ethanporcaro/eric-fulltext-meta huggingface dataset:
A Little Help: Is Financial Aid Keeping College Affordable in Wisconsin?
Author: Stein, Jason
Date: 2022-04-00
Type: Reports - Research
Subjects: Student Financial Aid,Paying for College,Enrollment Trends,State Aid,Federal Aid,Grants,Student Loan Programs,Tuition,State Agencies,Resource Allocation,Public Colleges,Private Colleges,Tribally Controlled Education,Racial Differences,Ethnicity,Minority Group Students,Low Income Students,Scholarships

At a time when Wisconsin faces severe workforce shortages in several key sectors and demand for skilled workers has skyrocketed, enrollment in the state's colleges and universities has generally been declining even faster than the national trend. Enrollments in Wisconsin across all public and private institutions were falling even prior to the pandemic, dropping from 384,181 in 2010 to 332,856 in 2019. This decline of 13.4% was more than twice the national drop of 6.6% over the same period and was particularly pronounced for technical colleges and other two-year institutions. The arrival of COVID-19 has compounded the problem and added urgency to longstanding questions about how the state will cultivate the workers it will need to sustain the health of its economy and citizens, particularly in fields such as nursing, teaching, and skilled trades. This study reviews state and federal financial aid in Wisconsin, laying out the main trends and focusing on the handful of grant and loan programs that account for most of the dollars spent each year. Critical questions include: (1) How do Wisconsin's current levels of financial aid and specific programs compare to past funding and programs in this state and those in other states? Has their buying power grown or decreased over time compared to the cost of tuition? Which state agencies are involved in administering these programs and is the system efficient and accessible for families? (2) How does the picture change for students at the UW System, Wisconsin Technical College System (WTCS), or private nonprofit or tribal colleges? What does financial aid mean for specific groups of students such as racial and ethnic minorities and those from low-income families? and (3) What options should policymakers entertain after considering the current state of the financial aid system in Wisconsin, those of other states, and research on the impacts of different approaches? What are the pros and cons of each potential alternative? [Additional sponsors for this report include the Higher Education Regional Alliance, the ADAMM Foundation, and the Milwaukee Regional Research Forum. For the Executive Summary, see ED620268.]
A Little Help: Is Financial Aid Keeping College Affordable in Wisconsin? Executive Summary
Author: Wisconsin Policy Forum
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Paying for College,Enrollment Trends,State Aid,Federal Aid,Grants,Student Loan Programs,Tuition,State Agencies,Resource Allocation,Public Colleges,Private Colleges,Tribally Controlled Education,Low Income Students,Scholarships,Minority Group Students,Racial Differences,Ethnicity

This is the executive summary for the report, &quot;A Little Help: Is Financial Aid Keeping College Affordable in Wisconsin?&quot; This study finds that Wisconsin has not prioritized financial aid programs in recent years despite their potential benefits to the workforce and students, particularly low-income students and those of color. State funding has changed little over the past decade in key areas such as the average amount for Wisconsin Grants -- need-based awards to students at public and private nonprofit institutions in the state that make up the bulk of state financial aid payments. To keep college affordable, lawmakers and governors have put more emphasis on the UW tuition freeze, which holds down costs for all UW students but does not target those most in need or assist technical or private college students. Key finding are included. [For the full report, see ED620267.]
#RealCollege 2021: Basic Needs Insecurity during the Ongoing Pandemic
Author: Temple University, Hope Center for College, Community, and Justice
Date: 2021-03-31
Type: Reports - Research
Subjects: Student Needs,COVID-19,Pandemics,Higher Education,College Students,Academic Persistence,Well Being,Employment Level,Mental Health,Health,Enrollment,Budgets,Educational Finance,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Age Differences,At Risk Students,Online Courses,School Closing,Barriers,Child Rearing,Hunger,Housing,Homeless People,Institutional Characteristics,Emergency Programs,Welfare Services,Geographic Regions

