ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging Financial Wellness and Student Success: Effective Models for Community Colleges
Author: Beer, Allison
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Student Needs,Money Management,Student Financial Aid,Grants,College Role,Success,Educational Finance,Tuition,Fees,Costs,Paying for College,Knowledge Level,Racial Differences,Ethnicity,First Generation College Students,Student Characteristics,Institutional Characteristics,Public Colleges,Private Colleges,Student Loan Programs,Wellness,Grade Point Average,Academic Persistence,College Credits

Community college students face a number of financial decisions and obligations along the path to degree completion. Students must secure resources to pay for college expenses, including their tuition, fees, and basic living necessities. Central to this is students' abilities to access financial aid resources including federal, state, and institutional aid. Colleges also play a role in providing clear and timely financial education to ensure students are aware of available resources and have a strong foundation in personal financial management. Existing research on students' financial wellness typically separates financial aid and financial education approaches. For this report, the aim is to address both categories to offer community colleges strategies for holistic supports. Key takeaways from the report include: (1) Community college students' expenses often exceed available grant aid; (2) Financial literacy can be a critical topic for students seeking to navigate the complex nature of college financing and personal expenses; but is not a replacement for financial aid resources; and (3) This report highlights the Guardian Money Management for Life (MMFL) Program as an example of a personal finance course that has expanded to a financial empowerment model to provide students with holistic support services.
Accreditation and Community College Trustees
Author: Eaton, Judith S.
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Accreditation (Institutions),Community Colleges,Trustees,Governing Boards,Role,Governance,Leadership Responsibility

Accreditation, an external form of quality review of higher education institutions and programs, plays a vital role in a college or university, including community colleges. For community college trustees, awareness of and insight into the role, purpose and impact of accreditation is part of effectively carrying out board leadership. Whether addressing academic purpose, finance, independence or responding to the many challenges that are part of the ongoing life of the college, trustee understanding and engagement in accreditation are central. Key takeaways include: (1) Make it a point to be informed about: what accreditation is, how accreditation operates, and what accreditation means for your college; and (2) Focus on the role of trustees in accreditation: trustee involvement in the accreditation process, trustee use of the accreditation opportunity to further explore effective governance, and trustee use of the accreditation opportunity to build the college's future.
What Are the State&apos;s Free and Compulsory School Age Requirements? 50-State Comparison: Free and Compulsory School Age Requirements
Author: Education Commission of the States
Date: 2020-08-00
Type: Numerical/Quantitative Data
Subjects: School Entrance Age,Compulsory Education,School Attendance Legislation,State Legislation,Age,Dropouts

Age requirements for free and compulsory education help policymakers ensure that students receive the benefits of early education and support a reduction in dropout rates. Depending on the state, students are required to attend school for as few as nine years and up to 13 years. However, exemptions exist on both sides of the K-12 spectrum to support students with circumstances outside of compulsory attendance requirements. Some common exemptions include home instruction, mental or physical conditions that make attendance infeasible, or completion of equivalent high school requirements. This resource provides a national comparison of school age requirements for both free and compulsory education across all 50 states and the District of Columbia. Unless otherwise noted, all information in this resource was gathered from state statutes and constitutions only. [View the full &quot;50-State Comparison: Free and Compulsory School Age Requirements&quot; here: https://www.ecs.org/50-state-comparison-free-and-compulsory-school-age-requirements/.]
Upskilling Adult Learners with Disabilities: How Collaboration among Adult Education, Vocational Rehabilitation, and Workforce Development Partners Can Strengthen Systems
Author: Bergson-Shilcock, Amanda
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Job Skills,Disabilities,Adult Education,Labor Force Development,Vocational Rehabilitation,Agency Cooperation,Skill Development,State Policy,Public Policy,Federal Legislation,Rural Areas,Partnerships in Education,Job Training,Technical Assistance

