ethanporcaro/eric-fulltext-meta huggingface dataset:
Capturing Quality, Equity &amp; Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015
Author: Wilkinson, Moira N.
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Access to Education,Equal Education,Educational Quality,Sustainability,Sustainable Development,Lifelong Learning,Citizenship Education,Social Justice,Social Change,Global Approach,Skill Development,Values Education,Knowledge Level,Educational Environment,Educational Objectives,Relevance (Education),Teacher Competencies,Educational Facilities

The World Conference on Education for All in Jomtien in 1990 marked the first concerted effort to prioritize educational development around the world, and subsequent meetings continue to advance the global agenda for what education--and the world--could become. In 2000, the Education for All (EFA) and Millennium Development Goals laid out the first set of concrete and actionable goals to increase development and improve access to education for all children. In 2015, development goals have shifted to Sustainable Development Goals, and the education promoted must follow suit. The main aim of the post-2015 goals is to cultivate life-long learners and develop Global Citizens who are committed to eradicating poverty and ensuring dignity, human rights, and social justice in their homes, communities, and countries. This report translates the commitments held out by the Education for All Steering Committee (EFA-SC) and Sustainable Development Open Working Group (OWG) into a framework for action to fundamentally shift priorities, resources, dynamics, and outcomes to achieve peaceful, sustainable, diverse communities and countries. The process was designed to leverage the diversity of experiences and insights from work in both developed and developing countries to create the most flexible, holistic, and rigorous set of indicators possible. The recommendations in this report attempt to strike a balance between the possible and the practical, to push the limits of conventional wisdom but in such a way that stakeholders can appreciate the value of the overall venture. Consistent with the vision and collaborative process, the indicator framework in this report is designed around principles which demonstrate, in form and function, the interconnectedness and momentum of the transformative economic and educational agendas. To accommodate these design principles, the authors conceive and present the indicator framework within an &quot;input-process-outcome-impact&quot; model. This model balances &quot;the possible with the practical&quot; at once reflecting the interdependent nature of whole systems change while facilitating the development of concrete, coherent, and practicable indicators for each of the three EFA-SC and OWG learning target themes.
Racial and Ethnic Segregation within Colleges. Research Report
Author: Monarrez, Tomas
Date: 2020-12-00
Type: Reports - Research
Subjects: Student Diversity,Racial Segregation,Ethnicity,College Students,Racial Differences,Majors (Students),African American Students,Hispanic American Students,Asian American Students,Racial Composition,Equal Opportunities (Jobs),Occupations,White Students,Disproportionate Representation,Institutional Characteristics,Selective Admission,Public Colleges,Private Colleges,Enrollment

Although increasing the racial and ethnic diversity on college campuses is a key component of any broad policy agenda aimed at reducing structural inequality, access to higher education does not always equate to graduation and equal labor market opportunities. For colleges, students, and society to reap the benefits of diversity, there needs to be more than just a diverse student population in colleges; there needs to be representation of all groups across all fields of study. To understand whether increasing diversity on campus is translating to equal access to opportunity, we examine racial and ethnic representation across college majors over time, finding that Asian, Black, and Hispanic students are often concentrated in majors with other students of the same race or ethnicity and that at institutions where Black and Hispanic segregation is worst, these students are least likely to graduate with high-paying degrees. We examine racial and ethnic imbalance within higher education institutions by using segregation indexes to summarize racial and ethnic sorting inside universities. We analyze whether students of different races or ethnicities are over- or underrepresented in certain fields of study, relative to the institutions they attend.
Robust Bayesian Approaches in Growth Curve Modeling: Using Student&apos;s &quot;t&quot; Distributions versus a Semiparametric Method
Author: Tong, Xin
Date: 2020-00-00
Type: Reports - Research
Subjects: Robustness (Statistics),Bayesian Statistics,Models,Error of Measurement,Statistical Distributions,Monte Carlo Methods,Mathematics Skills,Achievement Tests,Mathematics Tests,Scores,National Surveys,Longitudinal Studies