Entering the fall 2020 term, higher education was reeling from the coronavirus pandemic. Enrollment was down--particularly among students most at risk of basic needs insecurity; fewer students had completed the Free Application for Federal Student Aid (FAFSA); and college retention rates had dropped. Students and faculty were stressed and anxious. By the end of the term, more than 267,000 Americans died. At the same time, the federal government pumped an unprecedented $6 billion into student emergency aid via the Coronavirus Aid, Relief, and Economic Security (CARES) Act. This report examines the pandemic's impact on #RealCollege students who were able to continue their education in this challenging environment. Using the sixth annual #RealCollege Survey, fielded in fall 2020, students' basic needs security and their well-being were assessed, as indicated by employment status, academic engagement, and mental health. [Christy Baker-Smith, Stephanie Brescia, Vanessa Coca, Eddy V. Conroy, Sonja Dahl, Japbir Gill, Sara Goldrick-Rab, Gregory Kienzl, Elizabeth Looker, Sarah Magnelia, Paula Umaña, Erica Vladimer, and Carrie R. Welton contributed to the research and writing of this report. Financial support also provided by the Prentice &amp; Alline Brown Foundation, the Gates Philanthropy Partners, and the Lenfest Foundation.]
Reading Comprehension: Core Components and Processes
Author: Kendeou, Panayiota
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,Teaching Methods,Reading Processes,Reading Research,Inferences,Prior Learning,Intervention,Reading Instruction,Educational Policy,Elementary Secondary Education,Reading Difficulties,Identification,Text Structure,Phonology,Morphology (Languages),Syntax,Written Language,Knowledge Level

Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.
Placing a Hold on Postsecondary Student Success. Policy Brief
Author: Fulton, Mary
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Educational Objectives,Educational Attainment,Educational Opportunities,Labor Market,Barriers,State Policy,Student Records,Compliance (Legal),Behavior Problems,At Risk Students,School Registration,Debt (Financial),Academic Records

At least 46 states have set postsecondary attainment goals to improve the educational opportunities and livelihoods of their citizens and to meet workforce demands in a changing labor market. While the data is still emerging, the widespread use of administrative holds by postsecondary institutions may be undermining state education and workforce goals since this practice may create barriers to students earning college credentials. This Policy Brief includes: (1) an overview of administrative holds; (2) an analysis of holds related to financial obligations by students; (3) a summary of state interviews on the use of administrative holds; (4) examples of relevant state policies on administrative holds; and (5) considerations for policy and education leaders. The interviews conducted with institutional, system and state leaders offered several insights about administrative holds and are noted throughout this analysis.
Report Summary: Pennsylvania Distributes Emergency K-12 School Funding Backwards--The Fewest Dollars Go to School Districts with the Greatest Need
Author: Polson, Diana
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Federal Aid,Pandemics,Federal Legislation,COVID-19,Educational Finance,Elementary Schools,Secondary Schools,Resource Allocation,School Districts,Retrenchment,Funding Formulas,Grants,Economically Disadvantaged

This brief looks at how Pennsylvania distributed $174 million to Pennsylvania's public school districts in K-12 funding from the CARES Act that the federal government left up to states to allocate. The legislature and the Wolf administration agreed to distribute a fixed amount per district plus distribution of the remaining funds based on districts' numbers of students (average daily membership or ADM), not taking into account the variables (like poverty) that the BEF formula recognizes, based on research, make some students more expensive to educate. [For the full report, see ED620127.]
Higher Education: Education Needs to Strengthen Its Approach to Monitoring Colleges&apos; Arrangements with Online Program Managers. Report to Congressional Requesters. GAO-22-104463
Author: Emrey-Arras, Melissa
Date: 2022-04-00
Type: Reports - Research
Subjects: Higher Education,Educational Needs,Needs Assessment,College Programs,Online Courses,Vendors,Instructional Improvement,Incentives,Compensation (Remuneration),Compliance (Legal),Contracts,Audits (Verification),Outsourcing

Almost three-quarters of the nation's college students were enrolled in an education program offered at least partially online in 2020. Some colleges have contracted with third parties, known as OPMs, to help them deliver programs online and recruit students for these programs. The Government Accountability Office (GAO) was asked to review Education's role in overseeing colleges' use of OPMs. This report examines (1) colleges' use of OPMs; and (2) the extent to which Education's monitoring instructions ensure that it obtains the information needed to assess whether OPM arrangements comply with the incentive compensation ban. GAO analyzed data and information from a market research firm, a higher education research firm, and seven OPM companies with the largest number of arrangements with colleges. GAO reviewed relevant regulations and agency guidance on Education's monitoring policies and procedures. GAO interviewed Education officials as well as officials from selected colleges, three audit firms, and a state audit office that were identified through research and referrals. GAO is making two recommendations to Education to improve instructions for auditors and colleges to help Education obtain the information needed to assess OPM arrangements for incentive compensation violations. Education agreed with GAO's recommendations and described plans to address them.
K-12 Education: Department of Education Should Help States Address Student Testing Issues and Financial Risks Associated with Virtual Schools, Particularly Virtual Charter Schools. Report to Congressional Requesters. GAO-22-104444
Author: Nowicki, Jacqueline M.
Date: 2022-01-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Virtual Schools,Charter Schools,Academic Achievement,Achievement Tests,Attendance,Risk,Educational Finance,Student Participation,School Administration,Individualized Instruction,Pacing,Parent Participation,Federal Aid,Financial Support

