ethanporcaro/eric-fulltext-meta huggingface dataset:
Tennessee Higher Education Fact Book: 2021-2022
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Public Colleges,Private Colleges,Technical Institutes,Proprietary Schools,Community Colleges,Full Time Equivalency,Withdrawal (Education),Two Year College Students,College Students,Gender Differences,Racial Differences,Ethnicity,Age Differences,Student Financial Aid,Federal Aid,Grants,Part Time Students,Full Time Students,Majors (Students),College Entrance Examinations,Federal Legislation,Student Loan Programs,College Transfer Students,Remedial Instruction,School Holding Power,Graduation,Academic Degrees,Graduation Rate,Job Placement,College Graduates,Scores,Licensing Examinations (Professions),Student Satisfaction,Educational Finance,College Programs,Accreditation (Institutions),College Admission,College Faculty,Teacher Salaries,Tuition,Fees,Student Costs,Family Income,State Aid,Debt (Financial),Loan Default,Scholarships,Funding Formulas,State Programs,Academic Persistence,Quality Assurance,Financial Support,Cognitive Tests,Critical Thinking,Thinking Skills,Language Proficiency,Second Language Learning,Oral Language

This year's &quot;Tennessee Higher Education Fact Book&quot; consists of five sections and an appendix of additional resources and terminology. The five main sections of the report provide data on Student Participation, Student Success, Academic and Fiscal Trends, Quality Assurance Funding, and Outcomes-Based Funding. Each section begins with either an introductory overview or a summary of key takeaways. Complementing this report, the interactive dashboard provides a by-institution summary of fall 2021 enrollment and academic year 2020-21 degree completion data. New to this year, the Fact Book offers an expanded scope of data to provide report readers additional insight into Tennessee postsecondary education trends and context. Most notably, these expansions include longitudinal retention data across Tennessee's public colleges and universities; new and longitudinal data on lower-division, distance education course offerings; updated fiscal trends data (and data sources) to position Tennessee more holistically and accurately in the larger postsecondary landscape; and additional details on Tennessee higher education resources and initiatives. Enrollment and degree completion data for Tennessee's newest public institution, the University of Tennessee Southern, are presented in a separate report supplement (ED624465). [For the 2020-2021 Fact Book, see ED615539.]
University of Tennessee Southern, Student Participation and Success, 2021-22. Report Supplement to the 2021-2022 Tennessee Higher Education Fact Book
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Higher Education,Student Participation,College Freshmen,Undergraduate Students,Graduate Students,College Entrance Examinations,College Enrollment,Federal Aid,Grants,Gender Differences,Out of State Students,Racial Differences,Full Time Students,Part Time Students,Academic Degrees,Majors (Students)

The purpose of this supplemental report to the 2022 &quot;Tennessee Higher Education Fact Book&quot; is to provide a data summary and snapshot of the University of Tennessee Southern (UTS) in relation to other public colleges across the state. This report supplement is reflective of the first enrollment period for UTS, fall 2021, and completions for the 2020-21 academic year. The Tennessee Higher Education Commission (THEC) anticipates UTS's student enrollment and awards data to be integrated alongside all other public institutions in the 2023 Fact Book. [For &quot;Tennessee Higher Education Fact Book: 2021-2022,&quot; see ED624464.]
Transforming Higher Education Institutions into Lifelong Learning Institutions. UIL Policy Brief 14
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Higher Education,Lifelong Learning,Social Change,Change Agents,Change Strategies,Educational Policy

Lifelong learning has become the overarching concept and vision for education, as reflected in the United Nations' 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs), one of which, SDG 4, explicitly petitions countries to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all' (UNESCO, 2016). Lifelong learning (LLL) is rooted in the integration of learning and living, covering learning activities for people of all ages, in all life-wide contexts and through a variety of modalities that, together, meet a range of learning needs and demands. In the face of the challenges of the twenty-first century, higher education institutions (HEIs) must be willing to expand their LLL opportunities to reach a greater range of individuals and respond better to societal needs. Given their unique capacity to develop learners' skills and foster knowledge and innovations, as well as their potential to mobilize educational resources and provide learning opportunities (Osborne, Rimmer and Houston, 2015; Orazbayeva, 2017; Šmídová et al., 2017), HEIs have the potential to expand access to and participation in learning and transform into 'lifelong learning institutions'. This potential is far from being realized however, partly due to a lack of awareness within HEIs about the role LLL plays in equipping learners with the knowledge and skills they need to better address current and future challenges.
Learning Recovery: Post-COVID19--A Review of Literature from East Asia and Pacific on Strategies for Tackling the Learning Crisis
Author: United Nations Children's Fund (UNICEF), East Asia and Pacific Regional Office (EAPRO)
Date: 2022-05-00
Type: Information Analyses
Subjects: COVID-19,Pandemics,Low Achievement,School Closing,Disadvantaged,Learning Problems,Educational Improvement,Outcomes of Education,Elementary School Students,Power Structure,Educational Strategies,At Risk Students