Despite broad applications of growth curve models, few studies have dealt with a practical issue -- nonnormality of data. Previous studies have used Student's &quot;t&quot; distributions to remedy the nonnormal problems. In this study, robust distributional growth curve models are proposed from a semiparametric Bayesian perspective, in which intraindividual measurement errors follow unknown random distributions with Dirichlet process mixture priors. Based on Monte Carlo simulations, we evaluate the performance of the robust semiparametric Bayesian method and compare it to the robust method using Student's &quot;t&quot; distributions as well as the traditional normal-based method. We conclude that the semiparametric Bayesian method is more robust against nonnormal data. An example about the development of mathematical abilities is provided to illustrate the application of robust growth curve modeling, using school children's Peabody Individual Achievement Test mathematical test scores from the National Longitudinal Survey of Youth 1997 Cohort. [This paper was published in &quot;Structural Equation Modeling&quot; v27 n4 p544-560 2020.]
Investigation of Students&apos; Summer Vacation Activities Based on Coding &amp; Robotic and Forgetfulness Level of Summer Vacation Return
Author: Arslankara, Veysel Bilal
Date: 2020-00-00
Type: Journal Articles
Subjects: School Schedules,Vacations,Learning Activities,Extracurricular Activities,Summer Programs,Computer Science Education,Programming,Robotics,Recall (Psychology),Retention (Psychology),Student Attitudes,Middle School Students,Grade 5,Grade 6,Skill Development,Family Attitudes,Barriers,Foreign Countries

The activities of the students during the summer holidays, learning losses or the forgetfulness of the return of the holidays have been discussed in the educational sciences for a long time. However, very little research is being done and has little place in educational policies. This is especially important in applications and continuity courses such as coding and robotics. This is because out-of-school learning environments for skills that require this type of practice remain limited or not available to all students. The aim of this study is to determine whether secondary school students are doing any learning activities during the summer holidays for the subjects of Information Technologies and Software (ITS) and to determine whether there are learning losses during the summer holiday return. For this purpose, a working group was formed with 5th and 6th grade students. For the determination of summer holiday activities, interview form and knowledge test for the determination of forgetfulness were developed and applied to students before and during the holiday return. According to the results of the research, it is seen that middle school students perform many out-of-school activities for ITS during the summer holidays. Coding and robotics are at the top of the topics. It was determined that the most block-based coding activities were among the activities. When the levels of forgetfulness are addressed, it was seen that there was no learning loss.
Strategies for Workforce Recovery in Response to the Current Crisis: A Resource for Local Leaders
Author: Loprest, Pamela
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Labor Force Development,COVID-19,Pandemics,Economic Climate,Evidence Based Practice,Intervention,Inclusion,Unemployment,Insurance,Employment Services,Job Training,Apprenticeships,Community Colleges,Internet,Access to Computers,Investment,Public Support,Small Businesses,Youth Programs,Reentry Workers,Youth Employment,Institutionalized Persons

This resource outlines a menu of actionable strategies for local leaders for workforce-related recovery efforts in response to the COVID-19 pandemic and corresponding recession. These strategies focus on evidence-based interventions and approaches which promote inclusive recovery. We categorize these strategies by goal, type of action, and phase of pandemic reopening so local leaders can choose options best suited for their current circumstances. For each strategy we provide a description, supporting evidence, specific actions for local leaders, and useful examples and resources.
Youth Engagement in Collective Impact Initiatives: Lessons from Promise Neighborhoods
Author: Shakesprere, Jessica
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Social Change,Youth Programs,Power Structure,Participative Decision Making,Leadership,Community Programs,Empowerment,Mentors,Leadership Training,Neighborhoods,Service Learning,Adolescents,High School Students,Urban Areas,Grants,Training,Rural Areas

Youth engagement is the meaningful and sustained involvement of young people in efforts to create positive social change. This approach requires youth-serving organizations to rebalance traditional power dynamics between adults and young people, allowing youths to take on decision-making responsibilities. Collective impact initiatives such as Promise Neighborhoods are well-positioned to meaningfully incorporate youth input and leadership in program design, implementation, and evaluation. Promise Neighborhoods in West Philadelphia, Southeast Alaska, and Knox County, Kentucky, are doing just that, engaging young people through school- and community-based initiatives.
Current Term Enrollment Estimates: Spring 2019
Author: National Student Clearinghouse Research Center
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,School Size

