ethanporcaro/eric-fulltext-meta huggingface dataset:
Disabled Student Programs and Services. 2020 Report
Author: California Community Colleges, Chancellor's Office
Date: 2020-00-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Faculty,Teacher Attitudes,Student Attitudes,Program Effectiveness,Enrollment,College Credits,Noncredit Courses,Full Time Equivalency,Academic Persistence,Dropout Rate,Academic Degrees,Certification,College Transfer Students,Vocational Education,Accessibility (for Disabled),State Aid,Budgets,Resource Allocation,Educational Finance,Management Information Systems,Students with Disabilities

The California Community Colleges served 2,116,293 students in 2017-18 and 2,089,209 students in 2018-19. It is the largest system of higher education in the nation. One hundred and fourteen of the 115 California community colleges use state funding allocated for Disabled Student Programs and Services (DSPS) to assist in providing support services and educational accommodations to students with disabilities so they can have full and equitable access to community college classes. DSPS served 121,748 students during the 2017-18 academic year and 121,100 students during the 2018-19 academic year. This report reflects the 2017-18 and 2018-19 academic years and is written in response to Education Code section 67312(b). This section requires the Board of Governors of the California Community Colleges to report every two years to the governor and the education policy committees of the Legislature on its system for evaluating &quot;state-funded programs and services for disabled students on each campus at least every five years.&quot; The California Community Colleges Chancellor's Office (Chancellor's Office) is pleased to report on the four elements mandated by legislation: (1) staff and student perception of program effectiveness; (2) data on the implementation of the program; (3) physical accessibility requirements; and (4) outcome data. The report also includes a statewide review of the enrollment, retention, transition and graduation rates of community college students receiving services through DSPS compared to non-DSPS students. This data was collected from 114 colleges and has been analyzed in this report. The review of 2017-18 and 2018-19 Chancellor's Office data shows that in comparison to non DSPS students, DSPS students: (1) make up nearly 5% of the community college student population; (2) continue to take educational assistance courses at a higher rate than non-DSPS students; (3) have higher rates of persistence from year to year; (4) drop out of college courses at the same rate as non-DSPS students; (5) are lower in the completion of basic skills courses; (6) are making progress towards being prepared to transfer to a four-year college; and (7) perform similarly in both workforce preparation courses and short-term vocational courses when compared to their non-disabled peers. [For the previous report, &quot;Disabled Student Programs and Services, 2018 Report,&quot; see ED592983.]
10 Years after Historic Transfer Reform: How Far Have We Come and Where Do We Need to Go?
Author: Campaign for College Opportunity
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Transfer Students,Associate Degrees,State Universities,Transfer Programs,Educational Change,Disproportionate Representation,Hispanic American Students,African American Students,Asian American Students,American Indian Students,White Students,College Graduates,Student Costs,Program Effectiveness

Transfer from California's community colleges to its public universities has long been central to the state's higher education system. Though most of the 2.2 million community college students intend to transfer, fewer than half do so within six years of their initial enrollment. A low transfer rate is bad news for California. The state's economy needs 1.65 million more college degrees and credentials by 2030 in order to meet workforce demand, and 70 percent of all college students in California attend a community college. Most of those students are Latinx, Black, and students from several Asian subgroups. If the majority of students in college in California are in our community colleges and the majority of those students belong to racial/ethnic groups with low bachelor's degree attainment, then improving transfer is key to producing the bachelor's degrees the state needs. That is why in 2010, the Campaign for College Opportunity sponsored historic legislation to create the Associate Degree for Transfer (ADT) and significantly increase the number of students who transfer with a degree in hand and earn junior standing at the California State University (CSU). Community college students earn an ADT after taking 60 semester/90 quarter units consisting of general education courses and courses in an academic major. This degree guarantees junior standing at a CSU campus, meaning students can complete their bachelor's degree within two years of transfer. The guarantees built into the ADT are not afforded to students who earn local Associate of Art or Associate of Science (AA/AS) degrees. This report highlights ADT data, and provides recommendations for a new vision for strengthening transfer for California community college students that ensures the ADT is the preferred transfer pathway.
Vision for Success Diversity, Equity and Inclusion Task Force. 2020 Report
Author: California Community Colleges, Chancellor's Office
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,Student Diversity,Equal Education,Access to Education,Racial Differences,Ethnicity,Minority Group Students,College Faculty,Diversity (Faculty),School Personnel,Equal Opportunities (Jobs),Academic Achievement,Personnel Selection,Educational Policy,Racial Bias,Intervention,Committees,Strategic Planning,Budgets,Educational Change,Culturally Relevant Education,Persistence