Virtual charter schools--public charter schools that operate entirely or mostly online--largely depend on self-paced, asynchronous (accessed at any time) instruction and often rely on parents to act as instructors, according to the US Government Accountability Office's (GAO's) review of a nationally representative sample of virtual charter school websites and interviews with school officials. Enrollment in virtual schools has increased faster than enrollment in other types of public schools in recent years. This trend was accelerated by COVID-19, which prompted an increase in distance learning. Virtual charter schools account for about 70 percent of students enrolled in virtual schools. GAO was asked to review virtual charter school operations and oversight. This report examines: (1) how virtual charter schools provide student instruction; (2) how virtual schools' academic proficiency and participation rates on state tests compare to other school types; and (3) the extent to which virtual charter schools' operations present challenges for state and federal oversight. GAO interviewed state and charter authorizer officials from four states collectively serving over 50 percent of all virtual charter school students in 2019-2020. GAO analyzed federal data on virtual charter school enrollment and academic outcomes; reviewed a nationally representative sample of virtual charter school websites; reviewed school financial information; and interviewed federal and school officials.
Poem Translation Strategies
Author: Lin, Grace Hui Chin
Date: 2022-06-10
Type: Speeches/Meeting Papers
Subjects: Poetry,Translation,English,Mandarin Chinese,Cultural Differences,Interlanguage,Semiotics,Communication Strategies

Based on poetry translation and cross-cultural interpretation Strategies, this book has been completed to demonstrate poem interpretation from English to Mandarin. It briefly introduces various significant English poets and their well-known poetries. In fact, poetry translating is an attracting academic task that many English majors would like to engage. Because it not only practices Linguistics accumulations but also builds living paces with a romantic atmosphere.
A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers&apos; Initial Job Placements
Author: Krieg, John M.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Student Teaching,Student Teachers,Teacher Placement,Preservice Teachers,Geographic Location,Student Placement,Correlation,Beginning Teachers,Teacher Education Programs,Public School Teachers,Teacher Qualifications,Student Records,Databases,Statistical Analysis,Internship Programs,School Districts,Models,Predictor Variables

We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers in student teaching assignments; and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns, but that prospective teachers' student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the &quot;draw of home&quot; in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Culturally Responsive, Embedded, Social and Emotional Learning (CRESEL) in Alaska Project. Final Evaluation Report
Author: Kendziora, Kimberly
Date: 2021-09-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Social Emotional Learning,Trauma,Rural Schools,School Districts,Program Implementation,Program Evaluation,Fidelity,Outcomes of Education,Academic Achievement,Attendance,Discipline,Graduation Rate,Interpersonal Competence,School Culture,Educational Environment,Student School Relationship,State Surveys,Scores,Institutional Characteristics,Elementary School Students

Culturally Responsive, Embedded, Social and Emotional Learning (CRESEL) in Alaska integrated social and emotional learning (SEL), culturally responsive, and trauma-informed approaches in rural and frontier school districts. The evaluation of CRESEL included implementation and impact evaluations. The implementation evaluation found that most districts implemented CRESEL with fidelity by Year 2, but by Year 4, only 45% of CRESEL schools (and 17% of control schools) met fidelity criteria. Because of low levels of school-level implementation and low treatment contrast, the impact evaluation is not a strong test of CRESEL. The impact study used a pair-matched, randomized control design. Results showed that there were no differences for any tested outcome, including student achievement, attendance, discipline, graduation, and social and emotional skills. There were no differences on any scale of the School Climate and Connectedness Survey (SCCS). Finally, there were no differences in the specific staff attitudes and behaviors hypothesized to be affected by CRESEL, such as creating a respectful climate, using SEL practices with students, or attending to adult SEL. A quasi-experimental, matched-district analysis using state report card and SCCS data also showed no differences between districts that did or did not implement CRESEL. Analyses based on implementation fidelity scores showed that schools with higher CRESEL implementation fidelity had significantly higher staff-reported SCCS scores for School Leadership and Involvement, Staff Attitudes, Student Involvement, and Cultural Connectedness. In addition, schools with more years of exposure to CRESEL had significantly higher scores than those with fewer years for: Respect (the degree to which a school creates a safe and respectful climate), Teach (how schools use SEL standards and direct instruction to develop a common understanding of SEL), and Practice (how well a school adopts teaching strategies, routines, and practices that give students the opportunity to use SEL skills throughout the day). Overall, this study did not demonstrate an impact of CRESEL, but did identify some promising findings in the exploratory analyses of outcomes as a function of CRESEL implementation.
The Development of Community Learning Center &apos;Bue Ban&apos; in Driving the Smart City Policy in Khon Kaen, Thailand
Author: Thongdee, Vitthaya
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Community Centers,Community Education,Community Programs,Community Development,Models,Educational Technology,Technological Advancement,Citizen Participation,Policy