Businesses throughout the United States are facing a tight labor market and a growing need for skilled workers. At the same time, millions of U.S. adults have foundational skills gaps in areas such as literacy or numeracy. This issue is especially acute among Americans with disabilities, who are twice as likely as their non-disabled peers to have less than a high school education. States can benefit from these Americans' talents by improving coordination among the major systems designed to serve them and implementing policies that take advantage of the expertise that each system has to offer. This brief outlines how closer collaboration among adult education, workforce development, and vocational rehabilitation partners can advance effective practices and programs for workers with foundational skill needs and disabilities. It provides a case study of one such approach, and state and federal policy recommendations for strengthening alignment between these systems and replicating this approach in other communities.
Arkansas Better Chance (ABC) Shrinks Gap in Kindergarten Readiness for Economically Disadvantaged Students
Author: Argue, Sarah E.
Date: 2013-00-00
Type: Reports - Research
Subjects: School Readiness,Economically Disadvantaged,Poverty,Achievement Gap,Disadvantaged Youth,Early Childhood Education,Kindergarten,Knowledge Level,Language Skills,Oral Language,Written Language,Mathematics Skills,Academic Ability,Attention

One important reason early childhood education contributes to the overall success of students in the K-12 system is that it helps students start kindergarten better prepared. Every kindergartener entering a public school in Arkansas is given the Qualls Early Learning Inventory (QELI). This is a developmentally appropriate assessment that observes known cognitive knowledge and classroom behaviors that are linked to success in school. It also provides a snapshot of how prepared students are entering kindergarten. The QELI has six areas of assessment: General Knowledge, Oral Communication, Written Language, Math Concepts, Work Habits, and Attentive Behaviors. Through a series of observations and questions, teachers determine if the student is Not Developed, Developing, or Developed in each of the six areas. QELI scores for 130,583 students from 2008-2012 were used in this study. This report also uses the federal school lunch program meal status as a proxy for economic status. The findings illustrate how the Arkansas Better Chance (ABC) early childhood education program reduces the kindergarten readiness gap between students from different economic circumstances.
2016 Economic Security Report: Employment and Earnings Outcomes of Arkansas&apos;s Graduates from State-Supported Institutions of Higher Education. Revised
Author: Holland, Greg
Date: 2017-06-22
Type: Numerical/Quantitative Data
Subjects: Employment Patterns,Outcomes of Education,State Colleges,College Graduates,Wages,Educational Attainment,Academic Degrees,Dropouts,Educational Certificates,Costs,Tuition,Fees,Income,Intellectual Disciplines,Employment Level

This report provides students, parents, and others with employment, earnings, and other outcome information on graduates of Arkansas's state-supported institutions of higher education. It is intended to help readers make informed decisions about education and career choices. As specified in Arkansas Act 852 of 2015, the information specific to the areas of study for each certificate and degree at each state-supported institution in Arkansas is also included in this report. Students who were still enrolled in higher education during 2015 after their graduation were excluded from the earnings calculations. Included for each institution is the data for economic outcomes at the degree level for all programs. The detailed program reports by area of study correspond to the Classification of Instruction Programs (CIP) codes. The cost to obtain any of the certificates or degrees highlighted in this report at an Arkansas public postsecondary institution is significantly lower than the hundreds of thousands or millions of dollars in additional average career earnings. Although each graduate's success will reflect a variety of factors such as the local job market, where they choose to live, what area they choose to study, and other factors, this report provides valuable information as students and parents consider education and career choices. A two-page summary of the 2016 Economic Security Report for Act 852 of 2015 for Arkansas students in 7th to 12th grades concludes the report. [The first edition of this report was completed June 30, 2016. It was revised on June 22, 2017.]
Late Elementary Outcomes for Children Participating in Arkansas Better Chance (ABC) Program
Author: Argue, Sarah E.
Date: 2017-05-00
Type: Reports - Research
Subjects: Elementary School Students,Program Effectiveness,School Districts,Preschool Education,At Risk Students,Low Income Students,Grade 3,Grade 4,Grade 5,Grade 6,Outcomes of Education,Gender Differences,Racial Differences,Ethnicity,Reading Achievement,Mathematics Achievement,Poverty

This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary outcomes (third through sixth grades). End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in Arkansas public schools for all years associated with their testing data. Students included in the district level study received free lunch in Kindergarten and were enrolled in an Arkansas public school at the time of testing. We found that the Arkansas Better Chance program has statistically significant and meaningful impacts on children's late elementary assessment outcomes. [This report was prepared with the Arkansas Department of Human Services, Division of Child Care and Early Childhood Education.]
2017 Economic Security Report: Arkansas Education to Employment Outcomes for Graduates from State-Supported Institutions of Higher Education
Author: Holland, Greg
Date: 2017-09-30
Type: Numerical/Quantitative Data
Subjects: Employment Patterns,Outcomes of Education,State Colleges,College Graduates,Wages,Educational Attainment,Academic Degrees,Dropouts,Educational Certificates,Costs,Tuition,Fees,Income,Intellectual Disciplines,Employment Level,Time to Degree

