ethanporcaro/eric-fulltext-meta huggingface dataset:
Employment Preparation of Students with Intellectual Disability in Federally-Funded Higher Education Programs. Think College Fast Facts. Issue No. 29
Author: Domin, Daria
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Employment Level,Intellectual Disability,Students with Disabilities,Higher Education,Federal Programs,Federal Aid,Transitional Programs,Career Development

In addition to academic programming, Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) have a directive to ensure that enrolled students with intellectual disability (ID) are prepared for gainful employment. One study found students with ID who obtained a paid job while enrolled in a college or university program were almost 15 times more likely to have a paid job at exit than those who did not obtain a paid job while enrolled (Grigal, Papay, Smith, Hart, &amp; Verbeck, 2018). Given the importance of including employment in postsecondary experiences, the National Coordinating Center used a qualitative approach to better understand the perspectives of employment services staff who provide career and job supports to students with ID in inclusive higher education programs. The results of that study are shared in this Insight Brief, but generally illustrate that there are a wide array of strategies being used by TPSIDs to develop job opportunities for students with ID.
Voices of Experience: Students Share College Search Advice. How to Think College. Issue No. 6
Author: Hafner, Dedra
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: College Choice,Student Experience,Geographic Location,School Size,Social Mobility,Mentors,Peer Relationship,Inclusion,Study Habits,Decision Making

This publication features tons of helpful advice for students who are ready to begin the college search. Madison, Kaethe, Maria, George, and Santi are former college students who share honest stories and things to think about when considering college, such as the location and size of the college, making good choices, social opportunities &amp; peer mentors, being included, and more.
Comparing Access to In-School Predictors of Post-School Success for Students with Intellectual Disability in Conventional and College-Based Transition Services. Think College Reports
Author: Papay, Clare
Date: 2022-00-00
Type: Reports - Research
Subjects: Transitional Programs,Students with Disabilities,Intellectual Disability,Autism Spectrum Disorders,Secondary Education,Postsecondary Education,Predictor Variables,Success,Program Effectiveness,Special Education,Dual Enrollment,Student Empowerment,Self Actualization,Parent Participation,Interpersonal Competence,Peer Influence,Agency Cooperation,Career Awareness,Intellectual Disciplines,Academic Support Services,Transportation,Work Study Programs

College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset. The findings of this study also identify potential advantages to offering college-based transition services, as well as guidance about priority areas where transition services could be improved in both conventional and college-based approaches. [For the companion report, &quot;Matching In-School Predictors of Postschool Success to Variables in the National Longitudinal Transition Study 2012. Think College Reports,&quot; see ED626992.]
Matching In-School Predictors of Postschool Success to Variables in the National Longitudinal Transition Study 2012. Think College Reports
Author: Papay, Clare
Date: 2022-00-00
Type: Reports - Research
Subjects: Students with Disabilities,Success,Predictor Variables,Transitional Programs,Special Education,Secondary School Students,Employment Level,Postsecondary Education,Independent Living,Student Experience,Agency Cooperation,Parent Attitudes,Expectation,Parent Participation,Student Empowerment,Daily Living Skills,Self Determination,Self Advocacy,Travel,Personal Autonomy,Work Study Programs,Self Actualization

Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand transition experiences for students with disabilities. This report discusses the iterative review process we used to identify close matches for 11 predictors, weak matches for 6 predictors, and no match for 6 predictors. Implications for research are also discussed. [For the companion report, &quot;Comparing Access to In-School Predictors of Post-School Success for Students with Intellectual Disability in Conventional and College-Based Transition Services. Think College Reports,&quot; see ED626991.]
2022-2023 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version
Author: Thomas, Tara
Date: 2023-02-00
Type: Numerical/Quantitative Data
Subjects: Superintendents,Salaries,Fringe Benefits,Administrator Surveys,Demography,Gender Differences,School Districts,Racial Differences,Cultural Differences,Enrollment,Administrator Evaluation,Retirement Benefits,High Schools,Middle Schools,Elementary Schools,Contracts,Personnel Selection,Health Insurance,Leaves of Absence,Performance Based Assessment,Lawyers,Negotiation Agreements,Professional Associations

