ethanporcaro/eric-fulltext-meta huggingface dataset:
Solving the Diversity Dilemma: Changing the Face of the STEM Workforce. Vital Signs: Reports on the Condition of STEM Learning in the U.S.
Author: Change the Equation
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: STEM Education,Educational Assessment,Educational Indicators,Demography,Trend Analysis,Skilled Occupations,Manufacturing,Engineering,Computer Science,Educational Demand,Racial Differences,Social Change,Youth Opportunities,Student Diversity

Our nation's prospects hinge on how well it responds to demographic change. The future of U.S. leadership in technology and innovation will increasingly depend on young women and people of color. If current trends persist, we are in for a world of trouble. Researchers have long known that women and people of color are scarce in STEM jobs, but Change the Equation's (CTEq's) analysis of demographic and workforce data reveals that the situation has not improved since 2001. This report discusses the findings of CTEq's analysis in which CTEq examined trends in three major occupations that require substantial STEM skills: engineering, computing, and advanced manufacturing. While the results are discouraging, there is encouraging news. There are strategies and initiatives that succeed in bringing girls and young people of color into STEM fields. The biggest problem, however, is scale: these strategies and initiatives are not reaching the vast majority of the nation's children and youth. In response, the business community is leading an all-hands-on-deck effort to ensure that every young person enjoys access to the best learning opportunities in STEM. This report discusses how business leaders are helping expand a growing number of powerful STEM learning programs and strategies that have the potential to reach many more girls and young people of color across the country.
Getting Developmental Education Up to Speed: A Look at MDRC's Research. Issue Focus
Author: Malbin, Joshua
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: College Readiness,Remedial Instruction,Community Colleges,College Students,Academic Persistence,Educational Change,Program Effectiveness,Educational Experiments,Experimental Groups,Control Groups,Outcomes of Education,Skill Development,Alignment (Education),Acceleration (Education),Performance Based Assessment,Scholarship,Social Support Groups

When they arrive at community colleges or open-enrollment universities, most students take placement exams in English and mathematics to determine whether they are ready for college-level courses. Students with low scores are referred to developmental--remedial--courses. Forty percent of all entering college students and over half of entering community college students must take at least one remedial course. Fewer than half make it through developmental education. This problem in developmental education is one reason why college completion rates in the United States remain stubbornly low, and policymakers and college administrators know that solving it is of major importance. When MDRC reviewed the literature on developmental education in 2011, however, it found little rigorous research on what reforms actually work. Since then, MDRC has moved aggressively to fill the knowledge gap, publishing nine studies related to developmental ed-ucation, with more studies poised to produce rigorous evidence soon. This Issue Focus provides an overview of how this growing evidence base informs four areas of reform. The experimental studies described here assign students at random to a program group or a control group, the most reliable design to estimate a program's effects. Several of the programs were found to improve outcomes for developmental education students, and one increased graduation rates substantially.
Demographics and Education: The 20 Richest Countries
Author: Marchant, Gregory J.
Date: 2012-04-17
Type: Speeches/Meeting Papers
Subjects: Demography,International Assessment,Comparative Education,Foreign Countries,Academic Achievement,Socioeconomic Status,Family Characteristics,Gender Differences,Native Language,Language Usage,Predictor Variables,Scores,Mathematics Achievement,Reading Achievement,Multiple Regression Analysis

This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.
Does Not Compute: The High Cost of Low Technology Skills in the U.S.--and What We Can Do about It. Vital Signs: Reports on the Condition of STEM Learning in the U.S.
Author: Change the Equation
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Technological Literacy,Costs,Economic Impact,STEM Education,Educational Assessment,Educational Indicators,International Assessment,Minimum Competency Testing,Change Strategies,Skill Analysis,Educational Needs,Skill Development,Science Process Skills

