ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Promise Programs to Improve College Access and Success. Issue Focus
Author: Ratledge, Alyssa
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Two Year College Students,Community Colleges,Access to Education,Barriers,Academic Persistence,Coaching (Performance),Academic Support Services,Summer Programs,Student Financial Aid,Management Information Systems,Progress Monitoring,Scholarships,Enrollment Trends

Community college students face many barriers to success. College Promise programs, which now number more than 200, provide financial support to pay local students' tuition and fees. These programs have received bipartisan support from state and municipal policymakers to improve students' &quot;access&quot; to college, putting college financially in reach, but these programs do not typically address college &quot;success.&quot; Increasing completion rates is the next step. To improve students' academic outcomes, the Detroit Regional Chamber and MDRC partnered to create the Detroit Promise Path, which adds four components to the existing scholarship program: (1) campus coaches who help students navigate academic and personal issues; (2) monthly financial support contingent on meeting with coaches; (3) enhanced summer engagement; and (4) monitoring and messages informed by behavioral science through a management information system created by MDRC. This brief discusses the details of the Detroit Promise Path and what the program's results mean for other College Promise programs.
Supporting Implementation of Data-Based Individualization: Lessons Learned from NCII&apos;s First Five Years
Author: Lemons, Christopher J.
Date: 2017-02-00
Type: Reports - Research
Subjects: Individualized Instruction,Individualized Education Programs,Program Implementation,Special Education,Capacity Building,Technical Assistance,Leadership Role,Staff Role,Standard Setting,Trust (Psychology),Team Training,Institutional Characteristics,Pilot Projects,Faculty Development,Administrative Principles,Strategic Planning,Program Evaluation,Program Effectiveness,School Districts,School Statistics,Elementary Secondary Education,Intervention

The Office of Special Education Programs (OSEP) in the U.S. Department of Education funded the National Center on Intensive Intervention (NCII, or the Center) in 2011. NCII's mission during the first five years of funding was to build the capacity of local education agencies (LEAs) to support schools, practitioners, and other stakeholders in the implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs. The purpose of this document is to provide an overview of the Center's accomplishments during the initial funding cycle and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center. First, the authors provide a description of NCII's approach to intensive intervention and summarize the Center's initial technical assistance efforts. Next, they describe their methodology and outline the lessons learned from the implementation sites. Then, they offer guidance for practitioners who are interested in implementing intensive intervention. Finally, the authors close with an overview of NCII's plans for building upon this work over the next five years.
The Role of Critical Thinking in Science Education
Author: Santos, Luis Fernando
Date: 2017-07-31
Type: Journal Articles
Subjects: Critical Thinking,Science Education,Science Curriculum,Scientific Principles,Classroom Techniques,Problem Solving,Science Teachers,Literature Reviews

This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially addressed to educational contexts (teachers) where Critical thinking has had a very few presence in Science Education, particularly in the classroom. The findings and discussion of this review explain the relevance and strong relationship between Critical thinking and science education. Nevertheless, problems were found when implementing critical thinking in the science classroom. One of these problems related to the lack of clarity for applying Critical thinking classroom techniques in science subjects. Though, its nominal (not practical) presence and recognition in science curricula, as well as in curricula in general, is not a problem. There are practical Critical thinking-related strategies that can be applied in science classrooms to improve science education results and critical thinking dispositions on students, one of these is &quot;questioning&quot;, regarded among the most powerful tools.
Optimizing L2 Curriculum for China Post-Secondary Education
Author: Guadagni, Donald
Date: 2015-00-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Total Quality Management,English (Second Language),Vocational Education,Foreign Countries,Articulation (Education),Language Tests,College Students,Language Skills,Vocabulary Skills,Comparative Analysis,Scoring,Student Attitudes,Secondary Education,Translation,Grammar,Academic Discourse,Textbook Evaluation,Student Evaluation,Curriculum Development,Teaching Methods,Majors (Students),Course Content

