ethanporcaro/eric-fulltext-meta huggingface dataset:
Equity Handbook: How You and Your Student Union Can Help Give People Equal Opportunities in Higher Education
Author: Bjork, Jenny
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Stakeholders,Lifelong Learning,Guides,Foreign Countries,Student Unions,Educational Policy,Equal Education,Student Mobility,Educational Opportunities,International Cooperation,Student Attitudes,Consciousness Raising,Student Rights,College Students

&quot;The Equity Handbook&quot; is one of the final deliverables of the Equity in Higher Education from a Student Perspective--StudEq--project that the European Students' Union (ESU) has been running for the past two years with the support of the European Commission's Lifelong Learning Programme. The project, which started in November 2007 and ends in December 2009, is an initiative seeking to raise awareness of current equity issues in higher education among key education stakeholders and decision-makers, and to increase the capacity of the student movement on the subject. This final publication is aimed at providing a simple, easy to use guide as to what equity is and how it can be achieved in the field of higher education. Most student organisations, at whatever level, are involved in fighting for students rights and for an equitable higher education system. Some understand equity to be a social dimension within the Bologna Process, others have in mind the definition from the Lisbon agenda, while most still confuse equity and equality as concepts. This is why the authors believe that a straightforward publication that starts with a &quot;What do we mean by Equity?&quot; chapter after the project overview might prove very useful for the student organisations all around Europe. In addition, increasingly international organisations influence the equity agenda, so a short overview of these will make it easier to put national and institutional policies on equity into perspective. Student representatives often have to make their voice heard and hence the chapter on lobbying and campaigning for equity should be of interest to student representatives in Europe. As everyone is all fighting for equity, one must start from within one's own organisations. Therefore, the authors have included a chapter on equity within the students' unions and examples on how this can be achieved. Finally, the authors outlined ESU's policies on equity and the recent history on the fight for more fair, quality based and accessible higher education systems.
Do Alternative Base Periods Increase Unemployment Insurance Receipt among Low-Educated Unemployed Workers? National Poverty Center Working Paper Series #12-19
Author: Gould-Werth, Alix
Date: 2012-10-00
Type: Reports - Research
Subjects: Unemployment,Insurance,Income,Eligibility,Criteria,Time,Employment,Change,Federal Legislation,Federal Programs,Federal State Relationship,Educational Attainment,Low Achievement,Probability,Mathematical Models,Prediction,Public Policy

Unemployment Insurance (UI) is the major social insurance program that protects against lost earnings resulting from involuntary unemployment. Existing literature finds that low-earning unemployed workers experience difficulty accessing UI benefits. The most prominent policy reform designed to increase rates of monetary eligibility, and thus UI receipt, among these unemployed workers is the Alternative Base Period (ABP). In 2009 the American Recovery and Reinvestment Act sought to increase use of the ABP, making ABP adoption a necessary pre-condition for states to receive their share of the $7 billion targeted at UI programs. By June 2012, 40 states and the District of Columbia had adopted the ABP despite the absence of an evaluation of ABP efficacy using nationally representative data. This paper analyzes Current Population Survey data from 1987-2007 to assess the efficacy of the ABP in increasing UI receipt among low-educated unemployed workers. We use a natural-experiment design and logistic regression models to capture the combined behavioral and mechanical effects of the policy change. We find no association between state-level ABP adoption and individual UI receipt for all unemployed workers. However, among part-time unemployed workers with less than a high-school degree, adoption of the ABP is associated with a 3.4 percentage point increase in the probability of UI receipt. (Contains 5 tables, 1 figure and 7 footnotes.)
Bologna at the Finish Line: An Account of Ten Years of European Higher Education Reform
Author: Bartolo, Daniela
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Educational Policy,Higher Education,Stakeholders,Policy Formation,Foreign Countries,Student Attitudes,Educational Change,Questionnaires,Quality Assurance,Student Participation,Student Mobility,Prior Learning,Qualifications,College Credits,Doctoral Programs,College Students,Student Unions,Change Strategies,Social Influences,Graduate Study,Access to Education

