ethanporcaro/eric-fulltext-meta huggingface dataset:
Aligning the Business Model of College with Student Needs: How WGU Is Disrupting Higher Education
Author: Dunagan, Alana
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Models,College Students,Student Needs,Business,College Faculty,Educational Change,Outcomes of Education,Educational Innovation,Virtual Universities

Since its inception, Western Governors University (WGU) has aimed to serve learners otherwise shut out of the traditional system. Now, the groundbreaking institution has both graduated 100,000 students and has over 100,000 students currently enrolled. These milestones demonstrate WGU's ability to scale its high-quality, low-cost model, signaling a momentous shift in the higher education landscape. WGU's business model has enabled it to scale high-quality education to over 100,000 students, many of whom otherwise would not have been able to access a college education. Fundamentally, a successful Disruptive Innovation has three elements: an enabling technology that makes a product more accessible to a wider population; a business model that targets nonconsumers or low-end consumers; and a coherent value network in which suppliers, partners, distributors, and customers are each better off when the Disruptive Innovation succeeds. WGU has packaged the disruptive potential of online, competency-based education within the context of an innovative business model, and has built a coherent value network around its offering. Since its founding, WGU has pioneered new approaches, new technologies, and new business models, all with the aim of bringing high-quality education to underserved populations. WGU is a textbook definition of a Disruptive Innovation: it has paired technology with an innovative business model--and has built a value network that creates win-wins for students, employees, states, and the workforce.
Improving Educational Outcomes of American Indian/Alaska Native Students
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: American Indians,Alaska Natives,Academic Achievement,Educational Environment,Evidence Based Practice,Culturally Relevant Education,Family Involvement,Community Involvement,American Indian Education

In light of national efforts to increase the number of students who graduate with college and career ready skill sets in the United States, attention has been focused on improving the outcomes of all students. While this focus has brought additional attention to improvements in pedagogy and learning environments, it has also highlighted the achievement gaps that continue to persist across racial and ethnic groups. In particular, the educational outcomes of American Indian/Alaska Native (AI/AN) students continues to draw attention. These continuing achievement disparities highlight inadequacies in previous efforts to ameliorate gaps in educational outcomes deficiencies, as well as efforts to improve the college and career readiness of all students. As part of efforts to improve outcomes for all students, broad improvement plans that adequately understand and address the needs of AI/AN students are necessary. In its non-regulatory guidance on selecting and implementing evidence-based strategies, the U.S. Department of Education (2016) emphasizes the importance of using evidence as a basis for choosing strategies tied to improved student learning. This guidance document highlights evidence-based strategies that address achievement by means of school environment--examining how elements of the environment can be changed to better support AI/AN students. The guidance provided includes an overview of evidence-based strategies for incorporating pedagogy and policies that encourage improvement in AI/AN student outcomes. A comprehensive approach for supporting AI/AN students encompasses the classroom, school, and community environments.
Youth Risk Behavior Survey: Data Summary &amp; Trends Report, 2007-2017
Author: National Center for Chronic Disease Prevention and Health Promotion (DHHS/CDC), Division of Adolescent and School Health
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Health Behavior,High School Students,National Surveys,Risk,Educational Trends,Sexuality,Substance Abuse,Violence,Victims,Mental Health,Suicide,Sexually Transmitted Diseases,Acquired Immunodeficiency Syndrome (AIDS),Pregnancy,Health Education,Contraception,Weapons,Safety,Bullying,Sexual Abuse,Rape,Dating (Social),Psychological Patterns,Depression (Psychology)

The Centers for Disease Control and Prevention's (CDC) Youth Risk Behavior Surveillance System (YRBS) has a long history of providing representative data on the nation's high school students. These assessments are crucial to CDC's mission of identifying health behaviors and experiences; understanding the determinants and co-occurrence of risks; and utilizing data to promote healthier and safer adolescence for the nation's youth through effective school and community programs, policies, and approaches. Although adolescents are in good health overall, clear risks remain. For example, while the proportion of high school students who are sexually active has steadily declined, half of the 20 million new STDs reported each year were among young people, between the ages of 15 and 24.2 Further, young people aged 13-24 account for 21% all new HIV diagnoses in the United States, with most occurring among 20-24 year olds. Although most high school students are increasingly making better decisions about their health, this report identifies subgroups who are at an increased risk for HIV, STDs, and teen pregnancy. The CDC looks forward to working with partners in public health and education to develop strategies to address the disparities highlighted in this report. Improving the health of adolescents and, subsequently, their health in adulthood will require our collective action at the family, school, and community levels. The CDC hopes this report will serve as a helpful resource to monitor its progress going forward.
Alternative Science Game for Increase Cognitive Ability of Early Age Children
Author: Rachman, Angraeny Unedia
Date: 2018-03-00
Type: Journal Articles
Subjects: Cognitive Ability,Early Childhood Education,Learning Processes,Problem Solving,Learning Activities,Concept Formation,Science Education,Learning Centers (Classroom),Child Development,Educational Games,Foreign Countries,Student Motivation,Scientific Concepts,Classification

