ethanporcaro/eric-fulltext-meta huggingface dataset:
VET and Entrepreneurship: Research Overview
Author: Scott-Kemmis, Don
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Entrepreneurship,Economic Factors,Role of Education,Skill Development,Vocational Education,Foreign Countries,Business,Job Skills,Educational Policy

The terms &quot;entrepreneurship&quot; and &quot;enterprise&quot; are two related, yet distinct, concepts, with definitions not always universally agreed. Enterprising behaviour can be characterised as an active approach to problem-solving, learning and professional development and such behaviour can be applied broadly, such as in the workplace or in self-employment. Entrepreneurship, in this research, is defined as the establishment of firms through the use of innovative products or services, or the organisation of work, and can occur in any industry. Entrepreneurship is an important component of the Australian economy, given its capacity to generate significant employment opportunities. While the role of education in developing skills for entrepreneurship has attracted an increased focus internationally, how the vocational education and training (VET) system contributes to entrepreneurship in Australia has received very limited research attention. This overview, drawing largely on Scott-Kemmis (2017), looks at the role VET currently plays in developing the skills of entrepreneurs, and how this may be further developed in the future.
Preventing Dropout in Secondary Schools. Educator&apos;s Practice Guide. What Works Clearinghouse. NCEE 2017-4028
Author: Rumberger, Russell W.
Date: 2017-09-00
Type: Guides - Classroom - Teacher
Subjects: Dropout Prevention,Secondary School Students,Intervention,At Risk Students,Attendance Patterns,Behavior Problems,Low Achievement,Progress Monitoring,Academic Support Services,Student Personnel Services,Advocacy,College Readiness,Career Readiness,Relevance (Education),Communities of Practice,Teacher Collaboration,High School Students,Middle School Students

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenges of preventing dropout in secondary schools. This guide synthesizes the best publicly available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers and school leaders to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed. Throughout the guide, examples, definitions, and other concepts supported by evidence are indicated by endnotes within the example title or content. For examples that are supported by studies that meet What Works Clearinghouse design standards, the citation in the endnote is in bold text. Examples without specific citations were developed in conjunction with the expert panel based on their experience, expertise, and knowledge of the related literature. This guide is targeted to school and district administrators, as well as members of student-support teams including school counselors, social workers, psychologists, and teachers. It provides recommendations that can be implemented in conjunction with existing academic curricula and student-support services. This guide contains appendices.
Parent and Family Involvement in Education: Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-102
Author: McQuiggan, Meghan
Date: 2017-09-00
Type: Reports - Research
Subjects: Educational Attainment,National Surveys,Parent Participation,Family Involvement,Family School Relationship,Kindergarten,Elementary Secondary Education,Home Schooling,Public Schools,Private Schools,Communication Strategies,Meetings,Homework,Family Characteristics,Student Characteristics,Poverty,Socioeconomic Status,Questionnaires,Institutional Characteristics

This report presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2016 (NHES:2016). The Parent and Family Involvement in Education Survey collected data on children enrolled in public or private school for kindergarten through 12th grade or homeschooled for these grades. The survey collected information about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to students' homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling.
Early Childhood Program Participation, Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-101
Author: Corcoran, Lisa
Date: 2017-09-00
Type: Reports - Research
Subjects: Early Childhood Education,National Surveys,Family (Sociological Unit),Participation,Child Care,Child Care Centers,Parent Attitudes,Parent Aspiration,Decision Making,Performance Factors,Learning Activities,Tables (Data),Family Characteristics,Child Caregivers,Age Differences,Program Length,Expenditures,Expenditure per Student,Family Income,Enrollment Trends,Gender Differences,Educational Attainment

This report presents findings from the Early Childhood Program Participation Survey of the National Household Education Surveys Program of 2016 (NHES:2016). The Early Childhood Program Participation Survey collected data on children's participation in relative care, nonrelative care, and center-based care arrangements. It also collected information from parents about the main reason for choosing care, what factors were important to parents when choosing a care arrangement, and parents' participation in various learning activities with their children.
First-Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences. Stats in Brief. NCES 2018-009
Author: Redford, Jeremy
Date: 2017-09-00
Type: Reports - Research
Subjects: First Generation College Students,Parent Background,College Graduates,Postsecondary Education,Longitudinal Studies,High School Students,College Attendance,Family Income,Academic Aspiration,Public Colleges,Private Colleges,Bachelors Degrees,Paying for College,Dropouts,Racial Differences,Ethnicity,Native Language,Grade Point Average,Institutional Characteristics,Educational Attainment,Statistical Analysis