The California Community Colleges serves 2.2 million students among its 115 colleges, and is a key driver in ensuring educational opportunity and success for all Californians. About 29% of University of California graduates and 51% of California State University graduates start their higher education at a community college. The system is also the largest provider of workforce training in the nation, positioning it at the center of economic and social mobility opportunities in the state. As an open-access institution, the system serves a diverse student population in terms of race and ethnicity, age, and levels of educational attainment. However, student success remains a challenge for the system. In November 2018, the Board of Governors requested that the Chancellor's Office establish a Faculty Diversity Task Force, renamed the &quot;Vision for Success&quot; Diversity, Equity and Inclusion Task Force, stemming from a statewide study conducted by the Campaign for College Opportunity that revealed how campus leadership, faculty, and staff in California's colleges and universities are not representative of the racial and ethnic diversity of the students that they serve, and the impact the lack of diversity has on student success. This report summarizes three recommendations by the Diversity, Equity and Inclusion Task Force to increase faculty and staff diversity in the system. It documents the intensive six-month process the Chancellor's Office and the Diversity, Equity and Inclusion Task Force undertook to identify strategies to increase the racial and ethnic diversity of the California community college workforce. The document is meant to provide a snapshot of the work that took place and the Board of Governors' commitment to ensure an equal employment opportunity environment at all 115 colleges and 73 districts.
What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester
Author: Park, Toby
Date: 2018-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Algebra,College Freshmen,Underachievement,Community Colleges,Two Year College Students,Comparative Analysis,Enrollment,Aptitude Tests,Educational Change,College Mathematics,College Preparation

In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). We found that roughly a 3rd of underprepared students enrolled in developmental math, a 3rd enrolled in Intermediate Algebra, and roughly a 3rd enrolled in no math course whatsoever, with preparation level being related to enrollment pathways. Among those who enrolled in Intermediate Algebra, a small percentage also enrolled in developmental math in the same semester, either through a compressed or corequisite course, and FTIC students who received same-semester developmental support were more likely to pass Intermediate Algebra compared with similar underprepared students who took Intermediate Algebra without developmental support. [This article was published in &quot;Journal of Higher Education&quot; (EJ1188736).]
A Case Study on the Use of Speling as a Determining Factor in Teaching English Grammar in Dominican Schools
Author: Tavarez Da Costa, Pedro
Date: 2021-01-00
Type: Reports - Research
Subjects: Case Studies,Spelling,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Elementary School Students,Grade 6,Grammar,Pretests Posttests,Observation,Difficulty Level,Learning Problems,Classification,Error Patterns,Foreign Countries

English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. This monograph presents the report of an investigation on the use of spelling, which includes the determining factor of grammar in the teaching of English, in it we will develop a program for observing students and teachers as an initial assessment, (pretest) and the design of the development of said observation as a final evaluation (posttest). This observation was made with the total of 28 students of the sixth grade of Primary School Nuestra Señora de Guadalupe, of which we only choose 6 which are the ones that are going through presented spelling difficulties according to the results obtained in the initial evaluation. Based on some activities proposed by the research team, activities related to the acquisition of the strategy to solve these difficulties in spelling were carried out. The students' types of spelling errors were detected, analyzed and then categorized according to Cook's (1999) classification of errors namely substitution, omission, insertion and transposition. The result of the observation was satisfactory since the objectives were met. And the results obtained at the end, compared to the initial results, show us a great advance in the development of the use of spelling as a determining factor in the teaching of English grammar.
Life after College: Employment, Social, and Community Outcomes for Young Deaf Adults
Author: Palmer, Jeffrey Levi
Date: 2020-00-00
Type: Reports - Research
Subjects: Young Adults,Deafness,Outcomes of Education,Employment Level,Income,Social Services,College Graduates,Dropouts,Postsecondary Education,Wages,Citizen Participation,Social Capital,Cultural Capital,Individual Characteristics,Family Characteristics,Students with Disabilities,Racial Differences,Ethnicity,Gender Differences,Family Environment,Socioeconomic Status,Language Usage,Institutional Characteristics,Severity (of Disability)