This research studied the contextual conditions of Khon Kaen Urban Community for developing the community learning center (CLC) as a part of smart city development. It also aimed to develop 'Bue Ban' CLC model based on the public participation and digital advancement. This study was carried out employing the qualitative and operational research method with its tools as an in-depth interview, academic seminar, and fieldwork. The data were obtained from 66 participants, chosen by purposive sampling, and were interpreted by descriptive content analysis. From the study, the models of Bue Ban development and knowledge management, identity, development, publication, utilization or 'KID-PU' have been used to develop CLC as a part of smart city development.
Standards-Driven Instructional Improvement: Lessons Learned in Chicago. Research Report
Author: Allensworth, Elaine M.
Date: 2022-05-00
Type: Reports - Research-practitioner Partnerships
Subjects: Common Core State Standards,Mathematics Instruction,Critical Thinking,Standards,Science Education,Student Attitudes,Academic Achievement,Principals,Administrator Attitudes,Educational Change,Educational Improvement,Kindergarten,Faculty Development,Achievement Tests,Achievement Gains,Teacher Collaboration,Educational Resources,Teacher Administrator Relationship,Trust (Psychology),Teaching Methods,Instructional Improvement,Barriers,Program Implementation

The Common Core State Standards in Mathematics (CCSS-M) were released in 2010 with a goal to improve critical thinking skills and prepare all students to thrive in college, careers, and as informed citizens. The Next Generation Science Standards (NGSS) followed in 2013. Using districtwide surveys of students in grades 6-8, conducted annually from 2011 through 2018; annual data on student achievement; surveys of teachers in the 2014-15 and 2017-18 school years; and interviews of teacher-leaders, school principals, and district officials, this study examines the results of district efforts to implement the CCSS-M and NGSS standards in Chicago. Findings include: (1) Math and science instruction improved in Chicago during the years of standards reform. In math, the largest improvements in instructional experiences and test gains occurred among students with the lowest tested skills; (2) Professional learning--defined broadly to include teacher collaboration, coaching, and workshops--was the most support that was most strongly associated with instructional change; (3) Collaboration around instructional improvement required dedicated time, multiple people with expertise, buy-in, trust, and administrator support; (4) Instructional resources provided by the district were helpful for implementing strong practices when they were instruction-ready, while other resources showed a null or negative relationship with practices; and (5) Instructional practices were significantly related to student achievement gains in both math and science. [This report was written with Jeanne Century, Debbie Leslie, Lisa Sall, and Nick Tallant.]
From Cutback to Comeback: A Path Forward for Scranton and Its School District
Author: Herzenberg, Stephen
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Urban Schools,School Districts,Public Schools,Educational Finance,Federal Aid,Financial Support,Elementary Secondary Education,Preschool Education,Disadvantaged Schools,Educational Change,State Aid,Class Size,Teacher Salaries,Public School Teachers

After decades of decline, Scranton can capitalize on the unprecedented federal emergency relief provided to schools and communities in the pandemic and its wake. To do so, Scranton must recognize and address the threat to the city's public school system. Great public schools are the lifeblood of any thriving community, attracting and retaining families and businesses. State funding is critical to Scranton because, as a low-income community, it has a limited tax base and a student body that research shows is more expensive to educate. However, for decades, Pennsylvania has underfunded its K-12 education. This report offers a diagnosis and prescription for renewal. The prescription for renewal starts with capitalizing on federal resources to restore critical educational programming, including reinstating Pre-K and maintaining reasonable class sizes, and to achieve the goal of &quot;competitive compensation&quot; highlighted in the Recovery Plan. With educational programming stabilized--like finances already have been--the City of Scranton, its school district, and its people must come together with other communities across the state to get the Pennsylvania Legislature to step up to its constitutional responsibility for adequately and equitably funding schools.