ethanporcaro/eric-fulltext-meta huggingface dataset:
The Degree Qualifications Profile. Defining Degrees: A New Direction for American Higher Education to Be Tested and Developed in Partnership with Faculty, Students, Leaders and Stakeholders
Author: Adelman, Cliff
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Profiles,Qualifications,Academic Degrees,Degree Requirements,Academic Standards,Benchmarking,Alignment (Education),Skill Analysis,Learning,Minimum Competencies,College Preparation,Quality Control,Instructional Development,Individual Instruction,Curriculum Guides

Through this document, Lumina Foundation for Education offers a &quot;Degree Qualifications Profile,&quot; a tool that can help transform U.S. higher education. A Degree Profile--or qualifications framework--illustrates clearly what students should be expected to know and be able to do once they earn their degrees--at any level. This Degree Profile thus proposes specific learning outcomes that benchmark the associate, bachelor's and master's degrees--which constitute the great majority of postsecondary degrees awarded by U.S. colleges and universities--regardless of a student's field of specialization. Beyond encouraging thoughtful discussion and evolution of those reference points, the Degree Profile can serve other purposes either lacking or imperfectly realized in American higher education today. While it is difficult to anticipate all of the purposes that the Degree Profile can serve, there are several obvious applications that deserve mention. At the curriculum and classroom level, instructors and students can refer to the Degree Profile as a common source of understanding and as a point of departure for agreement on more detailed and specific expectations regarding the development of programs, courses, assignments and assessments. At the college and university level, the Degree Profile provides reference points that allow faculty members to articulate and better align institutional student learning outcomes with departmental objectives. The Degree Profile also should offer students and advisers reference points for degree planning. In addition, institutions can use the Degree Profile to help align their expectations with those of other institutions and to give prospective students a clear statement of the outcomes they seek to assure. Regional accreditors should find that the Degree Profile prompts them to reach the consensus on learning outcomes that is being sought by many leaders and opinion makers. Specialized accreditors can use the Degree Profile as a platform for relating disciplinary expectations to institutional ones. A list of sources is included. (Contains 1 footnote.) [For the executive summary, see ED515341.]
Final Report on the Evaluation of the Growth Model Pilot Project
Author: Hoffer, Thomas B.
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Pilot Projects,Educational Improvement,Economically Disadvantaged,Federal Programs,Educational Indicators,Accountability,Federal Legislation,Models,Academic Achievement,Educational Legislation,Program Implementation,Comparative Analysis,Program Effectiveness,Scores,Enrollment,Evaluation,Achievement Gains,State Departments of Education,Public Officials

The U.S. Department of Education (ED) initiated the Growth Model Pilot Project (GMPP) in November 2005 with the goal of approving up to ten states to incorporate growth models in school adequate yearly progress (AYP) determinations under the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;). After extensive reviews, nine states were fully approved for the initial phase of the pilot project by the 2007-08 school year: Alaska, Arizona, Arkansas, Delaware, Florida, Iowa, North Carolina, Ohio, and Tennessee. Based on analyses of data provided by the U.S. Department of Education and by the pilot grantee states, this report describes the progress these states made in implementing the GMPP in the 2007-08 school year. The growth models implemented under the GMPP were all designed to augment rather than replace the standard status model and safe-harbor provisions for determining school AYP. The growth models resulted in more schools making AYP than would have been the case using only status and safe-harbor. The results of this analysis showed that schools serving economically disadvantaged student populations in all pilot states except for Arkansas were more likely than more-advantaged schools to make AYP by growth. The results of this analysis show that use of growth models generally added to the number of schools making AYP but that the numbers were not large in almost all pilot states. This study has also shown that the types of growth models states select for federal accountability purposes are consequential and raise some potentially difficult theoretical questions for policymakers. Appendices include: (1) Comparison of GMPP Growth Models with State Accountability Systems; (2) State GMPP Model Summaries; (3) Supplemental Exhibits; and   (4) Derivation of the Generic Projection Model Rule for Identifying On-Track Students.  (Contains 79 exhibits and 41 footnotes.) [For the related report, &quot;Interim Report on the Evaluation of the Growth Model Pilot Project&quot;, see ED511755.]
The Degree Qualifications Profile. Defining Degrees: A New Direction for American Higher Education to Be Tested and Developed in Partnership with Faculty, Students, Leaders and Stakeholders. Executive Summary
Author: Lumina Foundation for Education
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Higher Education,Prior Learning,Profiles,Qualifications,Academic Degrees,Degree Requirements,Academic Standards,Benchmarking,Alignment (Education),College Preparation,Quality Control,Instructional Development,Individual Instruction,Curriculum Guides