Although American millennials are the first generation of &quot;digital natives&quot;--that is, people who grew up with computers and the internet--they are not very tech savvy. Using technology for social networking, surfing the web, or taking selfies is a far cry from using it to solve complex problems at work or at home. Truly tech savvy people are able to fulfill the promise of technology, which is to help us be more productive, accelerate innovation, and overcome seemingly intractable challenges. What millennials do not know about their tech skills is costing them dearly. In this report, Change the Equation provides an analysis of results from the 2012 Programme for International Assessment of Adult Competencies (PIAAC) which reveals sobering new data on millennials' skills and attitudes. The findings offer clear lessons for anyone who cares about the future of our children. Change the Equation has identified the following effective STEM education programs that prove it is possible to teach young people to be tech savvy: (1) CompuGirls; (2) Girlstart; (3) The National Academy Foundation; (4) The Power of Data Project; (5) Project Lead the Way; and (6) Techbridge. These programs are in STEMworks, Change the Equation's prestigious honor roll of STEM education programs that have stood up to rigorous third-party reviews of their effectiveness. Opportunities to learn problem solving with technology must become the rule rather than the exception. Business leaders are doing their part to bring STEMworks programs to hundreds of thousands more young people nationwide in 2015, and Change the Equation is working with them to expand those numbers dramatically in the coming years.
Building a Learning Society in Japan, the Republic of Korea and Singapore. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 2
Author: Yang, Jin
Date: 2015-00-00
Type: Reports - Research
Subjects: Lifelong Learning,Educational Policy,Foreign Countries,Case Studies,Socioeconomic Influences,Economic Progress,Governance,Educational Finance,Educational Quality,Workplace Learning,Electronic Learning,Prior Learning,Outcomes of Education,Confucianism,Asian Culture,Global Approach,Creativity,Cross Cultural Studies

Japan, the Republic of Korea and Singapore are in the process of adopting approaches that can be characterised by the terms &quot;learning society&quot; and &quot;lifelong learning&quot;. This report uses case studies to present a description of the three countries' national socio-economic climates and to assess their political will and governmental commitment to building a learning society. These countries understand how important an educated workforce is in order to achieve economic growth, and they are aware of the need to invest in research. All three countries have recently seen substantial demographic shifts, which will have considerable influence on growth over the coming decades. Japan, the Republic of Korea and Singapore all value education highly, and citizens of all ages are guaranteed the right to education. This report discusses policies, action plans, governance and financing from each country and clarifies common lessons that can be drawn from the three countries' endeavours. Furthermore, it outlines how each country supports quality formal education, community-based learning, workplace learning, ICT and e-learning, and the recognition of prior learning outcomes. In terms of building learning societies, these three countries have made outstanding progress in recent years, and consequently their methods and experiences have implications for many other countries and communities. While the idea of a learning society has been accepted by more and more countries in the world, there will never be a single set of ready-made formulae for its implementation. The following Annex is included: Building a Learning Society in Japan, the Republic of Korea and Singapore: A Summary. A bibliography is included.
Learning to Fly: Family-Oriented Literacy Education in Schools. Celebrating the Tenth Anniversary of Hamburg's Family Literacy Project 2004-2014
Author: Rabkin, Gabriele, Ed.
Date: 2014-00-00
Type: Books
Subjects: Family Literacy,Literacy Education,Futures (of Society),Foreign Countries,Program Implementation,Intergenerational Programs,Role,Sustainable Development,Lifelong Learning,Educational Cooperation,Program Descriptions,International Organizations,Cultural Maintenance,International Cooperation

This book was published to mark the tenth anniversary of Hamburg's award-winning Family Literacy project (FLY). It includes contributions from key stakeholders--academics, teachers, parents and children--participating in the conceptualization and implementation of FLY in the city of Hamburg. FLY mainly targets people from socially disadvantaged communities and applies an intergenerational approach to learning. Since 2004, when FLY was launched, it has helped thousands of children and parents learn to read and write, and, ultimately, succeed in their further education. This book underlines the role of literacy as a key component for sustainable development and highlights the importance of FLY for the city of Hamburg and as a model for other cities. The books includes the following sections: (1) Ten years of FLY in Hamburg--Cause for celebration (Josef Keuffer); (2) 10 Years of Mutually Beneficial Cooperation between LI and UIL (Arne Carlsen); (3) The Family Plays the Most Important Role (Peter Daschner); (4) Introduction: Ten Years of Family Literacy in Hamburg: Past, Present and Future (Gabriele Rabkin); (5) Experiences &amp; Events: Little Stories that Say a Lot; (6) The Collaboration between FLY and the UNESCO Institute for Lifelong Learning: The International Dimension (Ulrike Hanemann, Maren Elfert); (7) Family Literacy (FLY) and the Hamburg Language Learning Strategy (Andreas Heintze, Marita Müller-Krätzschmar, Bilge Yörenç); (8) The British Concept of Literacy (Martin Eckeberg, Otfried Börner); (9) The UNESCO Office in Kathmandu and Family Literacy in Nepal (Tap Raj Pant); (10): FLY as an Intergenerational Approach to Preserving Cultural Heritage (Sumon Tuladhar); (11) The HIPPY and FLY Projects in Hamburg: Possible Synergies (Peter Weber). Also included are the Afterword--Learning to FLY (Eva-Maria Alves); an about the contributors section; and a bibliography.
Does Immigration Crowd Natives into or out of Higher Education? Working Papers. No. 15-18
Author: Jackson, Osborne
Date: 2015-10-00
Type: Reports - Research
Subjects: Higher Education,Immigration,Indigenous Populations,Enrollment Influences,College Bound Students,Labor Supply,Census Figures,Unskilled Workers,Migrant Workers,Skilled Workers,Enrollment Rate,Labor Market,Prediction,Migrant Children,Error of Measurement,Educational Demand,Comparative Analysis,Statistical Distributions

