ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Institutions and Cost of Attendance in 2017-18; Degrees and Other Awards Conferred, 2016-17; and 12-Month Enrollment, 2016-17: First Look (Provisional Data). NCES 2018-060rev
Author: Ginder, Scott A.
Date: 2018-11-00
Type: Reports - Research
Subjects: Postsecondary Education,Institutional Characteristics,Academic Degrees,Educational Certificates,Student Costs,Tuition,Fees,Race,Ethnicity,Sex,Enrollment,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Student Characteristics,Undergraduate Students,Graduate Students

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This &quot;First Look&quot; presents findings from the provisional data of the IPEDS fall 2017 data collection, which included three survey components: &quot;Institutional Characteristics,&quot; &quot;Completions,&quot; and &quot;12-Month Enrollment.&quot; Data for all components were collected through the IPEDS web-based data collection system. The &quot;Institutional Characteristics&quot; component collected basic information on the characteristics of institutions for the academic year 2017-18. The &quot;Completions&quot; component collected data on the number of degrees and certificates awarded by level of award, field of study, race/ethnicity, and gender between July 1, 2016 and June 30, 2017. The &quot;12-Month Enrollment&quot; component collected the unduplicated count of students enrolled and the instructional activity of institutions for the 12-month period July 1, 2016 to July 30, 2017. A brief summary of the fall 2017-18 survey components is included in this report, and data collection procedures are summarized in appendix A. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018195. This &quot;First Look&quot; provides users with access to fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2018-19). The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. While only a few of the data included in the fall 2017 collection are displayed in this &quot;First Look,&quot; all data from the fall 2017 collection are publicly available through the IPEDS &quot;Use the Data&quot; page, found at http://nces.ed.gov/ipeds/Home/UseTheData.
No Longer a City on a Hill: Massachusetts Degrades Its K-12 History Standards. White Paper No. 183
Author: Randall, David
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Academic Standards,History Instruction,State Legislation,Social Studies,United States History,Curriculum,Public Education,Common Core State Standards,Citizenship Education,Civics,Educational Change,Teaching Methods,Standardized Tests

Serious history instruction in K-12 U.S. schools has been in decline for decades. History education in Massachusetts has, until now, fared somewhat better than in the nation at large. In 1993 the commonwealth enacted the Massachusetts Education Reform Act--a bipartisan plan to improve education--which mandated core standards and assessments in history and social science, among other disciplines. The Massachusetts History and Social Science Curriculum Framework (the 2003 Framework) produced under this mandate contained strong, flexible grade-by-grade standards for core essential knowledge. In 2009, the Board of Elementary and Secondary Education (the State Board) suspended the 2003 Framework, and it never went into effect. In 2016, the Massachusetts Department of Elementary and Secondary Education (DESE) instead launched a rewrite of the 2003 Framework, in good measure to realign Massachusetts history education around service-learning and civic engagement. In 2017 the DESE presented the revisions to the State Board, which approved them to be posted for public comment in January 2018. This paper contends that the January 2018 Public Comment Draft of the Massachusetts History and Social Science Curriculum Framework (2018 Revision) eviscerates the 2003 Framework. Among other things, the 2018 Revision eliminates the standards-based and curricular linkage to the already developed Massachusetts Comprehensive Assessment System (MCAS) test for U.S. history, while substituting meaningless expectations for each grade. This paper recommends that the Massachusetts State Board reject the 2018 Revision in its entirety and immediately put into effect both the 2003 Framework and its accompanying MCAS test. [Preface By Paul Reid, co-author with William Manchester.]
Innovation and Induction Corridors: A Proposal for Integrating Research, Development, and Teacher Professional Preparation
Author: Donovan, M. Suzanne
Date: 2017-00-00
Type: Reports - Research-practitioner Partnerships
Subjects: Preservice Teacher Education,Teacher Education Programs,Research and Development,Educational Improvement,Elementary Secondary Education,Beginning Teacher Induction,Educational Policy,Educational Research,Educational Finance,Resource Allocation,Private Financial Support,Philanthropic Foundations