The European Students' Union (ESU) has been writing about the student perspective on the Bologna Process since it get formally involved in it. Four editions of the students' independent stocktaking report &quot;Bologna With Student Eyes&quot; between 2003 and 2009 shed light on the perception of those stakeholders, which are probably mostly targeted on the Bologna Process. The aim of &quot;Bologna at the Finish Line&quot; is different. With this publication--courageous enough to also critically review the work since 2001 when ESU got involved in the Bologna Process--ESU is attempting to take stock of the development over the ten years of life of the Bologna Process. &quot;Bologna at the Finish Line&quot; measures the evolution of educational policy development and implementation in Europe in a temporal evolution, as opposed to taking a &quot;snapshot&quot; of one specific moment in time. This affects the selection of methodology, but also puts a strong emphasis on the analytical process. &quot;Bologna at the Finish Line&quot; is forward-looking and presents both the challenges and opportunities facing the European Higher Education Area. &quot;Bologna at the Finish Line&quot; is based on a comprehensive analysis of key publications and other relevant documents. The literature gathered through this exercise was put into matrices and systematically analysed. The data material consists of background documents, Bologna stocktaking reports, general reports for the Ministerial conferences, working group reports, Bologna seminars, other stakeholder publications and statistics. The in-depth analysis of these documents provides data about the context and the history of the main policy developments, as well as information and understanding about recent and possible future developments. In addition, it provides an insight into how other stakeholders perceive the series of Bologna reforms. Appended are: (1) Abbreviations; and (2) Authors. Individual sections contain references. (Contains 16 figures.)
Young Adults and Higher Education: Barriers and Breakthroughs to Success. National Poverty Center Working Paper Series #09-14
Author: Brock, Thomas
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Higher Education,At Risk Students,Barriers,Academic Persistence,Remedial Programs,Young Adults,Community Colleges,Student Financial Aid,Nontraditional Students,Academic Support Services,Program Evaluation

This paper reviews systematic research findings on the effectiveness of various interventions designed to help at-risk students remain in college. It shows how changes in federal policy and public attitudes since the mid-1960s have opened up higher education to women, minorities, and nontraditional students and also shifted the "center of gravity" in higher education away from traditional four-year colleges toward nonselective community colleges. Students at two-year colleges, however, are far less likely than those at four-year institutions to complete a degree, owing in part to poor preparation for college and other personal circumstances, and to weaknesses or gaps in educational programs and services offered on many campuses. The paper reviews programs and interventions that some institutions have undertaken in order to raise completion rates. For example, some colleges have experimented with remedial programs that build social cohesion between students and faculty and integrate content across courses. Other colleges have tested student support service programs that offer counseling and advising that are regular, intensive, and personalized. Still others have experimented with ways to simplify the financial aid application process and incentivize students to earn good grades and persist in school. While such programs and interventions can improve student outcomes, more needs to be done to bring proven practices to scale and to test new ideas that might lead to better results. The institutions that most need help are those that provide the greatest access to nontraditional and underprepared students: community colleges and less selective universities. (Contains 2 figures and 78 endnotes.)
Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren. National Poverty Center Working Paper Series #13-02
Author: Fairlie, Robert W.
Date: 2013-02-00
Type: Reports - Research
Subjects: Academic Achievement,Credits,Evidence,Outcomes of Education,Minority Group Children,Standardized Tests,Ownership,Educational Objectives,Family Environment,Access to Computers,Hypothesis Testing,Grades (Scholastic),Scores,Homework,Surveys,Attendance,Correlation,Low Income

Computers are an important part of modern education, yet large segments of the population--especially low-income and minority children--lack access to a computer at home. Does this impede educational achievement? We test this hypothesis by conducting the largest-ever field experiment involving the random provision of free computers for home use to students. 1,123 schoolchildren grades 6-10 in 15 California schools participated in the experiment. Although the program significantly increased computer ownership and use, we find no effects on any educational outcomes, including grades, standardized test scores, credits earned, attendance and disciplinary actions. Our estimates are precise enough to rule out even modestly-sized positive or negative impacts. The estimated null effect is consistent with survey evidence showing no change in homework time or other &quot;intermediate&quot; inputs in education for treatment students. Appended are: (1) Computer Ownership and Participation Rates; (2) Attrition; (3) Heterogeneity by pre-treatment performance; and (4) Heterogeneity by demographic characteristics. (Contains 4 figures, 12 tables and 34 footnotes.) [Funding for the project was provided by Computers for Classrooms, Inc., the ZeroDivide Foundation, and the NET Institute.]
Parental Job Loss and Children's Educational Attainment in Black and White Middle-Class Families. National Poverty Center Working Paper Series #10-06
Author: Kalil, Ariel
Date: 2010-08-00
Type: Reports - Research
Subjects: Family (Sociological Unit),African Americans,Whites,Comparative Analysis,Middle Class,Maintenance,Time,Socioeconomic Status,Research Needs,Parent Student Relationship,Parents,Unemployment,Daughters,Sons,Educational Attainment,Family Income