This Statistics in Brief examines background and educational characteristics, plans for college, postsecondary enrollment, and postsecondary completion patterns of first-generation college students and their peers whose parents have college degrees. The brief also explores how postsecondary plans, attendance, and completion varies between these two groups of students. In addition, the brief presents the reasons why some 2002 high school sophomores who were postsecondary enrollees did not obtain a credential by 2012.
A Framework to Better Measure the Return on Investment from TVET. Occasional Paper
Author: Schueler, Jane
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Vocational Education,Models,Stakeholders,Economic Impact,Social Indicators,Employment,Productivity,Income,Employment Potential,Job Skills,Employment Level,Business,Costs,Well Being,Health,Social Integration,Socioeconomic Status,Entrepreneurship,Basic Skills,Safety,Sustainability,Unemployment,Social Justice,Social Capital

Understanding the return on investment (ROI) in VET provides governments with information on the performance of the system and justification for public expenditure. It can help enterprises and individuals to measure productivity improvement in firms or to determine increases in the employability of individuals following training investment. However, the measurement of ROI is not straightforward. This report introduces a conceptual framework for defining what is involved in the ROI calculation and provides a guide to what type of information and data are required to calculate the returns to training for government, employers and individuals.
Australian Vocational Education and Training Statistics: VET Program Completion Rates, 2011-15
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Graduation Rate,Tables (Data),Geographic Regions,Educational Attainment,Student Certification,Full Time Students,Intellectual Disciplines,Credentials,Enrollment,School Statistics

The Australian vocational education and training (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 may study individual subjects or full programs that lead to formal program completions. This publication estimates the completion rates of government-funded VET programs in Australia (broadly defined as all Commonwealth and state/territory government-funded programs [either Commonwealth or state recurrent funding, Commonwealth specific purpose funding or state specific funding]), in order to fill a gap in performance measures for the VET sector. Program completion rates are contrasted with subject load pass rates, which express the weighted percentage of successfully completed subjects, in each table of this publication. Completion rates in this publication have been derived using an improved methodology, from previously published reports.
States&apos; Roles in Keeping Schools Safe: Opportunities and Challenges for State School Safety Centers and Other Actors. National Institute of Justice Report
Author: Carlton, Mary Poulin
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: School Safety,Geographic Location,Educational Administration,Role,Elementary Secondary Education,Government Role,Agency Role,Training,Emergency Programs,Educational Environment,Discipline,Behavior,Stakeholders,Legislation,School Role,Weapons,Sexual Abuse,Substance Abuse,Private Schools,Charter Schools,Public Schools,Information Security,Crime,Violence,Family Environment,Social Media,Juvenile Gangs,Policy,Cooperative Planning

In almost every state, a state agency or organization is charged with playing a little known but important role in keeping schools safe. In some states, there are organizations whose entire responsibility is related to school safety. These are typically referred to as state school safety centers (SSSC). In other states, staff within state agencies (including departments of education, public safety, state police, and others) are responsible for state school safety efforts. Their work reflects the highest safety priorities faced by schools across the nation and parallels some of the weightiest issues facing the criminal justice system today, including the relationship between law enforcement and the community, concerns about firearms violence, procedural justice, and appropriate responses to misbehavior that may be related to trauma or behavioral health. These organizations have the potential to transform how we approach our responsibilities to keep schools and students safe. In February 2016, the National Institute of Justice (NIJ) assembled representatives from 20 states for a meeting on state school safety issues in Santa Fe, New Mexico. The purpose of the meeting was to better understand the role of state school safety representatives and learn about their priorities and the challenges they face in doing this work. NIJ is using this information to help shape the activities of the Comprehensive School Safety Initiative (CSSI)--a research-focused initiative with the goal of producing practical knowledge on a wide range of school safety topics in K-12 public and charter schools. Readers of this report should use it to gain insight into the work and perspectives of meeting attendees. NIJ identified participant perspectives using guided panel discussions, open question-and-answer sessions, topic-based breakout groups, and general discussions on school safety priorities and concerns. In addition, the meeting included presentations on CSSI, federal school safety-related data collections, and technical assistance available through the U.S. Department of Education (ED). The agenda, included in the appendix, provides additional details about the meeting.
Alternative Teacher Preparation Programs. Title II News You Can Use
Author: Office of Postsecondary Education (ED)
Date: 2015-07-17
Type: Reports - Descriptive
Subjects: Alternative Teacher Certification,Educational Legislation,Federal Legislation,Higher Education,Institutional Characteristics,Trend Analysis,School Statistics,Annual Reports,Student Diversity,Program Effectiveness,Accountability