The 2022-2023 AASA Superintendent Salary &amp; Benefits Study marks the ninth consecutive edition of this study. The 2022-2023 version employed a slightly revised and updated survey instrument. The survey tracked the demographics, salary, benefits, and other elements of the employment agreements of school superintendents throughout the country. This year's study results are based on 2,443 complete responses--the highest response rate since inception of the study in 1999. The survey was distributed online and relied on superintendents responding to 69 items with the understanding that the report of findings would contain no personally identifiable information. Therefore, readers must consider the data descriptive and not necessarily representative of all superintendents. The study is intended to provide superintendents with actionable information needed to negotiate and manage their compensation and benefits. [For &quot;2021-22 AASA Superintendent Salary &amp; Benefits Study: Non-Member Version,&quot; see ED619769.]
Boosting Michigan FAFSA Completion with a State-Wide Mandate
Author: The Institute for College Access & Success (TICAS)
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Aid,Graduation Requirements,High School Graduates,Educational Policy,State Policy,Program Implementation,Best Practices

The Free Application for Federal Student Aid (FAFSA) is the primary application that determines access to federal, state, and institutional financial aid. When students fail to complete their FAFSA application, they are less likely to enroll or complete a credential, leaving tens of millions of federal resources for students on the table. Boosting FAFSA completion rates in Michigan is integral in reducing out-of-pocket costs for all Michiganders looking to improve their job eligibility and lifetime earnings. As one of the core priorities of TICAS Michigan and community partners across the state, it is crucial that any implementation of a state-wide mandate of FAFSA completion as a high school graduation requirement removes potential barriers and unintended consequences for outgoing high school graduates. TICAS Michigan's analysis compiles key feedback from community partners across the state to provide insights and student-centered recommendations to help guide policy discussions on solutions to improving Michigan's FAFSA completion rates.
Shifting Narratives: Centering Race in Defining and Measuring College Value
Author: Nguyen, Casey K.
Date: 2023-01-00
Type: Reports - Research
Subjects: Minority Group Students,Minority Serving Institutions,Higher Education,Race,Racial Composition,Income,Paying for College,Student Financial Aid,Student Loan Programs,African American Students,College Students,Social Mobility,Debt (Financial),Hispanic American Students,College Graduates,Educational Benefits,Education Work Relationship,Loan Repayment

Current assessments of college value fall short of centering race in its measurements by ignoring the unique economic conditions students of color face. To support ongoing advocacy for equitable investments in both students of color and institutions serving the largest shares of racially marginalized students, in its latest analysis, The Institute for College Access &amp; Success (TICAS) introduces a new metric, Race and Economic Mobility (REM), which captures economic outcomes by institutions' composition of racially marginalized students. TICAS' analysis found that students who attended colleges that serve greater shares of students of color earn less in income 10 years after graduation than their peers who attended colleges with fewer shares of students of color. Even more alarming, at colleges serving the largest share of Black students, students owe more in student loans than they originally borrowed.
Valuable Insights on How Tennessee and Kentucky Connect Education and Workforce Data
Author: The Institute for College Access & Success (TICAS)
Date: 2023-01-26
Type: Reports - Descriptive
Subjects: Data,Labor Force,Agency Cooperation,Education,Elementary Secondary Education,Postsecondary Education,Data Use,State Action,Resource Allocation

Robust longitudinal education and workforce data are integral in addressing disparities in educational opportunities and economic outcomes. However, not all states link their P-12, postsecondary, and workforce data sets. Kentucky and Tennessee are two state examples that proved success in linking data from different agencies. TICAS' brief analyzes the two states' data systems and offers key lessons on how to develop a robust data system that can successfully inform decision makers in allocating resources to improve educational opportunities and economic outcomes.
Career Aspirations. mba.com Prospective Students Survey 2020. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2020-05-00
Type: Reports - Research
Subjects: Graduate Students,Masters Degrees,Business Administration Education,Student Recruitment,Occupational Aspiration,Careers,Student Attitudes,Decision Making,Administrator Education,Student Interests,College Applicants,Objectives,Foreign Countries

