fees, student fee comparisons, and financial information for facilities sites, inventory, and value by college; and (4) College Center for Library Automation (service utilization of the Library Information Network for Florida Colleges). Florida's 28 colleges operate 178 sites around the state, providing educational opportunities within commuting distance to all of Florida's residents. For the 2013-14 academic year, the total annual student headcount was 813,509. In Fall of 2014, this population was made up of 37% full-time students and 63% part-time students at an average at of 25 years old with 58% females and 55% minority enrollment. 104,693 degrees/certificates (including Bachelors Degree Program, AA Degrees, AS Degrees, Vocational and College Credit Certificates, Education Preparation Institute (EPI), and Certificates of Professional Preparation) were awarded in the 2013-2014 academic year. [For the 2014 Fact Book, see ED555876.]
The Fact Book: Report for the Florida College System, 2014
Author: Florida Department of Education, Division of Accountability, Research, and Measurement
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Postsecondary Education,Colleges,Enrollment,Full Time Students,College Credits,Racial Differences,Ethnic Groups,Gender Differences,Age Differences,Instructional Program Divisions,Disabilities,College Programs,Associate Degrees,Adult Education,Educational Certificates,Vocational Education,Bachelors Degrees,Minority Groups,Employees,School Personnel,Employment Level,Occupations,Salaries,College Faculty,Educational Finance,Operating Expenses,Budgets,Financial Support,Costs,Fees,Educational Facilities,Library Automation,Academic Degrees,Lifelong Learning,Apprenticeships,Teacher Education,Recreation,Continuing Education,Income,Tuition

This 2014 fact book for the Florida College System is divided into the following categories: (1) Student Information, which includes fall, annual, FTE, and program enrollment statistics, as well as credit program completion statistics; (2) Employee Information, which includes statistics regarding employee headcount by occupational activity, and full-time faculty salaries; (3) Financial Information, which covers revenue and expenditures for all funds, revenue and expenditures by program area, annual cost analyses, costs per credit hour, student fees, student fee comparisons, and financial information for facilities sites, inventory, and value by college; and (4) College Center for Library Automation (service utilization of the Library Information Network for Florida Colleges). The principal purpose of the Report for the Florida College System is to provide timely, accurate, and comparative information about the Florida College System. Sometimes referred to as the &quot;The Florida College Fact Book,&quot; this report is intended for use by people who are interested in data relevant to education within the Florida College System.