Title II of the &quot;Higher Education Act of 1965&quot; (&quot;HEA&quot;), as amended in 2008 by the &quot;Higher Education Opportunity Act,&quot; requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. &quot;Title II News You Can Use&quot; is a series of issue briefs on key data collected through the Title II &quot;HEA&quot; data collection. This issue brief provides information on the characteristics and trends of alternative teacher preparation programs. Highlighted findings include: (1) Alternative programs offer a different pathway to earn an initial teaching credential; (2) Nearly one-third of teacher preparation programs are alternative programs; (3) Texas leads the nation in offering the most alternative teacher preparation programs; (4) Alternative programs produce proportionately more teachers in high-need subject areas; (5) Alternative programs tend to attract a more diverse group of teaching candidates; and (6) The landscape for alternative teacher preparation program accountability is changing.
Enrollment in Teacher Preparation Programs. Title II News You Can Use
Author: Office of Postsecondary Education (ED)
Date: 2015-07-17
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Preservice Teacher Education,Educational Legislation,Federal Legislation,Higher Education,Annual Reports,Enrollment Trends,Demography,Declining Enrollment,School Statistics,Program Effectiveness

Title II of the &quot;Higher Education Act of 1965&quot; (&quot;HEA&quot;), as amended in 2008 by the &quot;Higher Education Opportunity Act,&quot; requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. &quot;Title II News You Can Use&quot; is a series of issue briefs on key data collected through the Title II &quot;HEA&quot; data collection. This issue brief provides information on the characteristics and changing trends of enrollment in teacher preparation programs. Highlighted findings include: (1) Teachers are primarily prepared in traditional programs; (2) The demographic makeup of teaching candidates does not match that of K-12 students; (3) New York leads the nation in enrolling the most teaching candidates; and (4) Across the nation, enrollment in teacher preparation programs is on the decline.
Teacher Quality Partnership Grants. Title II News You Can Use
Author: Office of Postsecondary Education (ED)
Date: 2015-07-17
Type: Reports - Descriptive
Subjects: Partnerships in Education,Educational Quality,Grants,Educational Legislation,Federal Legislation,Higher Education,Annual Reports,STEM Education,Teacher Education Programs,Enrollment Trends,Minority Group Students,Gender Differences,Student Teaching,Teaching Experience,School Statistics

Title II of the &quot;Higher Education Act of 1965&quot; (&quot;HEA&quot;), as amended in 2008 by the &quot;Higher Education Opportunity Act,&quot; requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. &quot;Title II News You Can Use&quot; is a series of issue briefs on key data collected through the Title II &quot;HEA&quot; data collection. This issue brief provides information on the characteristics of Teacher Quality Partnership (TPQ) grants. Highlighted findings include: (1) 2014 TQP grants primarily focus on science, technology, engineering, and mathematics (STEM) education; (2) Teacher preparation programs with TQP grants enroll higher proportions of men and minorities than programs without grants; and (3) Programs with TQP grants required longer student teaching experiences than programs without grants.
Low-Performing and At-Risk Teacher Preparation Programs. Title II News You Can Use
Author: Office of Postsecondary Education (ED)
Date: 2015-07-17
Type: Reports - Descriptive
Subjects: Low Achievement,Teacher Education Programs,Preservice Teacher Education,Educational Legislation,Federal Legislation,Higher Education,Institutional Characteristics,Risk,Trend Analysis,School Statistics,State Surveys,Annual Reports,Underachievement,Program Effectiveness

Title II of the &quot;Higher Education Act of 1965&quot; (&quot;HEA&quot;), as amended in 2008 by the &quot;Higher Education Opportunity Act,&quot; requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. &quot;Title II News You Can Use&quot; is a series of issue briefs on key data collected through the Title II &quot;HEA&quot; data collection. This issue brief provides information on the characteristics and trends of low-performing and at-risk teacher preparation programs. Highlighted findings include: (1) Several states have never reported having at-risk or low-performing programs; (2) Fewer than 3 percent of programs nationwide are identified as at risk or low performing; and (3) The number of at-risk and low-performing programs fluctuates from year to year.
State Innovations for Near-Completers. Promising Practices
Author: Anderson, Lexi
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: College Credits,Outreach Programs,Intervention,State Policy,State Legislation,State Programs,Graduation,Educational Legislation,Barriers,Reentry Students,Partnerships in Education,Adult Students

