ethanporcaro/eric-fulltext-meta huggingface dataset:
Precollege (Remedial) Education. Washington's Community and Technical Colleges
Author: Washington State Board for Community and Technical Colleges
Date: 2015-02-24
Type: Reports - Descriptive
Subjects: Remedial Instruction,Community Colleges,Technical Institutes,Two Year Colleges,Two Year College Students,College Students,Career Readiness,College Readiness,College Bound Students,High School Students,High School Graduates,College School Cooperation

Washington's community and technical colleges are fundamentally transforming precollege (remedial) education to move students faster into credit-bearing classes. The state's colleges are working with high schools to prevent the need for remediation. They are also shortening the path for college students of all ages who need the extra help. Courses bring students up-to-speed in math and English language arts (reading/writing) so they can complete college, land well-paying jobs and upskill Washington's workforce. This brief document highlights: (1) the important for students to enroll in precollege courses at community and technical colleges before taking college-level courses; (2) Washington's career and college readiness standards to reduce the need for remediation at college; and (3) innovative options offered by colleges to help students excel.
Community and Technical Colleges at a Glance. Washington's Community and Technical Colleges
Author: Washington State Board for Community and Technical Colleges
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Community Colleges,Technical Institutes,Educational Objectives,Role of Education,Statistical Data,Educational Finance,State Aid,State Boards of Education,Enrollment,Attendance,Fees,Tuition,Ethnicity,Sex,Age,Student Financial Aid,Teachers,Full Time Equivalency,Athletics,Intercollegiate Cooperation,Professional Associations,Expenditures

The vision of Washington State Board for Community and Technical Colleges is to build strong communities, individuals and families, and achieve a greater global competitiveness and prosperity for the state and its economy by raising the knowledge and skills of the state's residents. The most urgent mission of the Washington State Board for Community and Technical Colleges is to educate more people to higher levels of skills and knowledge. Education is seen as the only way the state of Washington can hope to sustain a prosperous economy that will provide opportunities for all of its citizens and their children. This report provides a snapshot of information about the status of community and technical colleges in the state of Washington, and is listed under the following headings: (1) Year Founded; (2) Colleges &amp; Campuses; State Funding; (3) State Funding; (4) State Board Members; (5) Executive Director; (6) Enrollment; (7) Enrollment by Course Intent (8) Attendance; (9) Fees &amp; Tuition; (10) Ethnicity; (11) Gender; (12) Median Age; (13) Family and Finances; (14) Faculty &amp; Staff; (15) Athletics; (16) Expenditures by Program; and (17) Nationally Recognized Education.
STEM-ING the Skills Gap. Washington's Community and Technical Colleges
Author: Washington State Board for Community and Technical Colleges
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,Technical Institutes,Two Year Colleges,STEM Education,Labor Supply,Labor Force Development,Job Skills,Employment Potential,Transfer of Training,Transfer Rates (College),Partnerships in Education,Advisory Committees,Job Training

Washington could add as many as 110,000 new jobs by 2017 by closing skill gaps--the mismatch between the skills people have and those employers need, according to a March 2013 Washington Roundtable report. STEM professions face the most critical demand. Of the 25,000 jobs vacant for three months or more due to a shortage of qualified candidates, 80 percent are in high demand STEM and health care fields. Employers are desperate to find STEM workers, while job-seekers without STEM training are struggling to find work. Employers need multiple levels of STEM education, including short-term training certificates, associate degrees, and bachelor's degrees. Two-year colleges produce talented graduates at these levels. Students gain skills to enter STEM jobs directly, or transfer to a four-year university. For example, 24 of Washington's 34 community and technical colleges offer aerospace-related training. Twenty-eight offer registered nursing and 23 offer practical nursing. Two-year colleges train students for jobs in emerging fields: cyber security, nanotechnology, radiology, composites, and dozens of other STEM professions that drive Washington's economy. Students get precisely the training employers want and land good jobs when they finish. STEM students can move seamlessly from two-year colleges to four-year universities thanks to associate transfer degrees and agreements that allow credits to transfer in particular majors. Applied baccalaureate degrees in STEM fields are now available at several community and technical colleges. Students build onto their two-year degrees in fields such as radiation and imaging sciences, health care technology and management, nursing, and information systems and technology. Community and technical colleges are uniquely positioned to get training programs up and running in a matter of months, not years. Investing in community and technical colleges will help close the skills gap now.
The Impact of Co-Locating American Job Centers on Community College Campuses in North Carolina. A CAPSEE Working Paper
Author: Van Noy, Michelle
Date: 2015-09-00
Type: Reports - Research
Subjects: Community Colleges,Career Centers,Outcomes of Education,Employment,Income,Graduation,Credentials,Program Effectiveness,Two Year College Students,Student Characteristics,Institutional Characteristics,Regression (Statistics),Least Squares Statistics,Statistical Analysis