Objectives: We aim to understand why blacks are significantly less likely than whites to perpetuate their middle class status across generations. To do so, we focus on the potentially different associations between parental job loss and youth's educational attainment in black and white middle class families. Methods: We use data from the Panel Study of Income Dynamics (PSID), following those children "born" into the survey between 1968 and 1979 and followed through age 21. We conduct multivariate regression analyses to test the association between parental job loss during childhood and youth's educational attainment by age 21. Results: We find that parental job loss is associated with a lesser likelihood of obtaining any post-secondary education for all offspring, but that the association for blacks is almost three times as strong. A substantial share of the differential impact of job loss on black and white middle class youth is explained by race differences in household wealth, long-run measures of family income, and, especially, parental experience of long-term unemployment. Conclusions: These findings highlight the fragile economic foundation of the black middle-class and suggest that intergenerational persistence of class status in this population may be highly dependent on the avoidance of common economic shocks. (Contains 4 tables, 2 figures and 11 footnotes.) [Additional funding for this paper was provided by a William T. Grant Foundation Faculty Scholars Award.]
Parental Job Loss and Children's Educational Attainment in Black and White Middle Class Families. National Poverty Center Working Paper Series #09-02
Author: Kalil, Ariel
Date: 2009-01-00
Type: Reports - Research
Subjects: Educational Attainment,Middle Class,Demography,Family Income,White Students,African American Students,Social Influences,Unemployment,Employed Parents,Postsecondary Education,Economic Factors,Socioeconomic Status,Longitudinal Studies,Adolescents,Racial Differences

Job loss remains a permanent feature of the American economy. Black and white children may experience parental job loss differently, even when they share the same class location. We address this question using data from the Panel Study of Income Dynamics (PSID), following those children "born" into the survey between 1968 and 1979 and followed through age 21. We focus on middle-class families (defined here as an income between two and six times the appropriate poverty threshold around the time of the child's birth). We find that parental job loss is associated with a lesser likelihood of obtaining any post-secondary education for all offspring, but that the association for blacks is about four times as strong. Approximately 40% of the differential impact of job loss on black and white middle class youth is explained by race differences in household wealth, long-run measures of family income, and, especially, parental experience of long-term unemployment. We also find suggestive evidence that parental college experience mitigates the adverse associations between parental job loss and children's educational attainment. This work was supported in part by a William T. Grant Foundation Faculty Scholars Award to the first author and a pre-doctoral fellowship from the Population Research Center at the University of Chicago to the second author. (Contains 5 tables, 2 figures and 17 footnotes.)
The Student Union Development Handbook for a Stronger Student Movement
Author: Proteasa, Viorel
Date: 2009-03-00
Type: Guides - Non-Classroom
Subjects: Student Participation,Student Unions,Student Organizations,Higher Education,Student Rights,Student Empowerment,Group Membership,Budgets,Sex Fairness,Foreign Countries,Student Diversity,Activism

Empowering students is partly about fighting for students' formal rights. But is it also about ensuring that these rights are filled with content and interpreted in the best interest of the students. Some student unions fight for better parental leave arrangements for PhD students. Some fight for their right to say what they think. Others strive to find finances for their organisation's survival from year to year. But surely, they are all working for the students they represent. This handbook aims at showing the diversity of the European student movement by addressing different facets of student representation. Strategically, the main rationale behind publishing this book is that student representatives and unions should be able to learn from each other's good or bad practices, and grow stronger through the sharing of the organisational wisdom that has been accumulated over the years. This handbook aims at providing a set of useful information, shared by student activists and ESU members, but also at putting forward the first mirror of the characteristics and priorities of ESU member unions. Hence, the publication has two main parts. The authors have asked experienced student representatives to reflect on both general and very concrete challenges that student unions face. They have also asked the unions how they organise themselves and what their important issues are. The authors hope that this handbook helps students think about how they can make their own union work better. (Contains 4 footnotes.)
Good Workers for Good Jobs: Improving Education and Workforce Systems in the US. National Poverty Center Working Paper Series #12-20
Author: Holzer, Harry J.
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Labor Market,Economic Climate,Skilled Workers,Educational Benefits,Educational Status Comparison,Evidence,Education Work Relationship,School Business Relationship,Partnerships in Education

Stagnant earnings and growing inequality in the US labor market reflect both a slowdown in the growth of worker skills and the growing matching of good-paying jobs to skilled workers. Improving the ties between colleges, workforce institutions, and employers would help more workers gain the needed skills. Evaluation evidence shows that training programs linked to employers and good-paying jobs are often cost-effective. Helping more states develop such programs and systems would help raise worker earnings and reduce inequality. (Contains 1 table and 41 endnotes.)
The Lisbon Agenda: An Introduction
Author: Lice, Anita
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Educational Policy,Stakeholders,Foreign Countries,Conferences (Gatherings),Higher Education,Student Empowerment,Politics of Education,Student Organizations,Student Unions,Academic Standards,Educational Objectives,Role of Education,Partnerships in Education,Program Implementation,Student Role