While most research on transition outcomes focuses on education and employment, the transition to adulthood also includes social outcomes, such as group involvement and community service. The present study examined a broader set of outcomes for young deaf adults after postsecondary education. A secondary analysis of a large-scale data set, the National Longitudinal Transition Study (NLTS2), was conducted to compare the employment, income assistance, and social/community outcomes of three postsecondary education cohorts: graduates, noncompleters, and nonattendees. The sample included approximately 140 deaf postsecondary school graduates, 90 deaf postsecondary noncompleters, and 230 young adults who had not attended postsecondary school. The findings indicate that young deaf adults with more postsecondary education have more positive outcomes, e.g., higher employment rates, higher wages, and greater civic and social participation. These findings further demonstrate the importance of postsecondary education for young deaf adults and can be used to inform transition planning for deaf students, supporting the need to consider exploration of various career pathways available through college or postsecondary career/technical education. [This paper was published in &quot;American Annals of the Deaf&quot; v165 n4 p401-417 2020.]
Improving the Transparency of Higher Education Admissions
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2020-08-00
Type: Reports - Research
Subjects: College Admission,Admission Criteria,Educational Quality,Standards,Summative Evaluation,Advisory Committees,Public Agencies,Program Evaluation,Undergraduate Students,Educational Change,Foreign Countries,Access to Information,College Applicants,Web Sites,Comparative Analysis,Institutional Characteristics

In 2016, following a request from the Minister for Education and Training, the Higher Education Standards Panel (HESP, 'the Panel') delivered 14 recommendations to achieve greater transparency in the admissions information for higher education. This report presents the Tertiary Education Quality and Standards Agency's (TEQSA's) summative evaluation of the sector's responses against the Panel's recommendations and the Implementation Working Group's (IWG's) Phase Two Common Terminology and Information Sets ('Phase Two Information Sets'). TEQSA's evaluation focussed on the requirements and activities outlined in the IWG's documents that are relevant to the agency and did not explore outcomes beyond this scope in detail. In undertaking its evaluation, TEQSA adopted a stratified sampling method comprising an evaluation of 64 of the 111 providers that deliver higher education to domestic undergraduate students (28 universities, 36 higher education providers). Overall, TEQSA found that there have been improvements in the transparency of admissions information, with the majority of sampled providers (92 per cent; 59 out of 64 providers) being found to have engaged with the Panel's recommendations by implementing changes to their admissions information. TEQSA identified several areas for further improvement within the sector.
Exploring the Link between Principal Leadership and Family Engagement across Elementary and Middle School
Author: Smith, Tyler E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Family School Relationship,Administrator Role,Collegiality,Teacher Attitudes,Elementary Schools,Middle Schools,Correlation,Trust (Psychology),Instructional Program Divisions,Student Characteristics,Racial Differences,Ethnicity,Socioeconomic Status,Special Education,Behavior Problems,Age Differences