Prior to the COVID-19 pandemic, one in four children in the East Asia and Pacific region was failing to master basic literacy and numeracy skills in primary school. The COVID-19 pandemic has worsened the situation of learning for millions of children whose education has been interrupted by school closures. Children who were struggling to learn before the pandemic and those from disadvantaged communities are at the core of the learning challenge in East Asia and Pacific. This technical report aims at helping countries reflect on and draw from successful experiences in the region when designing their responses to the learning crisis. And it explains the urgent need to support learning recovery for those children whose schools closed at any time during the pandemic. This literature review highlights recent evidence that points to effective strategies for improving learning outcomes among the most vulnerable and marginalized children in primary school in the East Asia and Pacific region. Generally, the review: (1) Presents an overview of the learning crisis in the East Asia and Pacific region, with emphasis on primary education and the most marginalized children; (2) Identifies, compiles and assesses qualitative and quantitative evidence on the topic of learning outcomes around five common intervention areas; and (3) Synthesizes the findings of the reviewed studies on promising approaches to improve learning outcomes within each of the selected topics.
Academic Return-on-Investment (AROI) and Budget Decision-Making: A Research Brief
Author: Leach, Stephen M.
Date: 2021-12-00
Type: Reports - Research
Subjects: Budgets,Decision Making,Cost Effectiveness,Costs,Comparative Analysis,Value Added Models,Evidence Based Practice,Educational Practices,Educational Improvement,Guidelines,Leadership Role,Trust (Psychology),Cooperation,Partnerships in Education,Budgeting,School Districts,Kindergarten,Elementary Secondary Education,School Nurses,Measurement Techniques,Educational Change,School Restructuring,Outcomes of Education,Alignment (Education),School Community Relationship

The evidence-based decision-making emphasis in education has largely focused on the adoption of new practices for which evidence of effectiveness exists. Following adoption, however, the focus shifts to improvement and the appropriate evidence needed to support budget decisions must be local, timely, and relevant. Existing evidence used to support adoption rarely meets these requirements, thus the critical task for educators at the improvement stage is to produce the necessary evidence. Since 2018, we have investigated the viability of Academic Return-on-Investment (AROI) as both a framework and a practical metric for informing budget decisions aimed at improvement. As a decision-making framework, AROI relies on the notions of scrutiny and return to provide supporting evidence for leaders' efforts to obtain the greatest academic benefits for each dollar invested. As a metric, AROI is a ratio of effectiveness to costs, weighted by the number of participants, typically interpreted as the change in outcome per unit cost. Although our practical AROI metric compared well with more rigorous cost-effectiveness and value-added analytic results for informing budget decisions, we note the adaptability within a general AROI framework to tailor the research design and methodology to a particular situation and to answer the pertinent decision-oriented research question(s). Based on our findings, we view AROI as a flexible approach to generating evidence that is local, timely, and relevant to inform budget decisions in the improvement phase of an investment. Developing the necessary organizational and data infrastructure to support AROI implementation requires top leadership support and patience. Because AROI results are informative rather than definitive, close collaboration with investment item owners is crucial to engender trust and guide improvement efforts.
Loud and Clear: Effective Language of Instruction Policies for Learning. A World Bank Policy Approach Paper
Author: Crawford, Michael
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: International Organizations,Second Language Learning,Second Language Instruction,Educational Policy,Language of Instruction,Access to Education,Inclusion,Equal Education,Education,Native Language,Political Influences,Social Influences,Language Attitudes,Bilingual Education,Multicultural Education,Foreign Countries,Arabic,Semitic Languages,Educational Change,Early Childhood Education,Native Language Instruction,Literacy Education,Language Proficiency,Spanish,American Indian Languages,Human Capital,African Languages,English (Second Language),Developing Nations,Multilingualism,Academic Achievement,Policy Analysis,Sino Tibetan Languages,Mandarin Chinese