This paper makes the case for a shift in the policy strategy to improve K-12 education. It argues for investment in an infrastructure to develop the knowledge base on effective teaching and learning, and to prepare new teachers according to that knowledge base. As in medicine, the infrastructure would be located within practice settings, and consist of a set of schools within school districts that serve as the sites for research and development focused on practice, and for the induction of new teachers. The corridor of schools stretching from the earliest grade through graduation would be a critical point of intersection for faculty from research and teacher preparation institutions, and K-12 teachers and administrators.
Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017. First Look (Preliminary Data). NCES 2019-021
Author: Ginder, Scott A.
Date: 2018-11-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,School Personnel,Postsecondary Education,Educational Finance,Academic Libraries,Student Characteristics,Income,Expenditures,Library Materials,Human Resources,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Undergraduate Students,Graduate Students

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the preliminary data of the IPEDS spring 2018 data collection, which included four survey components: &quot;Fall Enrollment&quot; and &quot;Human Resources&quot; at postsecondary institutions during fall 2017 and &quot;Finance&quot; and &quot;Academic Libraries&quot; for the 2017 fiscal year. Data for all components were collected through the IPEDS web-based data collection system. This &quot;First Look&quot; provides users with access to IPEDS data soon after the close of data collection. This report is based upon preliminary data that have not been extensively reviewed or edited. Provisional data, containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2018-19). The purpose of this report is to introduce new data through tables containing descriptive information, such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected and are not meant to emphasize any particular issue. [For the 2016 report, see ED579175.]
Data-Informed Policy Innovations in Tennessee: Effective Use of State Data Systems
Author: Whitfield, Christina
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Educational Policy,Educational Innovation,Data,State Programs,Data Analysis,Strategic Planning,Resource Allocation,Educational Finance,Performance,Program Evaluation,Higher Education

Analysis of student-level data to inform policy and promote student success is a core function of executive higher education agencies. Postsecondary data systems have expanded their collection of data elements for use by policymakers, institutional staff and the general public. State coordinating and governing boards use these data systems for strategic planning, to allocate funding, establish performance metrics, evaluate academic programs, and inform students and their families. This report discusses efforts at the Tennessee Higher Education Commission to support policy innovation with data and information resources.
The State Imperative: Aligning Tuition Policies with Strategies for Affordability. State Tuition, Fees, and Financial Assistance Policies 2017
Author: Armstrong, John
Date: 2017-00-00
Type: Reports - Research
Subjects: Tuition,Student Costs,Fees,Public Colleges,Alignment (Education),Educational Finance,Student Financial Aid,State Aid,State Policy,Educational Attainment,College Students

The State Higher Education Executive Officers Association (SHEEO) has produced periodic reports on state tuition and fee policies since 1979. In fall 2016, SHEEO administered a survey to its membership for an update to this study. In this eighth iteration of the project, the survey was revised significantly to allow for more qualitative analysis of responses and to reflect the increased focus on college affordability. Tuition is a major component of the cost to attend college for students and their families, and increases in tuition rates have contributed to the recent concern and scrutiny around the cost and affordability of postsecondary education. Most analyses of college affordability focus on net price (of which tuition is a component). Often, the reasoning behind what tuition rate to charge is not considered in these analyses. Given the recent interest in the cost and affordability of postsecondary education, it is crucial to understand how tuition and fees, two of the main postsecondary education price drivers, are set in each state. Further, understanding the policy behind tuition rate setting decisions is critical as organizations and states begin to develop forward-looking policies and programs to address affordability and the cost of postsecondary education. The authors received responses from 54 agencies in 49 states. Agencies surveyed included SHEEO member agencies as well as non-SHEEO members who oversee large populations of public higher education students in a state, such as the California Community Colleges system (CCC). This report highlights the broad results from the survey, and attempts to understand how tuition and fee policies are related, if at all, to broader efforts to address college affordability. Finally, in this report, the authors make recommendations that states and governing boards may consider to address college affordability through tuition and fee policies. The authors recommend a rational, long-term strategy for tuition and fee rate setting that is aligned with state goals, considers costs for students and institutional revenue needs, and is developed in consultation with state higher education executives, governing boards, institution presidents, and state policymakers.
Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education. CompetencyWorks Final Paper
Author: Patrick, Susan
Date: 2018-01-00
Type: Reports - Research
Subjects: Competency Based Education,Educational Policy,State Policy,Educational Change,Educational Strategies,Individualized Instruction,Fundamental Concepts,Equal Education,Elementary Secondary Education,Success,Certification,Qualifications,Graduation Requirements,Student Evaluation,Accountability,Educational Legislation,Federal Legislation,Educational Innovation