Relationships between community colleges and the public workforce system might have an important role in promoting students' success in the labor market and in college. In particular, the co-location of American Job Centers (AJC) on community college campuses is a particularly strong form of relationship that might benefit students. Yet little is known about the impact of co-located AJCs on students. This study examines student outcomes at six community colleges in North Carolina that had co-located AJCs on their campuses. Exploiting the variation in the timing of the co-location, the study uses a difference-in-differences approach to estimate the impact of AJC co-location on students' credential completion, employment, and earnings. After three years, AJC co-location had a negative relationship with completion and employment and no relationship with earnings for the overall sample. Where five-year outcomes were available for a subset of students, there was no relationship between AJC co-location and completion, employment, or earnings. For students who completed a credential, the presence of a co-located AJC had no relationship to employment or earnings outcomes. This analysis does not support the notion that AJC co-location improves student outcomes; however, additional analyses are needed where more data are available to fully assess the effect of co-location. Table A.1: Timing of One-Stop Opening and Closure on Community College Campuses is appended.
Denying Loan Access: The Student-Level Consequences When Community Colleges Opt out of the Stafford Loan Program. A CAPSEE Working Paper
Author: Wiederspan, Mark
Date: 2015-07-00
Type: Reports - Research
Subjects: Student Loan Programs,Loan Repayment,Loan Default,College Students,Student Financial Aid,Federal Aid,Grants,Sanctions,Community Colleges,Academic Achievement,Graduation,Program Effectiveness,Records (Forms),Student Characteristics

The degree to which students are able to make adequate repayments on their student loans and avoid default is of special concern for colleges. If too many former students go into default, the college will face sanctions by the federal government and lose eligibility to provide currently enrolled students federal financial aid, such as the Pell grant. To avoid these sanctions, some colleges have chosen not to participate in federal loan programs by excluding loans from students' financial aid packages. In this paper, I investigate the student-level impacts associated with the decision of community colleges to opt out of the Stafford loan program. Utilizing administrative records from over 50 community colleges located in a single state, I estimate the within-college differences in outcomes for Pell-eligible students before and after an institution opts out of the federal loan program. I find that Pell-eligible students enrolling when the community college offered federal loans were 7.6 percentage points more likely to borrow than Pell-eligible students who enrolled when the institutions opted out. Overall borrowing also increased by $368 a year. I also find that students borrowing a loan attempted 19 additional credits in their first year of enrollment and were more likely to attempt and complete math and science courses than non-borrowers.
On Second Chances and Stratification: How Sociologists Think about Community Colleges
Author: Schudde, Lauren
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Community Colleges,Educational Sociology,Educational Opportunities,Graduation Rate,Transfer Rates (College),Social Stratification,Access to Education,Educational Attainment,Social Scientists,Outcomes of Education,Social Networks,College Choice,Social Science Research

Community colleges increase college access--extending postsecondary educational opportunities to students who otherwise may not have access, but they also exhibit low rates of program completion and transfer to four-year colleges. Sociological research on community colleges focuses on the tension between increasing educational opportunity and failing to improve equity in college completion across key demographics, like race and socioeconomic status. This paper provides an overview of sociology's approach to understanding community colleges. We describe sociological theories, examine the contributions they make to the field, and discuss the discipline's recent debates regarding community colleges. We conclude by highlighting research areas for further progress and discussing the role sociology could play in transforming community colleges. [This paper was published in &quot;Community College Review&quot; v43 p27-45 Jan 2015 (EJ1046857).]
OSERS (Office of Special Education and Rehabilitative Services) Transition Data Fact Sheet
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Vocational Rehabilitation,Disabilities,Youth,Access to Education,Financial Support,Transitional Programs,Technical Assistance,Research,Adolescents,Young Adults,Federal Legislation,Equal Education,Educational Legislation,Special Education,Longitudinal Studies,Secondary School Students,Vocational Education,Delivery Systems,Postsecondary Education,Graduation Rate,Dropout Rate,Employment Level,Grants,Federal Aid