The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in a language they do not understand. Massive learning improvements are feasible by teaching in a small number of additional languages. The World Bank's first Policy Approach Paper on Language of Instruction offers an indication of the work that will be undertaken to support countries in introducing reforms that will result in more resilient, equitable, and effective systems by promoting teaching in the languages that students and teachers speak and understand best. [The report was edited by John Steinhardt.]
Long-Term Impacts of College Students&apos; Food Insecurity on Future Socioeconomic Status, Wealth, and Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2021-06
Author: Leung, Cindy
Date: 2021-07-00
Type: Reports - Research
Subjects: Hunger,Food,College Students,Socioeconomic Status,Incidence,Graduation,Academic Degrees,Probability,At Risk Students,First Generation College Students,Wages,Unemployment,Educational Attainment,Employment Level,Fiscal Capacity,Student Characteristics

Food insecurity, a condition of limited access to nutritious food, is a critical issue for college students' health and well-being. In this report, we present results from our project that examines the long-term effects of college students' food insecurity on future socioeconomic status, wealth, and food insecurity using nationally representative data from the Panel Study of Income Dynamics. Our study population included 1,574 individuals who were enrolled in college between 1999-2003, aged 16-29 years old during college enrollment, and remained in the sample through 2015-17. We examined the associations of interest using a combination of linear, logistic, multinomial logistic, and fixed-effects regression models, adjusting for sociodemographic characteristics measured concurrent with college enrollment or during childhood. In the sample, the prevalence of food insecurity during college was 14.9%. College food insecurity was associated with lower odds of college completion and lower likelihood of obtaining a Bachelor's degree or a graduate or professional degree. These associations were more pronounced among first-generation college students. College food insecurity was also associated with lower mean labor wage income and lower wealth accumulation (including home equity) across subsequent survey waves between 2005-2019. Finally, college food insecurity was associated with a higher prevalence of food insecurity in the later adult years (measured in 2015-17). Results suggest that college food insecurity has long-term implications for socioeconomic outcomes in adulthood. Future research should focus on the role of programs and policies that can break the cycle of chronic food insecurity and poverty over the life course.
Independent Evaluation of the National Tutoring Programme Year 2: Implementation and Process Evaluation. Research Report
Author: Lynch, Sarah
Date: 2022-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Coping,Tutoring,Disadvantaged Youth,At Risk Students,Mentors,Teacher Attitudes,Administrator Attitudes,Program Effectiveness,Small Group Instruction,Faculty Workload,Financial Support,Educational Finance,Elementary Secondary Education,Program Implementation,Tutors,Foreign Countries,Grants,School Role

The National Tutoring Programme (NTP), introduced in the academic year 2020-21, is an important part of the Government's COVID-19 recovery response, supporting schools to respond to the disruption to education caused by the pandemic and subsequent school closures, offering targeted tuition support to disadvantaged pupils who have been hit hardest by this disruption. The programme has three routes of support - Tuition Partners (TP), Academic Mentors (AM) and School-Led Tutoring (SLT). This evaluation used a mixed methods approach (drawing on quantitative survey and qualitative interview data) to explore: (1) implementation of the NTP, particularly the School-Led Tutoring (SLT) route which was new in 2021-22; (2) teacher and leader perceptions of whether the NTP has affected workloads; (3) the effect of the NTP on pupil premium spending on tutoring; and (4) reasons for participation or non-participation in the NTP overall or its individual routes. The evaluation of the first year of the NTP focused in depth on the implementation of the TP and AM routes, and therefore the evaluation in the second year, reported here, focuses more on the SLT route which was introduced in the academic year 2021-22. [For the Study Plan, see ED624476. For the Technical Appendix, see ED624478.]
16-19 Learners&apos; Experiences of the COVID-19 Pandemic. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-05-00
Type: Reports - Research
Subjects: Student Experience,COVID-19,Pandemics,Secondary School Students,College Students,Distance Education,Electronic Learning,In Person Learning,Attendance Patterns,Mental Health,Well Being,Student Attitudes,Academic Support Services,Minority Group Students,English Language Learners,Low Income Students,Students with Disabilities