This paper investigates the impact of immigration on the college enrollment of U.S. natives. Many studies have focused on the effect of increased demand for schooling by immigrants on the enrollment of natives. However, changes in immigrant labor supply may also affect native enrollment by changing local market prices. Using U.S. Census data from 1970 to 2000, I find that state-level increases in the number of immigrant college students do not significantly lower the enrollment rates of U.S. natives. On the contrary, state-level increases in the ratio of unskilled immigrant workers to skilled immigrant workers significantly raise native enrollment rates. These findings suggest that the demand for college is sensitive to wage rates and that college slots are flexibly supplied over a decadal time horizon. An appendix presents &quot;Theory: A Model of Immigration and Native College Enrollment.&quot;
Global Inventory of Regional and National Qualifications Frameworks. Volume I: Thematic Chapters
Author: Deij, Arjen
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Qualifications,Global Approach,Regional Characteristics,National Standards,International Studies,Nonformal Education,Informal Education,Alignment (Education),Skill Development,Educational Change,Institutional Characteristics,Legal Responsibility,Standard Setting,Program Effectiveness,Systems Approach,Outcomes of Education,Educational Opportunities,Barriers,Educational Development,Educational Policy,Program Validation,Lifelong Learning,Stakeholders,Partnerships in Education,Quality Assurance,Accreditation (Institutions),Recognition (Achievement),Apprenticeships,Relevance (Education),Governance,Educational Legislation,Guidelines,Models,Educational Objectives,Educational Practices,Foreign Countries

The &quot;Global Inventory of Regional and National Qualifications Frameworks,&quot; the result of collaborative work between the European Training Foundation (ETF), the European Centre for the Development of Vocational Training (Cedefop), UNESCO [United Nations Educational, Scientific and Cultural Organization] and UIL [UNESCO Institute for Lifelong Learning], provides a broad overview of the status and scope of qualifications frameworks internationally as of the end of 2014. Volume 1 of the inventory comprises six thematic chapters examining the impact of European NQFs [national qualifications frameworks]; the links between NQFs and the validation of non-formal and informal learning; NQF links with informal sector skills development; reforming qualifications; changing legal and institutional arrangements; and developing world reference levels of learning outcomes. (Individual chapters contain references.)
Preventing Juvenile Justice Involvement for Young Women: An Introduction to an Evaluation of the PACE Center for Girls. Research Brief
Author: Millenky, Megan
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Females,Program Evaluation,Program Effectiveness,At Risk Persons,Delinquency,Social Support Groups,Mental Health,Academic Achievement,Gender Differences,Adolescents,Skill Development,Intervention,Student Behavior

Involvement in the juvenile justice system has tremendous costs for the individuals within it, as well as for society. Such involvement may damage a child's relationships with friends and family, negatively affect mental health, and interrupt the academic progress and work experience that should accumulate during adolescence. On the societal level, the United States spends up to $88,000 per year on each individual placed in a juvenile corrections facility. Therefore, prevention or early intervention programs that help young people avoid involvement in the juvenile system in the first place offer a significant return on investment, and professionals in the field have focused on identifying and evaluating such promising approaches. Increasingly, girls are making up a larger proportion of those involved with the juvenile justice system. Although the juvenile confinement rate is declining, and juvenile arrest rates are slowing overall, girls are seeing less of an improvement than boys. According to a recent report by the Georgetown Law Center on Poverty and Inequality, &quot;the juvenile justice system only exacerbates [the girls'] problems by failing to provide girls with services at the time when they need them most.&quot; One program that directly addresses this challenge is PACE Center for Girls. This &quot;gender-responsive&quot; program serving communities in Florida--perhaps the largest and most well-established of its kind--aims to prevent girls' involvement in the juvenile justice system. This brief describes an ongoing evaluation of PACE that will help policymakers and practitioners understand and strengthen the program's effects for at-risk girls on a range of outcomes, including education, delinquency, risky behavior, social support, and mental health. More broadly, the study will inform the national dialogue about how to better serve such girls. Both state and federal agencies have shown a commitment to gender-responsive approaches; however, research on their implementation and effectiveness is needed to help practitioners learn what works and use this knowledge to improve and expand such services. The evaluation of PACE Center for Girls will deliver reliable evidence about whether and how this gender-responsive program affects important outcomes such as school success, delinquency, relationships, and mental health.
Report on Student Academic Integrity and Allegations of Contract Cheating by University Students
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Integrity,Cheating,College Students,Assignments,Quality Assurance,Investigations,News Reporting,Educational Practices,Educational Policy,Change Strategies,Student Behavior,Foreign Countries