This instructional paper examines the lack of L2 English skills demonstrated by Chinese post-secondary education students and the results of empiric testing to determine what key language functions were missing from a student's tool box when exiting their primary education phase.The identification of these skills and ability gaps allowed for construction of L2 bridge curriculum that would allow students to acquire the necessary foundation skills to exchange information in a meaningful fashion consistent with college and university freshmen and sophomore students. Three years of development in a vocational college environment using TQM (Total Quality Management) elements of continuous improvements and testing with comparative metrics against non-participating classes allowed for dynamic development and improvements in the curriculum package prior to its deployment at the University level in 2014. A two year post assessment took place from 2015-2017 and tracked students continuing test results for both the CET 3 (College English Test ) series examinations and the IELTS ( International English Language Testing System ) examinations which are used as a advancement/graduation metric in many institution settings. The overall results indicate that using element(s) of the optimized L2 curriculum conveyed a significant improvement and advantage over institutions course programs in terms of L2 language skill, ability, and function that included vocabulary span, reading, and writing proficiencies. The demonstrated skill acquisition advantages are reflected in comparative testing and scoring on both formal CET 3/IELTS tests and general oral communication skills in both post-secondary environment and post-graduation settings. The use of this type of curriculum package provided significant advantages in closing L2 level skills gaps found between non-affluent and affluent students.
New Mexico&apos;s Academic Achievement Gaps: A Synthesis of Status, Causes, and Solutions. A White Paper
Author: Martinez, Joseph P.
Date: 2017-07-01
Type: Information Analyses
Subjects: Elementary Secondary Education,Achievement Gap,Hispanic American Students,American Indian Students,At Risk Students,Low Achievement,Intervention,National Competency Tests,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Gender Differences,Socioeconomic Status,Language Skills,Barriers,English (Second Language),English Language Learners,Action Research

The Center for Positive Practices (CPP) conducted an analysis and synthesis of K-12 educational achievement gaps in New Mexico. The white paper was requested by the New Mexico based Coalition for the Majority, which includes various institutions, organizations and individuals supporting the New Mexico English Learner Teacher Preparation Act. The purpose of this paper is to review and synthesize some current research preferably conducted in New Mexico regarding the achievement gap faced by two academically lower-achieving ethnic sub-groups: Hispanic/Latino and Native American students. These ethnic populations account for about 60 percent and 10 percent respectively of the state public education system. Based on NAEP results, New Mexico school children have for more than 20 years performed lower than the national average in what are often considered the fundamental subjects of mathematics, reading, writing, and science. With just a few exceptions, New Mexico frequently ranks near the bottom across grades and academic subjects when compared to all 50 U.S. states. When disaggregated both nationally and within-state, results show that the studied ethnic groups consistently perform at lower levels. Because of the multivariate nature of achievement gaps in education, the author finds that there is no one-size-fits-all approach that would solve the equity issues across the state's many districts and schools. Current national and statewide strategies are not producing adequate solutions for reducing the gaps. CPP suggests that schools need to combine in-school action research with external guidance to find solutions at the school level. The state system should also increase relevant training and supports in action research strategies for the stream of future leaders and emerging experts we place into education. Doing so will improve their performance capabilities for their respective roles as active researchers, analysts, strategists and evaluators (i,e. experts) in their specific contexts, which includes the classroom level. Also included is Appendix A: Legislative History.
College Applications of 2009 High School Freshmen: Differences by Race/Ethnicity. Data Point. NCES 2017-013
Author: National Center for Education Statistics (ED)
Date: 2017-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,High School Students,Grade 9,Postsecondary Education,Grade 11,Followup Studies,Racial Differences,Ethnicity,College Applicants,African Americans,Asian Americans,Pacific Islanders,Hispanic Americans,Whites

The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of over 23,000 9th-graders from 944 public and private schools in 2009. This study follows students throughout their secondary and postsecondary years, examining student trajectories, major/career paths, and STEM interest. The study's Base Year was 2009, the First Follow-up was conducted in 2012, when most of the sample members were 11th-graders, and a brief Update was conducted in 2013, when most sample members would have completed high school.
Completion and Attrition Rates for Apprentices and Trainees, 2016. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Persistence,Student Attrition,Occupations,Apprenticeships,Trainees,Training,Withdrawal (Education),Foreign Countries