This paper explores and reflects on the issues state policy needs to address in the long-term to support a transformation of K-12 education systems. Personalized learning and competency-based education systems, designed to ensure equity, hold promise to prepare all students for success in college, career and civic life. This report shares strategies for policy to support systems change over the long haul toward competency-based systems that ensure mastery and success for all students. This publication intends to spark conversation around core concepts that policy needs to address to achieve sustainable systems transformation toward personalized, competency-based education systems. It introduces four 'threshold concepts' to help us think differently about what is possible in an equitable future education system where all students succeed, and how to address deep-seated systems design flaws across K-12 education.
Kentucky Completion Report
Author: Kentucky Council on Postsecondary Education
Date: 2016-00-00
Type: Reports - Research
Subjects: Academic Degrees,Two Year Colleges,Public Colleges,Private Colleges,Credentials,Educational Certificates,Intellectual Disciplines,Gender Differences,Racial Differences,Educational Trends,Graduation Rate

The Completion Report describes the state of postsecondary education degree and credential attainment in Kentucky between Academic Years (AY) 2004-05 and 2013-14. Part One details the number and types of degrees produced during this time and pays attention to trends among key demographics in the state. Part Two provides context for these trends by comparing Kentucky to the United States. The report also provides analysis of the Commonwealth's strengths and areas of opportunity for improvement, and identifies questions for future research and policy recommendations for the postsecondary education system.
Momentum and Student Success in Kentucky: The Power of 15 Credits
Author: Kentucky Council on Postsecondary Education
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: College Students,College Credits,Graduation,Associate Degrees,Bachelors Degrees,Course Selection (Students),Full Time Students,Part Time Students,Time to Degree,Enrollment,Public Colleges,Incentives,Student Financial Aid,Curriculum Development,Educational Policy,Outreach Programs,Developmental Studies Programs,Tuition

Research shows that the more courses students take and complete, especially early in their postsecondary programs, the more likely they are to graduate. In particular, students who take 15 credits per semester or 30 credits a year have a higher likelihood to complete associate and baccalaureate degrees than students enrolling in fewer hours, even when students have similar academic and social backgrounds. This policy brief focuses on the academic momentum and enrollment intensity of students' course-taking behavior, and it describes strategies, best practices, and policies that encourage students to enroll in at least 15 credits per semester or 30 credits per academic year.
Urban Students Becoming Urban Teachers: Interviews with Alumni of the Teacher Education Program at Milwaukee Area Technical College
Author: Hagenhofer, Eva M.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Urban Schools,Urban Teaching,Alumni,Teacher Education Programs,Technical Institutes,Teaching (Occupation),College School Cooperation,Equal Education,Preservice Teachers,Preservice Teacher Education,Two Year College Students,Two Year Colleges,African American Teachers,Minority Group Students,Minority Group Teachers,Achievement Gap,College Students,Teacher Certification,College Transfer Students,Colleges,Higher Education

This is a story about urban students becoming urban teachers. It begins with the 1988 U.S. Department of Education funding of a bold idea: attracting multicultural/multilingual students to begin their teacher preparation at a two year college, preparing them to continue at a 4 year college. This is how the Milwaukee Area Technical College became one of the first (if not &quot;the&quot; first) 2 year colleges in the country to offer such a program. The Cooperative Urban Teacher Education Program (CUTEP), then the Teacher Education track, and now Educational Foundations has, throughout these name changes, aimed to recruit and prepare students of color and their allies for success in K-12 licensing tracks at 4 year colleges and then as teachers in the Milwaukee Public School district. The characteristics of Star Teachers of Children in Poverty, as posited and discussed by Dr. Martin Haberman in his 1995 publication, are discussed and then exemplified by the words of CUTEP alumni, gleaned and directly quoted from interviews conducted with the author, a 10 year teacher and coordinator of the program now known as the Educational Foundations track of Liberal Arts and Sciences. The interview questions were shared prior to face-to-face conversations and were intended to surface the students' thoughts on how their personal backgrounds and educational experiences within the 2 year college program contributed to their ability to navigate the 4 year college environment and, subsequently, guide their professional practice, decision making, and relationships in their school buildings. Their responses reveal a profound commitment to students, but also a frustration with time-consuming reporting mandates, constantly changing curriculum standards, over-filled classrooms, insufficient support from other professionals, and resistance to addressing the systemic causes of racially identifiable gaps in achievement. As school districts face staffing shortages due to veteran teachers retiring, younger teachers leaving the profession, and college-age students choosing professions with greater monetary and psychological compensation and respect, the words of these former students, now teachers are instructive. Their reflections on their own educational backgrounds, near misses and achievements, reveal a deep desire to be effective teachers of &quot;their own,&quot; knowing that for poor children, having an effective teacher is, as Haberman puts it, &quot;a matter of life and death.&quot;
Monitoring the Future National Survey Results on Drug Use, 1975-2017: Overview, Key Findings on Adolescent Drug Use
Author: Johnston, Lloyd D.
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Grade 8,Grade 10,Grade 12,Secondary School Students,Drug Abuse,Alcohol Abuse,Smoking,Gender Differences,College Attendance,Geographic Regions,Population Trends,Parent Background,Educational Attainment,Racial Differences,Ethnicity,Marijuana,Inhalants,Lysergic Acid Diethylamide,Narcotics,Stimulants,Cocaine,Incidence,High School Graduates,Young Adults,Older Adults,Behavior Change,Attitude Change,Beliefs,Age Differences,Environmental Influences,College Students,Student Attitudes