The purpose of this study was to improve children's cognitive ability of Group A in ECE Yasmin Jember, which was focused on (1) the ability to recognize simple concepts in daily life; (2) the ability to observe and curiosity; (3) the ability to classify; (4) the ability to relate cause and effect. This study was conducted by using qualitative descriptive approach. 11 children of Group A in ECE Yasmin Jember were subject of this study. Data collection techniques used observation, interview, and documentation. Miles and Huberman model were chosen as data analysis techniques which has three steps; data reduction, data display, and drawing or conclusion (verification). Based on research and data analysis during learning process activities known that there were 6 children who have been able to show interest in learning and problem solving while 45% or 5 of the 11 children required motivation and guidance in terms of expressing curiosity and solving problems when they were in science center. This happened because previously 5 children have ever been attended school at other, so they did not follow the whole same learning activities in ECE Yasmin Jember.
The State of American Indian Education Today
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: American Indian Education,American Indian Students,At Risk Persons,Academic Achievement,Outcomes of Education,Scores,Graduation Rate,Comparative Analysis,Educational Environment,Student Attitudes,Beliefs,Grade 4,Grade 8,Achievement Gap,National Competency Tests,White Students,Suspension,Expulsion,Attendance,Demography,College Readiness,Career Readiness,High School Graduates,Grade 12,Student Diversity,African American Students

In 2014, President Obama and the American Indian Education Study Group called for major changes to the U.S. Bureau of Indian Education (BIE), which has been under increasing criticism for the continued low performance of AI students within its jurisdiction (American Indian Education Study Group, 2014). Among these changes are shifts in BIE governance of schools, expanded partnerships with the private sector, and federal payment for BIE teachers to become certified through the National Board of Professional Teaching Standards (Maxwell, 2014). This report reviews recent research and publications on AI student outcomes, as part of CSAI's efforts to support diverse learners, including AI students. It discusses AI demographics, academic achievement, types of schools attended, high school graduation rates, college and career readiness, absenteeism, suspension, expulsion, coursework, diverse needs, school climate, international similarities, and student beliefs. The paper concludes with a brief discussion of the 2015 Every Student Succeeds Act (ESSA) and its possible implications for AI education.
An Evaluation of ChalleNGe Graduates&apos; DOD Employability
Author: Malone, Lauren
Date: 2018-01-00
Type: Reports - Research
Subjects: Youth Programs,Military Training,Graduates,Employment Potential,Armed Forces,Adult Basic Education,Scores,Residential Programs,Administrator Attitudes,Feasibility Studies,Standardized Tests,Test Preparation,High School Equivalency Programs,Persistence,Military Personnel

In this study, we evaluate the feasibility of increasing the number of graduates from the National Guard Youth ChalleNGe Program (ChalleNGe) who could be employable in one of the four military services. Because of the Department of Defense's (DOD's) and the services' quality goals, this requires that a significant portion of ChalleNGe graduates have high school diplomas and score in the upper 50th percentiles on the Armed Forces Qualification Test (AFQT). Our methodology is three pronged: (1) we interviewed program directors, (2) we developed a test linking that allows us to predict AFQT scores based on ChalleNGe cadets' scores on the Test of Adult Basic Education (TABE, a registered trademark of Data Recognition Corporation), and (3) we analyzed the test scores and attrition behavior of those ChalleNGe graduates who joined the services. We ultimately determine that increasing DOD employability would require changes to the ChalleNGe program; the program directors would have to carefully consider whether such changes align with the program's philosophy and mission. [&quot;An Evaluation of ChalleNGe Graduates' DOD Employability&quot; was written with Jen Atkin and Neil Carey.]
Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. A Research Report
Author: May, Henry
Date: 2016-03-00
Type: Reports - Research
Subjects: Reading Instruction,Literacy Education,Intervention,Grade 1,Elementary School Students,Reading Difficulties,Program Effectiveness,Program Implementation,Program Evaluation,Grade 3