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate management education (GME) program. The findings detailed in this report are based on responses from a total of 9,839 individuals surveyed between January and December 2019, as well as responses from more than 135,000 individuals surveyed between the years 2009 and 2019. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and specialized business master's programs. This report--the second in a series of topical reports based on mba.com Prospective Students Survey responses collected in 2019--summarizes the findings associated with candidates' postgraduate management education career interests, including goals, industries, and job functions. [Contributors of the report include: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2019 report, see ED598268.]
Career Aspirations. mba.com Prospective Students Survey 2021. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2021-05-00
Type: Reports - Research
Subjects: College Students,Student Recruitment,Occupational Aspiration,Vocational Interests,Masters Degrees,Business Administration Education,Graduate Study,Administrator Education,Objectives,Careers,Student Interests,Foreign Countries,College Choice

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate management education (GME) program. The findings detailed in this report are based on responses from a total of 8,430 individuals surveyed between January and December 2020, as well as responses from more than 144,000 individuals surveyed between the years 2009 and 2020. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and specialized business master's programs. [Contributors of the report include: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2020 report, see ED627001.]
Understanding State Authorization, Reciprocity, and NC-SARA to Protect Distance Education Students
Author: The Institute for College Access & Success (TICAS)
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Distance Education,College Students,Student Financial Aid,Interstate Programs,State Regulation,Educational Legislation

In a joint fact sheet, The Institute for College Access &amp; Success (TICAS) and National Student Legal Defense Network (Student Defense) partnered to provide key facts about the National Council for State Authorization Reciprocity Agreements (NC-SARA) and how it can undermine student protections.
System Rules Manual of the Illinois Community College Board
Author: Illinois Community College Board (ICCB)
Date: 2023-02-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Governing Boards,Governance,College Administration,High School Equivalency Programs,Adult Students,Records (Forms),Access to Information,Grievance Procedures,Civil Rights Legislation,Disabilities,Federal Legislation,Reverse Transfer Students,Transfer Policy,Administrative Organization,Program Validation,Emergency Programs,School Violence,Prevention,State Legislation,Educational Legislation

These administrative rules of the Illinois Community College Board are divided into eight sections. Under Title 23: Education and Cultural Resources, Subtitle A: Education, Chapter VII: Illinois Community College Board, the following parts are included: (1) Part 1501 Administration of the Illinois Public Community College Act; (2) Part 1502 Joint Rules of the Board of Higher Education and Illinois Community College Board: Rules on Reverse Transfer of Credit; and (3) Part 1506 High School Diploma for Adult Learners. Under Title 2: Governmental Organization, Subtitle F: Educational Agencies, Chapter VIII: Illinois Community College Board, two parts are included: (4) Part 5175 Public Information, Rulemaking and Organization; and (5) Part 5176 Access to Records of the Illinois Community College Board. The remaining sections include: (6) Title 4: Discrimination Procedures, Chapter XXXIX: Illinois Community College Board, Part 1050 Americans with Disabilities Act Grievance Procedure; (7) Title 23: Education and Cultural Resources, Subtitle A: Education, Chapter II: Board of Higher Education, Part 1050 Approval of New Units of Instruction, Research and Public Service at Public Institutions; and (8) Title 29: Emergency Services, Disasters, and Civil Defense, Chapter I: Illinois Emergency Management Agency, Subchapter C: Administration and Organization of Local Political Subdivision Emergency Services and Disaster Agencies, Part 305 All Hazards Campus Emergency Plan and Violence Prevention Plan.
Indiana College Completion Report 2022
Author: Indiana Commission for Higher Education
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: College Attendance,Graduation Rate,College Graduates,Educational Attainment,Time to Degree,Data,Colleges,Two Year Colleges,Part Time Students,State Colleges,Enrollment Rate,College Enrollment