With the assistance of four writers and dozens of expert reviewers, Lumina Foundation for Education offers the first step in creating a Degree Qualifications Profile for American higher education. The Degree Profile is a baseline set of reference points for what students should do to earn associate, bachelor's and master's degrees--regardless of their field of specialization. The Degree Profile has several potential uses. As faculty and students collaborate in planning an individualized course of study, it can be a useful guide for building a comprehensive degree. Similarly, as institutions add or adjust degree programs, the Degree Profile can aid in the design of these curricula. Those seeking to assure the quality of academic programs may find the Degree Profile a useful tool as they consider institutional offerings. Other uses include the Degree Profile as a potential framework to align degree levels and as a new way to consider college readiness. It also can be an aid in assessing incoming students' prior learning and out-of-classroom learning. [For the main report, see ED515302.]
The Nation's Report Card Science 2009 State Snapshot Report. Alabama. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Alabama was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 27 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Alabama who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Arkansas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Arkansas was 146. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 69 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Hawaii. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Hawaii was 139. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Hawaii who performed at or above the NAEP &quot;Proficient&quot; level was 17 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Hawaii who performed at or above the NAEP &quot;Basic&quot; level was 50 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Arizona. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Arizona was 138. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 61 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Idaho. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Idaho was 158. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Idaho who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Idaho who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
After the FAFSA: How Red Tape Can Prevent Eligible Students from Receiving Financial Aid
Author: Cochrane, Debbie Frankle
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Financial Aid Applicants,Eligibility,Student Financial Aid,Grants,Community Colleges,Interviews,Surveys,Student Attitudes,Administrator Attitudes,Audits (Verification),Prevention,Deception

This report sheds light on what happens to federal financial aid applicants after they submit the Free Application for Federal Student Aid (FAFSA). Using 2007-08 financial aid data from 13 California community colleges, the Institute found that one in three likely Pell-eligible applicants did not receive a Pell Grant. Also, while few students' Pell-eligibility status changed after verification, applicants selected for verification were less likely to receive grants. Through interviews and a survey, both financial aid administrators and students suggested that the complexity of the process--rather than widespread attempts by students to manipulate their eligibility or commit fraud--were the primary reason why students selected for verification were less likely to receive grants. (Contains 8 footnotes and 10 sources.) [&quot;After the FAFSA: How Red Tape Can Prevent Eligible Students from Receiving Financial Aid&quot; was written with Andrew LaManque and Laura Szabo-Kubitz.]
What Works in Student Retention? Two-Year Public Colleges
Author: Habley, Wesley R.
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Academic Persistence,School Holding Power,Two Year Colleges,College Students,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Dropout Rate,Graduation Rate,Student Participation,Academic Achievement,Economic Impact,Program Development,Student Evaluation,At Risk Students,Cost Effectiveness,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,Income,Study Habits,Education Work Relationship,Family Influence,Student Personnel Services,Student Needs,Laboratories,Cooperative Learning,Minority Groups,Student Placement,Tutoring,Learning Laboratories,Cooperative Planning,Goal Orientation,Educational Administration

This report reflects ACT's three-decade commitment to assist colleges and universities to better understand the impact of campus practices on college student retention and degree completion. This report focuses only on the data provided by two-year public colleges. (Contains 14 tables.) [For the main report, "What Works in Student Retention? All Survey Colleges", see ED500455.]
What Works in Student Retention? Four-Year Public Colleges
Author: Habley, Wesley R.
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: College Faculty,College Students,Enrollment Trends,Academic Persistence,Public Colleges,School Holding Power,Dormitories,Cultural Influences,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Graduation Rate,Academic Achievement,Socioeconomic Status,Remedial Programs,At Risk Students,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,Study Habits,Education Work Relationship,Family Influence,Student Personnel Services,Student Behavior,School Safety,Student Needs,Laboratories,Cooperative Learning,Student Placement,Tutoring,Learning Laboratories,Cooperative Planning,Goal Orientation,Educational Technology,Internship Programs,Career Counseling,Summer Programs,School Orientation,Student Leadership,Libraries,College Freshmen,Workshops,First Generation College Students,Supplementary Education,Mentors,Mental Health,Physical Health,Educational Quality,Extracurricular Activities,Peer Relationship,Coping,Relevance (Education),Educational Administration,Fraternities,Sororities,Teacher Attitudes,Faculty Development

This report reflects ACT's three-decade commitment to assist colleges and universities to better understand the impact of campus practices on college student retention and degree completion. This report focuses only on the data provided by four-year public colleges. (Contains 14 tables.) [For the main report, "What Works in Student Retention? All Survey Colleges", see ED500455.]