This report presents the final results of a four-year independent external evaluation of the impacts and implementation of the scale-up of Reading Recovery, a literacy intervention targeting struggling 1st-grade students. The evaluation of Reading Recovery includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale, mixed-methods study of program implementation under the Investing in Innovation (i3) scale-up. The primary goals of the evaluation are to: (1) Provide experimental evidence of the short- and long-term impacts of Reading Recovery on student learning in schools that are part of the i3 scale-up; and (2) Assess the implementation of Reading Recovery under the i3 grant, including fidelity to the program model and progress toward the scale-up goals. The impact evaluation includes a multi-site randomized controlled trial (RCT) for estimating immediate impacts, a regression discontinuity study (RD) for estimating longterm impacts, and an implementation study for assessing fidelity of implementation and exploring program implementation in depth. The RCT includes nearly 7,000 randomized students in more than 1,200 schools over four years. The RD study measures Reading Recovery's impacts at the end of first grade and in third grade, and replicates the RCT's immediate post-treatment findings in a separate sample of students. The implementation study involves a combination of qualitative and quantitative research executed on a large scale over the same four-year timeframe. The evaluation's key findings pertain to the following topics: (1) Scale-Up Processes, Challenges, and Outcomes; (2) Immediate Impacts of Reading Recovery; (3) Sustained Impacts of Reading Recovery; and (4) Implementation Fidelity. The authors' analysis revealed strong fidelity to the program model in all of these areas and all years of the scale-up. This suggests that the intervention was delivered as designed to the students in the scale-up, and that teachers delivering Reading Recovery lessons were properly trained. In total, the results of the fidelity analysis support the validity of their impact findings. Three appendices are included. [To view the brief for this report, &quot;Evidence for Early Literacy Intervention: The Impacts of Reading Recovery,&quot; see ED586802.]
2017 Innovation Schools Annual Report
Author: Colorado Department of Education
Date: 2017-03-00
Type: Numerical/Quantitative Data
Subjects: Educational Innovation,State Legislation,Educational Legislation,School District Autonomy,Institutional Autonomy,Public Schools,Academic Achievement,Elementary Secondary Education,Achievement Gains,Compliance (Legal),Time,School Personnel,Budgets

The Innovation Schools Act of 2008 (§ 22-32.5-102, C.R.S. et.seq) was created in response to district and school leaders' interest in finding a way for districts to develop and implement innovative practices in a wide variety of areas for the purpose of improving student outcomes. The Act provides a formal process that allows schools or groups of schools, referred to as a zone, to petition their local school boards for waivers from district-level policies and for school boards to petition to the Colorado State Board of Education for waivers from certain state-level laws and regulations that would otherwise apply to the schools and their districts. In compliance with the reporting requirements provided in §22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this annual report, which draws from multiple sources, including: (1) the CDE Innovation webpage; (2) CDE's Data and Accountability webpage, &quot;SchoolView&quot;; (3) CDE's &quot;2016 Annual Innovation Report&quot; released in March 2016; and (4) the handbook, &quot;Options for Autonomous Schools in Colorado: A Handbook for School and District Leaders&quot; released in 2009. This report is divided into the following parts: (1) The Innovation Act; (2) Overview of 2016-27 Innovation Schools; (3) Academic Performance; (4) Waivers; and (5) Legislative Updates. [For the 2016 report, see ED572287.]
Physics PhDs Ten Years Later: Duties and Rewards in Academic Positions. Results from the PhD Plus 10 Study. Focus On
Author: Porter, Anne Marie
Date: 2018-12-00
Type: Reports - Research
Subjects: College Graduates,Doctoral Degrees,Physics,Occupational Information,Rewards,College Faculty,Astronomy,Two Year Colleges,Tenure,Job Skills,Colleges

The PhD Plus 10 Study was the first-ever follow-up of mid-career physics PhD recipients. In 2011 individuals who graduated with a physics PhD from the classes of 1996, 1997, 2000, and 2001 in the United States were contacted. Of those who responded to the survey, 597 were employed in academia, 464 academic employees worked in physics or astronomy departments at four-year institutions, 106 worked in other academic departments at four-year institutions, and 27 worked at two-year colleges. In this report, the author focuses on three groups: (1) respondents employed in physics or astronomy departments at four-year institutions; (2) respondents employed in departments other than physics or astronomy at four-year institutions; and (3) respondents employed at two-year colleges. In this report, the author describes the activities that academic employees perform during their work and what they find rewarding about their positions.
Physics PhDs Ten Years Later: Duties and Rewards in Government Positions. Results from the PhD Plus 10 Study. Focus On
Author: Porter, Anne Marie
Date: 2018-12-00
Type: Reports - Research
Subjects: College Graduates,Doctoral Degrees,Physics,Government Employees,Rewards,Occupational Information,Job Skills

The PhD Plus 10 Study was the first follow-up survey of mid-career physics PhD recipients. In 2011, individuals who graduated with a physics PhD from the classes of 1996, 1997, 2000, and 2001 in the United States were contacted. Of those who responded to the survey, 225 were employed in the US government sector. Of government respondents, 67% reported that they worked in physics or astronomy, and 30% reported that they worked in other Science, Technology, Engineering, and Mathematics (STEM) fields. Respondents reported working in a wide range of physics and STEM fields, demonstrating the diverse possibilities of a physics PhD. This includes individuals employed at national labs, federal agencies, state or local governments, and in the military on active duty. In this report, the author describes the activities that government employees perform during their work, and what they find rewarding about their positions.
2018 Innovation Schools Annual Report
Author: Colorado Department of Education
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: Educational Innovation,State Legislation,Educational Legislation,School District Autonomy,Institutional Autonomy,Public Schools,Academic Achievement,Elementary Secondary Education,Achievement Gains,Compliance (Legal),Time,School Personnel,Budgets