Monitoring the Future (MTF) is a long-term study of substance use and related factors among U.S. adolescents, college students, and adult high school graduates through age 55. It is conducted annually and supported by the National Institute on Drug Abuse. MTF findings identify emerging susbstance use problems, track substance use trends, and inform national policy and intervention strategies. MTF is designed to detect age, period, and cohort effects in substance use and related attitudes. Age effects are similar changes at similar ages seen across multiple class cohorts; they are common during adolescence. Period effects are changes that are parallel over a number of years across multiple age groups (in this case, all three grades under study--8, 10, and 12). Cohort effects are similar changes among those of a similar age or grade in school, that are then maintained as the cohorts age. The key findings for 8th, 10th, and 12th graders surveyed across the coterminous U.S. in 2017 are summarized in this report. [For the report from the previous year &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescent Drug Use,&quot; see ED578534. For &quot;Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2017. Monitoring the Future Occasional Paper Series. Paper 90,&quot; see ED589759. For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume I, Secondary School Students,&quot; see ED589763. For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2017. Volume II, College Students &amp; Adults Ages 19-55,&quot; see ED589764.]
The Vocabulary Problems in the Academic Writing of MA ELT Libyan Students at Nottingham Trent University
Author: Lusta, Amel F.
Date: 2012-02-23
Type: Dissertations/Theses
Subjects: Academic Discourse,Writing (Composition),Vocabulary Skills,Foreign Countries,Masters Programs,English (Second Language),Second Language Learning,Second Language Instruction,Graduate Students,Student Attitudes,Teacher Education Programs,Language Teachers,Semitic Languages,Native Language,Learning Experience,Teaching Methods,English for Academic Purposes,Independent Study,Writing Difficulties,Foreign Students

This study aims to investigate the vocabulary problems in the academic writing of MA ELT Libyan students in Nottingham Trent University. For this purpose, two research questions were posed and the answers to these questions were provided and discussed. The data for the study were collected via two questionnaires (preliminary and main questionnaire) and interviews. The present study attempted to elicit information from ten postgraduate students from Misurata (the 7th October) University. They enrolled in the School of Arts and Humanities on the MA in English Language Teaching course. The findings indicate that those students faced problems in using vocabulary appropriately. These findings agree with the studies of Ibrahim and Nambiar (2011), Al-Khasawneh (2010), Bacha (2002) and Daoud (1998) that Arabic students face problems with vocabulary in academic writing. The main reasons for these problem are related to the Libyan students' learning experience in Libya. This suggests that Libyan teaching is inappropriate at several levels including wrong methods, wrong curriculum and wrong teaching environment. Based on my research, it is proposed that a complete solution to improving the MA ELT students' grasp of academic vocabulary must involve the Libyan education system, the UK institutions and the students themselves. As a first step, additional attention should be given to teaching academic vocabulary to groups like these students, but the main recommendation is to encourage the students' autonomy in language learning (Nation, 2001) and inspire them to take more responsibility for achieving academic success in the host country by improving themselves. [A bibliography is included.]