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of spring 2019, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In spring 2019, overall postsecondary enrollments decreased 1.7 percent from the previous spring. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments increased 3.2 percent at four-year private nonprofit institutions, but this increase was largely due to the recent conversion of a large for-profit institution to nonprofit status. Enrollments decreased among four-year for-profit institutions (-19.7 percent), two-year public institutions (-3.4 percent), and four-year public institutions (-0.9 percent). Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 1.9 percent this spring. [For &quot;Current Term Enrollment Estimates: Fall 2018,&quot; see ED609977.]
Current Term Enrollment Estimates: Spring 2018
Author: National Student Clearinghouse Research Center
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,School Size

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of spring 2018, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In spring 2018, overall postsecondary enrollments decreased 1.3 percent from the previous spring. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among four-year for-profit institutions (-6.8 percent), two-year public institutions (-2.0 percent), four-year private nonprofit institutions (-0.4 percent), and four-year public institutions (-0.2 percent). Taken as a whole, public sector enrollments (two-year and four-year combined) declined by 0.9 percent this spring. [For &quot;Current Term Enrollment Estimates: Fall 2017,&quot; see ED609978.]
Current Term Enrollment Estimates: Spring 2017
Author: National Student Clearinghouse Research Center
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,Graduate Study,Undergraduate Study,School Size

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of spring 2017, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In spring 2017, overall postsecondary enrollments decreased 1.5 percent from the previous spring. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among four-year for-profit institutions (-10.1 percent), two-year public institutions (-2.5 percent), and four-year private nonprofit institutions (-0.2 percent). Enrollments increased slightly among four-year public institutions (+0.2 percent). Taken as a whole, public sector enrollments (two-year and four-year combined) declined by 0.9 percent this spring. [For &quot;Current Term Enrollment Estimates: Fall 2016,&quot; see ED610019.]
Current Term Enrollment Estimates: Fall 2016
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,School Size,Graduate Study,Undergraduate Study

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2016, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for over 96 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In fall 2016, overall postsecondary enrollments decreased 1.4 percent from the previous fall. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among four-year for-profit institutions (-14.5 percent), two-year public institutions (-2.6 percent), and four-year private nonprofit institutions (-0.6 percent). Enrollments increased slightly among four-year public institutions (+0.2 percent). Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 1.0 percent this fall. [For &quot;Current Term Enrollment Estimates: Spring 2016,&quot; see ED610020.]
Current Term Enrollment Estimates: Spring 2016
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,School Size

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of spring 2016, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for over 96 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In spring 2016, overall postsecondary enrollments decreased 1.3 percent from the previous spring. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among four-year for-profit institutions (-9.3 percent) and two-year public institutions (-2.8 percent). Enrollments increased slightly among four-year public institutions (+0.6 percent) and four-year private nonprofit institutions (+0.7 percent). Taken as a whole, public sector enrollments (two-year and four-year combined) declined by 0.9 percent this spring. Note that the National Student Clearinghouse Research Center has restated the spring 2015 public sector figures in this report from those originally published in May 2015 to reflect the fact that some two-year public institutions have since been reclassified in Integrated Postsecondary Education Data System (IPEDS) as four-year public institutions. Only the allocation of public sector students to two-year vs. four-year institutions has shifted. [For &quot;Current Term Enrollment Estimates: Fall 2015,&quot; see ED610021.]
Current Term Enrollment Estimates: Fall 2015
Author: National Student Clearinghouse Research Center
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,Graduate Study,Undergraduate Study,School Size

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2015, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for over 96 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. n fall 2015, overall postsecondary enrollments decreased 1.7 percent from the previous fall. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among four-year for-profit institutions (-13.7 percent), two-year public institutions (-2.4 percent), and four-year private nonprofit institutions (-0.3 percent). Enrollments increased slightly among four-year public institutions (+0.4 percent). Taken as a whole, public sector enrollment (2-year and 4-year combined) declined by 2.3 percent this fall. Note that the National Student Clearinghouse Research Center has revised the fall 2014 public sector figures in this report from those published in December 2014 to reflect the fact that some two-year public institutions have been reclassified in Integrated Postsecondary Education Data System (IPEDS) as four-year public institutions. Only the allocation of public sector students to two-year vs. four-year institutions has shifted. [For &quot;Current Term Enrollment Estimates: Spring 2015,&quot; see ED610023.]