This publication presents completion and attrition rates for apprentices and trainees using three different methodologies: (1) contract completion and attrition rates: based on the outcomes of contracts of training; (2) individual completion rates: based on contract completion rates and adjusted for factors representing average recommencements by occupation; and (3) projected contract completion and attrition rates for the latest commencing apprentice and trainee cohorts: based on a &quot;life tables&quot; methodology. Contract completion and attrition rates are derived by tracking the outcomes of contracts of training over time. However, due to the duration of training, this method requires some years to pass to enable an accurate report on outcomes for the majority of contracts. In this instance, completion and attrition rates can be reported for contracts commenced in 2012 for trade occupations and in 2013 for non-trade occupations. For apprentices and trainees commencing later than 2012 or 2013, estimate completion and attrition rates are needed, given that significant proportions are still undertaking their training. This is achieved by applying a &quot;life tables&quot; methodology to up-to-date cross-tabulations of commencements, completions and cancellations/withdrawals. During an apprenticeship or traineeship there may be many reasons for changes in contracts, such as a change in employer, with breaks in the training. Therefore, in addition to reporting on contract outcomes, it is also useful to look at the completion rates of individuals.
Preschool Inclusion Finance Toolkit 2017
Author: Cate, Debbie
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Preschool Education,Early Childhood Education,Disabilities,Inclusion,Guides,Resource Allocation,Educational Finance,Special Education,At Risk Students,Educational Legislation,Equal Education,Federal Legislation,Cooperative Planning,Financial Support,Delivery Systems,State Aid,Federal Aid,Community Programs

This document outlines strategies and guidance on collaborative funding strategies and mechanisms, including braided funding, to create and sustain high-quality inclusive regular early childhood settings that are inclusive of preschool children with disabilities. The use of federal funds is outlined specific to supporting young children with disabilities in regular early childhood programs with their peers. State and local funds are subject to the rules of the state or local agency and not addressed in this document. This toolkit may be used at the state, regional and/or local levels to support administrators in making finance decisions to promote preschool inclusion, to provide technical assistance and to guide community collaboration. This document is useful for all state and local administrators of early childhood programs, finance staff, program personnel, higher education, families and those who provide family leadership, education and support services. Early childhood programs include special education, Title I, Pre-K, Head Start, child care and other community programs. A glossary, regulations, and worksheets are appended.
Government-Funded Students and Courses, 2016. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Federal Aid,Educational Finance,Statistical Data,Enrollment Trends,Training,Geographic Regions,Student Participation,Student Characteristics,Qualifications,Geographic Distribution,Delivery Systems,Annual Reports,Intellectual Disciplines,Community Education,Job Skills,Occupational Clusters,Occupations,Educational Research,Tables (Data),Educational Practices

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system (defined as all Commonwealth and state/territory government-funded training delivered by technical and further education [TAFE] institutes, other government providers [such as universities], community education providers and other registered providers). The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). The system provides training for students of all ages and backgrounds. Students have many options for training and may study individual subjects or programs, such as full courses that lead to formal qualifications or skill sets that provide a clearly defined link to a licence or regulatory requirement, or defined industry need. Training takes place in classrooms, in the workplace, online and through other flexible delivery methods. Providers of VET in Australia include TAFE institutes, universities, secondary schools, industry organisations, private enterprises, agricultural colleges, community education providers and other government providers. Student participation can also be wide ranging, with some students receiving training from multiple training organisations within the same year. If a student has enrolled with more than one training provider during a collection period it is possible for a student to be counted more than once, so government-funded student counts (and the participation rate based on these counts) may be inflated. Data are presented by the state or territory that administered the funding of the training activity.
The Contribution of VET Student Placement to Innovation in Host Organisations. NCVER Research Report
Author: Hodge, Steven
Date: 2017-00-00
Type: Reports - Research
Subjects: Student Placement,Educational Benefits,Community Benefits,Innovation,Vocational Education,Knowledge Economy,Mixed Methods Research,Student Surveys,Occupational Surveys,Employer Attitudes,Case Studies,Hospitality Occupations,Child Care Centers,Hospitals,Technology Transfer,Partnerships in Education,Interviews,Academic Support Services,Relevance (Education),Field Experience Programs,College Students,Foreign Countries