This report provides students, parents, and others with employment, earnings, and other outcome information on graduates of Arkansas's state-supported (public) institutions of higher education. This report is intended to help readers make informed decisions about education and career choices. As specified in Arkansas Act 852 of 2015, information detailing the areas of study for each certificate and degree at each state-supported institution in Arkansas is also included in this 2017 report. Students who were still enrolled in higher education during 2016 after their graduation were excluded from the full-time employment calculations. The Arkansas wages data used for this report do not include employment outside of Arkansas, federal or military jobs, or any employed Arkansans who are not reported to Arkansas unemployment insurance. The cost to obtain any of the certificates or degrees highlighted in this report at an Arkansas public postsecondary institution is significantly lower than the hundreds of thousands or millions of dollars in additional average career earnings. Although each graduate's success will reflect a variety of factors such as the local job market, where they choose to live, what area they choose to study, and other factors, this report provides valuable information as students and parents consider education and career choices. [For the 2016 Economic Security Report, see ED607415.]
2018 Economic Security Report: Arkansas Education to Employment Outcomes for Graduates from State-Supported Institutions of Higher Education
Author: Holland, Greg
Date: 2018-09-28
Type: Numerical/Quantitative Data
Subjects: Employment Patterns,Outcomes of Education,State Colleges,College Graduates,Wages,Educational Attainment,Academic Degrees,Dropouts,Educational Certificates,Costs,Tuition,Fees,Income,Intellectual Disciplines,Employment Level,Time to Degree

This report provides students, parents, and others with employment, earnings, and other outcome information on graduates of Arkansas's state-supported (public) institutions of higher education. It is intended to help readers make informed decisions about education and career choices. As specified in Arkansas Act 852 of 2015, information detailing the areas of study for each certificate and degree at each state-supported institution in Arkansas is also included in this 2018 report. Students who were still enrolled in higher education during 2017 after their graduation were excluded from the full-time employment calculations. The Arkansas wages data used for this report do not include employment outside of Arkansas, federal or military jobs, or any employed Arkansans who are not reported to Arkansas unemployment insurance. The cost to obtain any of the certificates or degrees highlighted in this report at an Arkansas public postsecondary institution is significantly lower than the hundreds of thousands or millions of dollars in additional average career earnings. Although each graduate's success will reflect a variety of factors such as the local job market, where they choose to live, what area they choose to study, and other factors, this report provides valuable information as students and parents consider education and career choices. [For the 2017 Economic Security Report, see ED607418.]
2019 Economic Security Report: Arkansas Education to Employment Outcomes for Graduates from State-Supported Institutions of Higher Education
Author: Holland, Greg
Date: 2019-11-26
Type: Numerical/Quantitative Data
Subjects: Employment Patterns,Outcomes of Education,State Colleges,College Graduates,Wages,Educational Attainment,Academic Degrees,Dropouts,Educational Certificates,Costs,Tuition,Fees,Income,Intellectual Disciplines,Employment Level,Time to Degree

This report provides students, parents, and others with employment, earnings, and other outcome information on graduates of Arkansas's state-supported (public) institutions of higher education. It is intended to help readers make informed decisions about education and career choices. As specified in Arkansas Act 852 of 2015, information detailing the areas of study for each certificate and degree at each state-supported institution in Arkansas is also included in this 2019 report. Students who were still enrolled in higher education during 2018 after their graduation were excluded from the full-time employment calculations. The Arkansas wages data used for this report do not include employment outside of Arkansas, federal or military jobs, or any employed Arkansans who are not reported to Arkansas unemployment insurance. The cost to obtain any of the certificates or degrees highlighted in this report at an Arkansas public postsecondary institution is significantly lower than the hundreds of thousands or millions of dollars in additional average career earnings. Although each graduate's success will reflect a variety of factors such as the local job market, where they choose to live, what area they choose to study, and other factors, this report provides valuable information as students and parents consider education and career choices. [For the 2018 Economic Security Report, see ED607419.]
How Montana Is Using Data to Drive Policy. Case Study
Author: National Skills Coalition, Workforce Data Quality Campaign (WDQC)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Education Work Relationship,Labor Market,Labor Force Development,College Graduates,School Business Relationship,Data Use,Educational Policy,Labor Supply,Supply and Demand,Academic Degrees,State Policy