As leaders in the school, principals play an important role in fostering family engagement. Unfortunately, little is known about specific aspects of leadership that promote family engagement. Collegial leadership, an aspect of principal leadership that promotes organizational health via trusting relationships and a sense of community, may be particularly useful to understanding how principals influence family engagement. Drawing on data from two randomized controlled trials evaluating the effects of teacher training in universal classroom management practices, the current study explores the relationship between teacher reports of family engagement and principal collegial leadership. Participants included 3208 students and 207 teachers across 18 elementary and middle schools in the Midwest United States. Utilizing hierarchical linear modeling, results revealed a significant positive relationship between family engagement and overall collegial leadership in addition to specific collegial leadership practices/characteristics. Further, baseline collegial leadership predicted increased end-of-year family engagement when controlling for baseline family engagement, developmental context, intervention status, and student-level characteristics. Overall, results provide empirical evidence for an important link between principal leadership practices and family engagement. Albeit promising, more research is needed to identify and explain the particular mechanisms by which principal collegial leadership may promote family engagement.
Understanding Family-School Engagement across and within Elementary- and Middle-School Contexts
Author: Smith, Tyler E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Family School Relationship,Family Involvement,Elementary Schools,Middle Schools,Classroom Techniques,Student Characteristics,Racial Differences,Ethnicity,Behavior Problems,Predictor Variables,Skill Development,Prosocial Behavior,Attention,Child Development,Adolescent Development

Although family-school engagement is important across child and adolescent development, most research, programs, and policies have focused primarily on elementary students and contexts. The current study extends beyond elementary settings by exploring the unique and shared contributions of developmental context on family-school engagement (i.e., across and within elementary- and middle-school settings). Data were drawn from two randomized controlled trials that evaluated the efficacy of teacher training in universal classroom-management practices. Participants included 3,174 students and 207 teachers across 21 elementary and middle schools in the Midwest. Using hierarchical linear modeling, results revealed that family-school engagement was significantly higher in elementary than in middle schools. Student-level characteristics (i.e., identifying as White, participation in the free/reduced-price lunch program, and having lower levels of disruptive behavior) were also associated with higher levels of family-school engagement. In addition, student characteristics (i.e., race/ethnicity and level of disruptive behavior) moderated the relations between family-school engagement and developmental context. Regardless of developmental context, family-school engagement predicted positive end-of-year behavioral outcomes (i.e., increases in youth prosocial skills and decreases in youth concentration problems, disruptive behaviors, and emotional dysregulation). Last, moderation analyses revealed that these effects of family-school engagement were especially pronounced in middle school for concentration problems and emotional dysregulation. Overall, findings provide further support for the value of family-school engagement across development in fostering positive youth outcomes. However, it is evident that more steps must be taken to ensure family-school engagement practices are developed to support the unique needs of middle-school students and contexts. [This article was published in &quot;School Psychology&quot; (EJ1221800).]
Equality, Efficiency, and Developmental Education Reform: The Impact of SB 1720 on the Mission of the Florida College System
Author: Nix, Amanda N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Colleges,Access to Education,State Legislation,Remedial Instruction,Educational Change,Institutional Mission,Case Studies,College Presidents,Administrator Attitudes,College Faculty,Teacher Attitudes,Equal Education,Efficiency,Costs,Public Policy,Acceleration (Education),Computer Assisted Instruction,Academic Accommodations (Disabilities),Two Year College Students

Objective: Community colleges have long made higher education more accessible to students from diverse academic backgrounds, particularly those who are academically underprepared and require remediation. In light of developmental education (DE) reform, our article answers the following questions: How do campus personnel articulate the unique mission of Florida's state colleges, formerly known as community colleges? Furthermore, how do they perceive the mandates of reform to have shaped their ability to carry out this mission? Method: This work is based on an embedded case study of 10 Florida College System institutions. Qualitative data were gathered between 2014 and 2018 from 544 college presidents, administrators, faculty, staff through 92 focus groups and 8 interviews. Results: Campus personnel strongly affirmed the mission of the Florida Colleges System as one of democratic equality. However, many were concerned that DE reform, namely Senate Bill 1720, prioritized efficiency over equality in the pursuit of cost savings. Specifically, participants expressed frustration that reforms accelerated DE coursework to an unmanageable pace and ignored the presence of a digital divide. Opinions of DE reform improved in the 4 years following implementation, but some concern persisted. Contributions: Our findings highlight the centrality of democratic equality to the community college mission for campus personnel. They also suggest that equality and efficiency need not always be opposing goals in education reform. Finally, they call into question social policy that universally promotes accelerated and computer-based courses without considering that some students may require accommodations. [This article was published in &quot;Community College Review&quot; (EJ1239395).]