On 12 November 2014 the Fairfax media reported allegations of cheating by students at a number of Australian higher education providers through the purchase of assignments, particularly through the MyMaster website. The Honorable Christopher Pyne MP, Minister for Education and Training, referred the matter to the Tertiary Education Quality and Standards Agency (TEQSA) to investigate further. TEQSA wrote to all registered Australian higher education providers. Those providers identified in the media were requested to report to TEQSA on action taken to investigate the allegations and remedy the matter should it prove necessary. All higher education providers were asked to share best practice approaches to minimising student misconduct in assessment and promoting academic integrity amongst students. This report is drawn from the responses received.
A Comparison of the Twelve Core Values of Thai People Defined by the Head of the National Council for Peace and Order (NCPO) Found in Thai Private and Public University Students
Author: Ngammuk, Patariya
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Social Values,Social Attitudes,Nationalism,Student Attitudes,Undergraduate Students,Content Analysis,Questionnaires,Statistical Analysis,Values Education,Scores,Public Colleges,Private Colleges,Universities

This study aims to examine the twelve core values of Thai people found in Thai university students. The twelve values consist of the following attributes: 1.Upholding the nation, the religions and the Monarchy 2. Being honest, sacrificial and patient with positive attitude for the common good of the public 3. Being grateful to the parents, guardians and teachers 4. Seeking knowledge and education directly and indirectly 5. Treasuring the precious Thai tradition 6. Maintaining moral, integrity, well-wishes upon others as well as being generous and sharing 7. Understanding, learning the true essence of democratic ideals with His Majesty the King as the Head of State 8. Maintaining discipline, respectful of laws and the elderly and seniority 9. Being conscious and mindful of action in line with His Majesty's the King's statements 10. Practicing the philosophy of Sufficiency Economy of His Majesty the King. Saving money for time of need. Being moderate with surplus used for sharing or expansion of business while having good immunity 11. Maintaining both physical and mental health and unyielding to the dark force or desires, having sense of shame over guilt and sins in accordance with the religious principles 12. Putting the public and national interest before personal interest. This study is a descriptive study using content analysis to design a questionnaire to assess behavioral attributes. The questionnaires were distributed to the sample group of 1000 students. They are 500 undergraduate students from private universities and 500 undergraduate students from public universities. The data was later analyzed by statistical tests using SPSS to compare the results obtained from private university students and public university students. The findings can be used for course development to promote the 12 core values in university level.
A Risk and Standards Based Approach to Quality Assurance in Australia's Diverse Higher Education Sector
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Quality Assurance,Higher Education,Diversity (Institutional),Academic Standards,Accreditation (Institutions),Risk Management,Risk Assessment,Risk,Administrative Principles,Case Studies,Models,Quality Control

The Australian Government Tertiary Education Quality and Standards Agency's (TEQSA's) role is to assure that quality standards are being met by all registered higher education providers. This paper explains how TEQSA's risk-based approach to assuring higher education standards is applied in broad terms to a diverse sector. This explanation is consistent with the revised processes developed by TEQSA in close consultation with the sector over 2013-14. The paper has been developed based on a dialogue between TEQSA and registered higher education providers through their peak bodies. It depicts how TEQSA's risk-based approach to assurance of quality standards is applied in practice to the sector, and aims to facilitate a shared understanding of how TEQSA takes into account relevant organisational characteristics. TEQSA applies a consistent and fair approach that treats like providers in the same manner, regardless of provider category under the TEQSA Act (the Act). The following appendix is included: Examples of Applying the Framework Outlined Above to Hypothetical Cases.