The Innovation Schools Act of 2008, § 22-32.5-102, C.R.S. et seq., was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas for the purpose of improving student outcomes. The Act provides a formal process that allows schools or groups of schools to petition their local school boards for waivers from district-level policies and for school boards to petition to the Colorado State Board of Education for waivers from certain state-level laws and regulations. The Act enables schools to better provide educational services tailored to meet the needs of their student populations. In compliance with the requirements of § 22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this annual report divided into the following parts: (1) Overview of Innovation Schools Act of 2008; (2) Current Demographics; (3) Description of Innovations Implemented; (4) Summary of the Academic Performance of Students Served in Innovation Schools and Innovation School Zones; and (5) Recommendations for Legislative Changes. This report includes information and data from multiple sources including, but not limited to, CDE's Innovation Schools webpage, available at http://www.cde.state.co.us/choice/innovationschools and CDE's Schoolview® webpage, available at http://www.cde.state.co.us/schoolview/coloradogrowthmodel. [For the 2017 report, see ED593262.]
Federal Student Aid: Strategic Plan, Fiscal Years 2015-19
Author: Federal Student Aid (ED)
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Federal Aid,Student Financial Aid,Strategic Planning,Student Loan Programs,Postsecondary Education,Paying for College,Educational Trends,Educational Finance,Program Evaluation,Loan Repayment,Grants,Access to Education,Federal Legislation,Educational Administration,Human Capital,Risk Management,Partnerships in Education,Accountability,Performance,Progress Monitoring

The FY 2015-2019 Five-Year Strategic Plan provides the framework for Federal Student Aid to address the financial aid needs of students and families by utilizing quality data to identify trends and forecast projections which inform policy and operational decisions. Federal Student Aid's (FSA's) plan is composed of five strategic goals: (1) Improve the quality of service for customers across the entire student aid life cycle; (2) Proactively manage the student aid portfolio to mitigate risk; (3) Improve operational efficiency and flexibility; (4) Foster trust and collaboration among stakeholders; and (5) Invest in expanded workforce capability. As part of the Five-Year Strategic Plan, FSA has also developed meaningful metrics to gauge their performance on an annual basis. This will enable them to review tangible results, readily adapt to external changes, and correct areas for improvement. This plan is organized into seven sections: (1) Overview of Federal Student Aid; (2) Emerging Trends in the Higher Education Ecosystem; (3) Strategic Goals and Objectives; (4) Performance Measures; (5) Relationship to the Department of Education's Strategic Plan; (6) Evaluating Progress; and (7) Moving Forward. [For &quot;Federal Student Aid: Strategic Plan, Fiscal Years 2011-15,&quot; see ED593269.]
Federal Student Aid: Strategic Plan, Fiscal Years 2011-15
Author: Federal Student Aid (ED)
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Federal Aid,Student Financial Aid,Strategic Planning,Student Loan Programs,Postsecondary Education,Paying for College,Educational Trends,Program Evaluation,Loan Repayment,Grants,Educational Finance,Access to Education,Federal Legislation,Educational Administration,Human Capital,Risk Management,Partnerships in Education,Accountability,Performance

This strategic plan lays out Federal Student Aid's (FSA's) long-term strategy to deliver on its mission of helping Americans to pay for higher education. The plan is composed of five strategic goals. FSA will (1) provide superior service and information to students and borrowers; (2) work to ensure that all participants in the system of postsecondary education funding serve the interests of students, from policy to delivery; (3) develop efficient processes and effective capabilities that are among the best in the public and private sectors; (4) ensure program integrity and safeguard taxpayers' interests; and (5) strengthen FSA's performance culture and become one of the best places to work in the federal government. These goals represent a substantial change for FSA. FSA commits to placing more of an emphasis on proactively serving students and their families, take a broader role in cultivating the system of institutions that are involved in funding postsecondary education, and push harder to do more with less; and striving for operational excellence that stands up to the justifiable scrutiny that FSA will receive, given its increased importance in the system of postsecondary education funding. The plan is organized into the following eight sections: (1) Overview of Federal Student Aid; (2) Key Trends Shaping Federal Student Aid's Strategy; (3) New Mission, Vision and Core Values; (4) FSA's Strategic Goals and Objectives; (5) Performance Goals; (6) External Risk Factors; (7) Program Evaluation; and (8) Moving Forward. [For &quot;U.S. Department of Education Federal Student Aid Five-Year Plan, 2006-2010,&quot; see ED493416.]