This handbook is an introduction to Lisbon Agenda and it is presented as a basis for ESIB's (The National Unions of Students in Europe) concerted work on the European Union's all-embracing strategy that is changing the parameters of the education systems. The reason for the existence of this handbook is the necessity to coordinate the work on all levels in order to strengthen the students' voice in the EU Lisbon Agenda. In order to facilitate the reading of this handbook, an overview of the chapters is presented. Chapters 2 and 3 offer an overview of the Lisbon Agenda, and answer the questions &quot;What is Lisbon? And what does education have to do with it?&quot;. Those chapters explain why the EU started the Lisbon Strategy, how it works and which priorities the EU has set for higher education. Chapter 4 provides a picture of Lisbon that will be more familiar to readers: It gives examples of the implementation of Lisbon in four European countries, both in the EU and not. Chapter 5 is an overview of the different stakeholders relevant to education within the Lisbon Agenda. In this chapter one finds an assessment of those stakeholders' strategies, and some hints as to how to go about building alliances. Chapter 6 deals with ESIB's strategy towards Lisbon. It is based on the discussions at the Vienna European Student Convention and following ESIB seminars, and addresses the necessary fields of further work and action. Appended are: (1) Policy paper on the EU Lisbon agenda; (2) EU-documents--where to find them?; (3) Bibliography; (4) Footnotes; (5) Authors; (6) Abbreviations; and (7) Glossary. (Contains 7 footnotes.)
The ESU Consultation Report of the MAP-ESG Project
Author: Blattler, Andrea
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Higher Education,Quality Assurance,Stakeholders,Institutional Cooperation,Student Unions,Usability,Focus Groups,Student Organizations,Questionnaires,Interviews,Foreign Countries

The European Higher Education Area (EHEA) would not be what it aimed to become without a strong emphasis on quality and quality assurance, as the latter can provide the basis for mutual trust--the prerequisite without which recognition, mobility and institutional cooperation could not function on a larger scale. The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) have been developed to cater for maintaining national characteristics and as a response to the essential need to create a mutual understanding of how to safeguard existing quality and enhance it further. The ESG have aimed to shape the construction of the EHEA and ensure the trustworthiness of higher education to European society. The results of the analysis presented in this report underline the essential need for, and the success of, the ESG. At the same time, the findings and recommendations also provide concrete suggestions for further improvement of the ESG, so that they might best contribute to the desired European Area of Quality Higher Education. The ESU consultation report of the MAP-ESG project builds on the experiences of national and local student organisations as well as individual student representatives and student reviewers who have been involved in quality assurance at institutional, national and European level. The consultation process was conducted through structured questionnaires, individual interviews and a focus group. Data was collected from 29 national student unions from 27 countries, 27 local student unions from 7 countries, 11 individual students who took part in the external reviews of QA Agencies and 21 focus group participants from 15 countries, who were also interviewed individually. The data analysis was complemented with text analysis of the ESG and relevant literature where appropriate. Despite the variety of different data sources, several themes emerged as those which the students identified as essential to a discussion on the ESG. These themes are: the purpose and the scope of the ESG, clarity and usability of the ESG, impact and implementation of the ESG and stakeholder involvement in quality assurance as a particular, overarching theme. A summary of key findings for each of the identified themes, followed by a summary of recommendations for further improvement of the ESG, is provided in this report. (Contains 3 footnotes.)
Equality Handbook
Author: Malzer, Maris
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Equal Education,Immigrants,Best Practices,Sexual Orientation,Seminars,Gender Issues,Social Justice,Guides,Foreign Countries,Social Discrimination,Colleges,Racial Factors,Gender Bias,Sexual Identity,Political Issues,Questionnaires,Socioeconomic Status,Religion,Religious Factors,Quality Assurance,Student Participation

&quot;Tolerance is not enough, discrimination must be fought&quot; is what ESU staff stated in their Seminar on Equality in London, last May. Following their seminar, they decided to provide members with more practical tools to fight discrimination in higher education. This handbook aims at as part of that strategy. Focusing on several issues that are high on the political agendas of the governments today, they try to provide with the argumentation and analyses to make a difference. ESU chairperson Koen Geven strongly believes that promoting equality has always been one of the cornerstones of the student movement. But although equality has been high on the agenda of the student movement, only so much has changed in universities. Gender equality can be a good example to proof this point. But ESU members must continuously realise that equality is not just a gender issue. This handbook therefore also covers problems experienced by black students, students with different sexual orientation and all other groups facing structural or increasing discrimination. Especially with the rise of extremist right wing parties focusing purely on hatred against gay people or immigrants, efforts should be increased. Best practices are appended. A glossary is included. (Contains 5 figures.)