As of 2011, 31 million adults in the United States had some college credit but had not earned a postsecondary credential, defined in this brief as a near-completer. This brief provides an overview of the 2017 near-completer policy landscape and a detailed review of three states implementing innovative outreach to this population. State example information was gathered through personal communication with state-level staff on how their initiatives came about and the process of implementation unfolded. This brief also includes policy considerations for state leaders as they begin to create legislation or design initiatives to reach near-completers and help them earn a credential.
Beyond the Core: Advancing Student Success through the Arts. Education Trends
Author: Workman, Emily
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Access to Education,Art Education,Music Education,Skill Development,Elementary Secondary Education,Thinking Skills,Persistence,Learning Processes,Cognitive Development,Critical Thinking,Cooperation,Communication Skills

The Every Student Succeeds Act (ESSA), which passed in late 2015, is the first major federal law in more than 30 years offering states a significant degree of flexibility to broaden--rather than narrow--curricula, and strongly encourages states to ensure all students have access to a well-rounded education, which includes the arts and music. Armed with the evidence presented in this report highlighting the impressive effects education in and through the arts can have on student success, state policymakers have an opportunity and incentive to take advantage of the flexibility awarded under ESSA related to the arts. This Education Trends report explores research on how the arts bolster the development of deeper learning skills, provides examples of programs that successfully increased access to the arts in education in public schools, and includes state- and local-level policy considerations.
Dual Enrollment in Maryland and Baltimore City: An Examination of Program Components and Design. The Abell Report. Volume 30, No. 4
Author: Sunderman, Gail L.
Date: 2017-05-00
Type: Reports - Research
Subjects: Dual Enrollment,Urban Schools,Student Participation,Equal Education,State Policy,Educational Policy,Financial Support,Student Personnel Services,College Credits,Incentives,Eligibility,Minority Group Students,Disproportionate Representation,Program Development,Program Implementation,Case Studies,Comparative Analysis,School Districts,Enrollment Trends,Racial Differences,Socioeconomic Status,Databases,College Readiness,Career Readiness,Interviews,Documentation,Content Analysis,Administrators,Public Schools,Communication Strategies,High School Students,Community Colleges,Barriers

Dual enrollment programs offer high school students the chance to enroll in college courses and earn transferable college credit while they are still pursuing a high school diploma. Research shows that dual enrollment participants are more likely to enroll and persist in college, earn higher GPAs during college, and accumulate more college credit. Maryland's College and Career Act of 2013 recognized the potential of these opportunities and called for the expansion of dual enrollment in the state. According to a December 2016 report to the Maryland General Assembly, however, only 2% of Baltimore City public 12th grade students participated in dual enrollment opportunities in 2015, as compared with a state average of 11%. In this executive summary, the author begins to answer those questions about access and opportunity. The report, &quot;Dual Enrollment in Maryland and Baltimore City: An Examination of Program Components and Design&quot; traces the variations in dual enrollment implementation across four Maryland school districts. By examining funding arrangements, eligibility requirements, student support services, and communication strategies, the author examines the factors involved in producing such unequal enrollment patterns. [To read the full report, see ED576183.]
Dual Enrollment in Maryland and Baltimore City: An Examination of Program Components and Design
Author: Sunderman, Gail L.
Date: 2017-05-00
Type: Reports - Research
Subjects: Dual Enrollment,Urban Schools,Student Participation,Equal Education,State Policy,Educational Policy,Financial Support,Student Personnel Services,College Credits,Incentives,Eligibility,Minority Group Students,Disproportionate Representation,Program Development,Program Implementation,Case Studies,Comparative Analysis,School Districts,Enrollment Trends,Racial Differences,Socioeconomic Status,Databases,College Readiness,Career Readiness,Interviews,Documentation,Content Analysis,Administrators,Public Schools,Communication Strategies,High School Students,Community Colleges,Barriers

Maryland's College and Career Act of 2013 recognized the potential of dual enrollment and called for the expansion of it in the state. According to a December 2016 report to the Maryland General Assembly, however, only 2% of Baltimore City public 12th grade students participated in dual enrollment opportunities in 2015 as compared with a state average of 11%. This report illustrates that the current law does not do enough to achieve equitable opportunities for all of Maryland youth. The report also recommends that Maryland reform its dual enrollment policies and practices. It specifically recommends that the state: (1) expand its financial support of districts and higher education institutions pursuing dual enrollment programs; (2) fund the provision of student support services; (3) facilitate the transfer of credits; (4) incentivize program models that incorporate dual enrollment; (5) consider alternative eligibility requirements; and (6) continue to study and evaluate its processes and outcomes. One appendix is included. [For the executive summary, see ED576182.]