With innovation seen as critical to Australia's economy, it is worthwhile to ask about the contribution of the Australian vocational education and training (VET) system to innovation. Previous research has highlighted a number of ways VET can contribute to innovation, including through knowledge diffusion, skills development and networks, and training provider-business partnerships. One way by which VET interacts with Australian businesses and organisations is through student work placements. This process involves students based in registered training organisations (RTOs) spending periods of time in host organisations for work experience, allowing them to apply and hone their new skills and knowledge and acquire skills and dispositions that can only be developed in authentic settings. The student-placement process contrasts with apprenticeships and traineeships, whereby students are employed in the workplace while they complete their studies. To date, there has been no research into the possible contribution of VET student placement to innovation in host organisations. The research described in this report represents an initial exploration of this question. The research adopted the Australian Bureau of Statistics (ABS; 2016) definition of innovation: the development or introduction of new or significantly improved goods, services, processes or methods. The research, which was based in south-east Queensland, used a mixed methods approach, which involved interviews with placement students and host organisation and RTO staff. The report presents an exploratory study and four case studies in the industries of early childhood education, nursing, hospitality and community services. Training in these industries often requires students being placed in host organisations for work experience to complement their provider-based learning.
Government-Funded Students and Courses, January to March 2017. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Federal Aid,Statistical Data,Student Characteristics,Program Descriptions,Intellectual Disciplines,Delivery Systems,Profiles,Student Participation,Tables (Data),Qualifications

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system (defined as all Commonwealth and state/territory government-funded training delivered by technical and further education [TAFE] institutes, other government providers [such as universities], community education providers and other registered providers). Data for the &quot;Government-funded students and courses&quot; series are received by the National Centre for Vocational Education Research (NCVER) in four cumulative data submissions: (1) January to March, submitted in May; (2) January to June, submitted in August; (3) January to September, submitted in November; and (4) January to December, submitted in March. The quarterly data submissions are cumulative, which allows additional data to be reported and also revisions to be made to previously submitted data. The data in this publication cover the period of 1 January to 31 March 2017. For comparative purposes, it also examines this data against previously submitted data for the 1 January to 31 March 2015 and 2016 periods. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). The system provides training for students of all ages and backgrounds. Students have many options for training and may study individual subjects or programs, such as full courses that lead to formal qualifications or skill sets that provide a clearly defined link to a licence or regulatory requirement, or defined industry need. Training takes place in classrooms, in the workplace, online and through other flexible delivery methods. Providers of VET in Australia include TAFE institutes, universities, secondary schools, industry organisations, private enterprises, agricultural colleges, community education providers and other government providers. Student participation can also be wide ranging, with some students receiving training from multiple training organisations within the same year. If a student has enrolled with more than one training provider during a collection period it is possible for a student to be counted more than once, so government-funded student counts (and the participation rate based on these counts) may be inflated. Data are presented by the state or territory that administered the funding of the training activity. [For the report from the previous year, &quot;Government-Funded Students and Courses--January to March 2016. Australian Vocational Education and Training Statistics,&quot; see ED567788.]
Sugar-Sweetened Beverage Consumption among U.S. Youth, 2011-2014. NCHS Data Brief. Number 271
Author: Rosinger, Asher
Date: 2017-01-00
Type: Numerical/Quantitative Data
Subjects: Children,Adolescents,Gender Differences,Age Differences,Health Behavior,Racial Differences,Nutrition,Ethnicity

Sugar-sweetened beverages contribute calories and added sugars to the diets of U.S. children. Studies have suggested a link between the consumption of sugar-sweetened beverages and dental caries, weight gain, type 2 diabetes, dyslipidemia, and nonalcoholic fatty liver disease in children. The 2015-2020 Dietary Guidelines for Americans recommend reducing added sugars consumption to less than 10% of calories per day and, specifically, to choose beverages with no added sugars. This report presents results for consumption of sugar-sweetened beverages among U.S. youth aged 2-19 years for 2011-2014 by sex, age, and race and Hispanic origin.