Indiana's economy needs a skilled talent pipeline, which requires students to pursue and complete degrees or credentials that are affordable, high-quality and relevant to students' future careers and the state's economy. It starts with ensuring students have what they need to get their foot in the door. But right now, fewer students are choosing a college path (whether that's a workforce or industry credential or a two- or four-year degree), and the state's college-going rate is dropping. Just over half (53 percent) of Indiana's high school graduating class of 2020 chose to go to college--a drop from 65 percent five years ago. While Indiana's statewide completion rates continue to improve across all campus types, the completion rate is not nearly robust enough to provide the workforce Indiana requires. Changing this trend will require an all-hands effort to ensure students see the value of pursuing education beyond high school, as well as making sure they're successful in their pursuit. The Commission is committed to working closely with Indiana's higher education institutions, community, economic, and philanthropic organizations, and state lawmakers to stem the college-going decline and increase the state's educational attainment. [For the 2021 report, see ED614702.]
Demand for MBA and Business Master&apos;s Programs: Insights on Candidate Decision Making. Summary Report. mba.com Prospective Students Survey 2021. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2021-05-00
Type: Reports - Research
Subjects: Masters Programs,Graduate Study,Business Administration Education,Administrator Education,Educational Demand,College Students,Student Recruitment,College Choice,College Applicants,Decision Making,Foreign Countries

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this report are based on responses from a total of 8,430 individuals surveyed between January and December 2020. Survey respondents represent demand for various MBA and business master's &quot;program categories,&quot; including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific &quot;program types.&quot; For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2020 Summary Report, see ED626970.]
Demand for MBA and Business Master&apos;s Programs: Insights on Candidate Decision Making. Supplemental Report. mba.com Prospective Students Survey 2020. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Masters Programs,Graduate Study,Business Administration Education,Administrator Education,Educational Demand,College Students,Student Recruitment,College Choice,College Applicants,Decision Making,Foreign Countries

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this supplemental report are based on responses from a total of 9,840 individuals surveyed between January and December 2019. Survey respondents represent demand for various MBA and business master's &quot;program categories,&quot; including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific &quot;program types.&quot; For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. This report provides detailed breakdowns of 2019 candidate survey responses by several variables of interest to school professionals, including by program type, candidate country of citizenship and residence, and candidate preferred study destination. [Contributors of the report include: Devina Caruthers, Matt Hazenbush, and Tacoma Williams. For the 2020 Summary Report, see ED626970.]
2022-2023 Indiana Assessments Policy Manual
Author: Indiana Department of Education
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Testing,Examiners,Educational Policy,Student Needs,Training,Scoring,Measurement,State Programs,National Competency Tests

The 2022-2023 Indiana Assessments Policy Manual serves as the foundation for established guidelines regarding appropriate test administration in Indiana for key stakeholders including educators and Test Coordinators. The following document contains policy guidance and contains appendices which pertain to specific aspects of test implementation, including test security protocol, reporting, and monitoring. The information in the Indiana Assessments Policy Manual applies to all state-required assessments, including ILEARN, I AM, Indiana SAT, IREAD-3, NAEP, and WIDA, unless otherwise noted. In addition, &quot;corporation&quot; includes traditional public schools, public charter schools, accredited non-public schools, and Choice schools, unless otherwise noted. All documents should be reviewed thoroughly to facilitate quick access to information during test administration. The Indiana Department of Education (IDOE) publishes a separate 2022-2023 Accessibility and Accommodations Information for Statewide Assessments document (ED626977) to further delineate policy for specific student needs regarding accommodations and additional processes during testing. General information is included in this manual, but specific guidance related to student needs is thoroughly addressed in the supplemental appendices and supporting documents.