This report is a qualitative research study to understand and explore how the learning and wellbeing of 16-19- year-olds has been impacted by the COVID-19 pandemic. The aim of the research was to explore young people's experiences of lost learning and to find out how they have been affected by restricted school and college attendance since March 2020. The research explored young people's experiences of educational recovery support and how they felt about the support measures that have been introduced. The purpose was to gather evidence and insight to inform ongoing policy work that supports young people's educational recovery. Research participants reported finding online learning difficult. They felt that learning in the home environment was disruptive and did not allow for the 'hands-on' practice some students required for their field of study. Some learners reported having issues with receiving laptops from their school, causing them to miss lessons altogether, and those that did have laptops sometimes found the technology difficult to use which limited their engagement in remote learning e.g., cameras not working, internet dropping out. Restricted attendance at schools and colleges had an impact on the mental health of the young people involved in the research. Participants reported feeling demotivated to do work, missed socialising with their peers, and felt disappointed and sad that they had to skip traditional milestones, such as the prom or last day at school. Research participants also reported that the educational recovery sessions arranged by their institution were not always specialised or sufficiently detailed. The number of students in the sessions was an important factor for the participants. One-to-one or small group sessions were popular with young people of all backgrounds to help them recover from the impact of the pandemic on their education, as were having sessions built around their existing timetable. [The report was written by Family Kids &amp; Youth.]
Evaluation of the National Tutoring Programme Year 2. Study Plan
Author: Staunton, Ruth
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Coping,Tutoring,Disadvantaged Youth,At Risk Students,Mentors,Teacher Attitudes,Administrator Attitudes,Program Effectiveness,Small Group Instruction,Faculty Workload,Financial Support,Educational Finance,Elementary Secondary Education,Program Implementation,Tutors,Foreign Countries,Grants,School Role

This document contains the blueprint for the project &quot;Evaluation of the National Tutoring Programme Year 2.&quot; It contains a summary and context for the programme, the research questions to be answered, and the methodology and timeline of the study. [For the Research Report, see ED624473. For the Technical Appendix, see ED624478.]
Independent Evaluation of the National Tutoring Programme Year 2: Implementation and Process Evaluation. Technical Appendix
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Coping,Tutoring,Disadvantaged Youth,At Risk Students,Mentors,Teacher Attitudes,Administrator Attitudes,Program Effectiveness,Small Group Instruction,Faculty Workload,Financial Support,Educational Finance,Elementary Secondary Education,Program Implementation,Tutors,Foreign Countries,Grants,School Role

This appendix supports the report, &quot;Independent Evaluation of the National Tutoring Programme Year 2: Implementation and Process Evaluation.&quot; It contains the quantitative methodology and data tables. [For the Research Report, see ED624473. For the Study Plan, see ED624476.]
Special Educational Needs and Disability: An Analysis and Summary of Data Sources
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Foster Care,Special Needs Students,Student Characteristics,Institutional Characteristics,Preschool Education,Elementary Secondary Education,Attendance,Expulsion,Suspension,Postsecondary Education,Employment Level,Adults,Disabilities,Social Services,Housing,Incidence,Children,Youth,Foreign Countries

This document provides a combination of analysis and links to the key data sources on children and young people with special educational needs and/or a disability (SEND). This is a collated product from data published throughout the year. As such, trends across sections might not be directly comparable.
School Resource Management Tools: Formative Evaluation. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-06-00
Type: Reports - Research
Subjects: Resource Allocation,Educational Resources,Money Management,Educational Finance,Benchmarking,Training,Expenditures,Budgeting,Investment,Elementary Secondary Education,Trusts (Financial),Technology Uses in Education,Foreign Countries

In 2018 the Department for Education published &quot;Supporting excellent school resource management: strategy.&quot; This set out the Department's commitment to helping schools improve outcomes for pupils by making every pound count and getting the best value from their resources. This strategy underpins the School Resource Management (SRM) Portfolio of support from the department. The is a suite of tools which aims to help schools and trusts save money on day-to-day costs. In September 2021, BMG were commissioned to conduct independent qualitative research to evaluate the use and impact as a result of engaging with this suite of tools: namely the Schools Financial Benchmarking (SFB), the View My Financial Insights tool (VMFI), and the Integrated Curriculum and Financial Planning (ICFP) training course and accompanying resources. The specific research objectives for this qualitative project were: (1) What specific decisions and actions have schools and academy trusts taken because of their use of either of the two financial benchmarking tools or ICFP training; (2) What is the broad balance of costs and benefits of these indirect support strands; (3) What have those decisions and actions led to; (4) Including the estimated impact on school or academy trust expenditure; (5) What are best-case scenario impacts on expenditure of using the two indirect support strands; and (6) Are there ways to improve or maximise the contribution of each strand to school or academy trust expenditure? [This report was written by BMG Research.]