The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities and provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities. OSERS established the Transition Steering Committee to focus specifically on the services, needs, and outcomes of youth with disabilities who may benefit from the work conducted and services authorized by its program component offices. OSERS provides funds to support transition services, transition programs, technical assistance projects, and research projects related to youth with disabilities. However, the committee found that program-specific data about OSERS transition work are not frequently summarized and not readily available to OSERS staff across its component offices and the general public, especially members of the transition community. To address this need, the committee developed the &quot;Transition Data Fact Sheet&quot; as a quick reference to inform OSERS staff and the transition community about critical data areas related to the transition of youth with disabilities from school activities to post-school activities. The data in this fact sheet are presented for OSERS staff and others to use in their work and to draw their own conclusions from the data provided. The &quot;Transition Data Fact Sheet&quot; is intended to be a reference tool and should not be treated as a comprehensive document. It is organized into three areas of emphasis: (1) transition services; (2) post-school outcomes; and (3) OSERS investments in transition--related research, special education and VR services. It is important to note that most of the data and information presented are primarily specific to youth with disabilities between the ages of 14 and 24. [For the 2012 edition of this fact sheet, see ED612052.]
Creating Matched Samples Using Exact Matching. Statistical Report 2016-3
Author: Godfrey, Kelly E.
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Experimental Groups,Control Groups,Sampling,Research Methodology,Coding,Scores

By creating and analyzing matched samples, researchers can simplify their analyses to include fewer covariate variables, relying less on model assumptions, and thus generating results that may be easier to report and interpret. When two groups essentially &quot;look&quot; the same, it is easier to explore their differences and make comparisons based on group membership. The optimization approach, which is presented in this report, was born out of a need to produce matched samples of students from two groups: one who had participated in a particular advanced high school course or set of courses, and one who had not. Propensity score matching produced matched samples of students who not only were unbalanced in terms of student sex, race/ethnicity, and parental education levels but also were significantly different on average test scores. Therefore, an approach to match students one-to-one where sex, race/ethnicity, and parental education levels were identical and test scores were very close (if not equal) was developed in an attempt to create, by force, a balanced sample of students. This report describes the exact matching approach developed, related data considerations, preparation and requirements, and expansion beyond two samples. SAS code with annotations to be used in future research is also provided. SAS Code for Two Sample Match is appended.
State Teacher Salary Schedules. Policy Analysis
Author: Griffith, Michael
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Compensation (Remuneration),State Policy,Educational Policy,Program Implementation,Educational Equity (Finance)

In the United States most teacher compensation issues are decided at the school district level. However, a group of states have chosen to play a role in teacher pay decisions by instituting statewide teacher salary schedules. Education Commission of the States has found that 17 states currently make use of teacher salary schedules. This education policy analysis provides information on each of the 17 states' salary schedules and addresses the following policy questions: (1) How do salary schedules work? (2) Why do states institute salary schedules? (3) What policy issues exist with salary schedules? (4) What are the alternatives to salary schedules?
No Frills: Refereed Papers. National Vocational Education and Training Research Conference (24th, Sydney, New South Wales, Australia, Jul 6-8, 2015)
Author: Jackson, Laura, Ed.
Date: 2016-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Vocational Education,Diversity (Institutional),Student Needs,College Transfer Students,Nursing Students,Preferences,Nursing Education,Career Readiness,Vocational Education Teachers,Teaching Skills,Comparative Analysis,Labor Force Development,Innovation,Outcomes of Education,Questionnaires,Universities,Skills

The 24th National Vocational Education and Training Research Conference, colloquially known as &quot;No Frills&quot;, was held in July 2015.The conference highlighted research across three major themes:(1) youth: engaging, inspiring and supporting students to realise their potential; (2) pathways: transitioning through education and training into the workforce; and (3) skills: working with industry and employers to improve education and training. The presentations provided delegates with diverse insights from government, academic and employer perspectives on the key issues confronting the vocational education and training (VET) sector. A select few speakers at the conference were also offered the opportunity to have their papers peer-reviewed, and these five refereed papers have been compiled to make up this book of conference proceedings. The papers examine: the diversity of VET providers and the needs of students; initiatives designed to improve the capabilities of VET practitioners; how skills contribute to innovation, and the implications of this in terms of return on investment; the impact of VET students transitioning directly into second year university and how these students can best be supported; and the learning preferences of VET students (specifically enrolled nurses), how they differ by comparison with university students and the consequent implications. The hope is that these papers will provide an insight into the array of topics presented at the &quot;No Frills&quot; conferences and generate interest in attending future conferences. Contents include: (1) Profiling the institutional diversity of VET providers in Australia, across four broad dimensions (Peter Bentley, Leo Goedegebuure and Ruth Schubert); (2) Understanding the needs of VET students articulating to second-year university (Mark Symmons, Paul Kremer, and Alvin Rendell); (3) Learning preferences of Enrolled Nursing students: Educational preparation and training for workplace readiness (Kalpana Raghunathan, Sonia Allen, and Elisabeth Jacob); (4) Improving VET teachers' skills and their approach to professional learning (Anne Dening); and (5) Skills needed for innovation: A review (Michael Walsh). [Individual papers contain references. This conference was cohosted by the University of Western Sydney, TAFE: Western Sydney Institute, WSI, and TAFE: South Western Sydney Institute.]
The Effects of Music on Basic Mathematics Fact Fluency for Third Grade Students
Author: Brock, Daniele
Date: 2013-04-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Mathematics Instruction,Mathematics Skills,Music Activities,Achievement Tests,Mathematics Tests,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Scores,Computation,Criterion Referenced Tests,At Risk Students,African American Students,White Students,Achievement Gap,Racial Differences