The Montana Department of Labor and Industry (MTDLI) recently published a statewide college report entitled &quot;Meeting State Worker Demand: A Report on the Labor Market Outcomes for Montana Colleges,&quot; in collaboration with the Office of the Commissioner of Higher Education (OCHE). The report seeks to determine if there are enough students graduating in the right fields to meet Montana's workforce needs now and in the future. It compares the workforce supply being developed in Montana's colleges to expected future employment needs and analyzes workforce outcomes for Montana college graduates. Since the statewide college report was published in May 2017, Montana educators, students, businesses, and policymakers have been using this data to successfully guide workforce development efforts in the state, and to develop new opportunities for cooperation between colleges and businesses. This report is a case study of how Montana has set an example for other states by not just &quot;understanding&quot; its workforce programs, but using this data to drive policy change within the government, postsecondary institutions, and the business community. [This report was prepared with the Montana Department of Labor &amp; Industry.]
Applying a Racial Equity Lens to Digital Literacy: How Workers of Color Are Affected by Digital Skill Gaps. Digital Skills Series
Author: National Skills Coalition
Date: 2020-03-20
Type: Reports - Descriptive
Subjects: Racial Differences,Technological Literacy,Work Environment,Problem Solving,Cognitive Ability,Adults,International Assessment,North Americans,Job Skills,Employees,Educational Opportunities,Skill Development,Minority Groups,Educational Legislation,Labor Force Development,Employment Opportunities,Age Differences

American jobs are undergoing massive technological transformation, with even entry-level workers now expected to use all manner of digital devices and equipment. To succeed in this rapidly transforming environment, workers need broad-based digital problem-solving skills that equip them to learn a wide variety of today's technologies and navigate continued changes in the future. This digital literacy includes both the capacity to use technology and the cognitive skills necessary to navigate it successfully. This fact sheet draws on U.S. data from a respected international assessment known as the Organization for Economic Cooperation and Development (OECD) Survey of Adult Skills, or PIAAC. The data shows that 13 percent of currently employed American workers ages 16-64 have no digital skills, and an additional 18 percent have very limited skills. Another one-third (36 percent) have achieved a certain level of proficiency, and the remaining 33 percent have the advanced skills necessary to be most adaptable to changing technology. For workers of color to thrive in the United States, they will need equitable opportunities to build in-demand digital skills--and businesses will need to invest in helping their employees build such skills. Congress can take action by investing in upskilling for workers and job seekers through existing workforce and education legislation as well as new proposals.
Ohio Strong Start to Finish: Early Progress. Learning from the Reform
Author: Education Commission of the States, Strong Start to Finish
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Educational Change,College Mathematics,College English,Student Placement,College Freshmen,Introductory Courses,Remedial Instruction,Partnerships in Education,State Programs,Curriculum Development,Program Effectiveness,Academic Advising,Public Colleges,Community Colleges

This report documents the results to date of reforms underway from Ohio Strong Start to Finish, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. Through Ohio Strong Start to Finish, the Ohio Department of Higher Education (ODHE), along with the Ohio Association of Community Colleges (OACC) and the Inter-University Council of Ohio (IUC), are working with 30 public 2- and 4-year institutions to advance the goal of college completion and decreasing attainment gaps for historically underserved students. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.
State University of New York: Early Progress. Learning from the Reform
Author: Education Commission of the States, Strong Start to Finish
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Educational Change,College Mathematics,College English,Student Placement,College Freshmen,Introductory Courses,Remedial Instruction,Partnerships in Education,Curriculum Development,Program Effectiveness,Community Colleges,State Universities,State Programs,Acceleration (Education),Technical Education,Grants

This report documents the results to date of reforms underway from the State University of New York (SUNY) Strong Start to Finish, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. SUNY is using its Strong Start to Finish resources to support implementation and scale of corequisite gateway math courses, alternative multiple measures placement processes, and significant investment in change leadership strategies for faculty and staff to sustain this work over time. Under the SUNY Strong Start to Finish framework, these reform strategies are becoming more integrated, with the goal of maximizing their impact at scale. All 30 SUNY community colleges are participating in the project, as well as eight technology and comprehensive colleges. Together these 38 institutions enroll more than 236,000 students and serve substantial percentages of underserved students--42% low-income, 28% students of color, and 25% returning adults. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.