Gaps in achievement test scores continue to exist in students depending upon race, gender, income, and ethnicity according to the Center on Education Policy (CEP), an advocate for public schools. School districts and schools are struggling to close the achievement gap that exists. In the 2010-2011 school years, 34.4% of African American students in the third grade failed to pass the Georgia Criterion-Referenced Competency Test (CRCT) in the research school. The participants in this study were enrolled in a Title I elementary school located in south east Georgia. The school system was comprised of one comprehensive high school (grades 9 through 12), one middle school (grades 4 through 8), two elementary schools, and one alternative school. The school district served approximately 1,689 students with 144 employees. Mathematics-related music did not have a significant effect on basic mathematics fact fluency. GRASP Mathematic Computational Fluency pre and posttest results were used to determine if there was academic growth for the treatment group when compared to the control group. According to the results from the study, mathematics-related music was not a valid intervention. The students in Group B who participated in the intervention did not make significant gains when comparing their pre (M = 21.95, SD = 7.62) and posttest (M = 23.89, SD = 8.23) scores to the control groups pre (M = 18.84, SD = 8.96) and posttest (M = 20.53, SD = 8.62) scores. Fourteen students in Group B only slightly improved their achievement scores while three students' scores decreased, and two students' scores stayed the same. In Group A, 15 students increased their achievement scores, while three students' scores decreased, and one student's score remained the same. To determine the effect size of mathematics-related music on students' basic mathematic fluency scores, Cohen's d calculations indicated the intervention had a medium effect (d = 0.41) on Mathematic Computational Fluency scores. An average student in the treatment group would be expected to outscore about 66% of the students in the control group. Mathematics-related music increased scores approximately 16%. The following are appended: (1) GRASP: 3rd Grade Computational Fluency Screener; (2) Third Grade Student Survey; and (3) Student Engagement Walkthrough Checklist.
Action Research Project: Fluency vs. Comprehension
Author: Obold, Elizabeth DeMatteis
Date: 2013-12-00
Type: Reports - Research
Subjects: Action Research,Reading Fluency,Reading Comprehension,Special Education,Grade 6,Experimental Groups,Pretests Posttests,Intervention,Research Projects,Program Implementation,Individualized Education Programs,Scores,Reading Difficulties,Quasiexperimental Design,Qualitative Research,Statistical Analysis

The action research presented in this paper seeks the answer to the following research question: do targeted fluency interventions positively impact comprehension? This research included a test group of ten sixth grade Special Education students and a control group of ten sixth grade General Education students. Both the test and control groups participated in the STAR pre and posttest, which measures their individual instructional reading levels. The results of the pretest revealed that many students were not reading at a sixth grade reading level. The test groups' results were used to pair students based on their individual reading levels. The paired students worked together over three weeks to complete The &quot;Six Minute Solution&quot; targeted fluency intervention. In addition, these pairs received the standard sixth grade curriculum. The control group received only the curriculum. After the three week time period, both groups took the STAR posttest. Half of the students in the test group increased their instructional reading levels while half remained the same. Not one student in the test group decreased their score. This demonstrates that a relationship does exist between fluency and comprehension. The greatest limitation of this study was the three week time period for the implementation of the fluency intervention. The results of this study also reveal that both the fluency intervention and pre and posttests can be administered to any group of students and some growth will be discovered amongst their reading levels. The following are appended: (1) Student C Fluency Chart and Graph; and (2) Student G Fluency Chart and Graph.