ethanporcaro/eric-fulltext-meta huggingface dataset:
Roadmap for Effective Data Use and Research Partnerships between State Education Agencies and Education Researchers: Key Focus Areas for Using Research Partnerships to Improve Student Outcomes
Author: Data Quality Campaign
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Data,Information Utilization,Partnerships in Education,Educational Research,State Departments of Education,Educational Researchers,Relationship,Objectives,Governance,Shared Resources and Services,Citizen Participation,Publicity,Privacy,Information Security,Data Analysis,Research Utilization,Research Reports,Capacity Building

When students, parents, educators, and partners have the right information to make decisions, students excel. By forming research partnerships, state education agencies (SEAs), policymakers, practitioners, and education researchers at universities and other research institutes can work together to use research to provide the best education possible for all students. Without high-quality and trustworthy education research, communities will be making decisions in the dark, and more students will be left behind. This roadmap is a guide for SEAs, policymakers, and policy leaders on how to partner with researchers to address important education questions through research. Eight focus areas are highlighted: (1) Relationship Building and Creating a Vision; (2) Data Governance; (3) Data Sharing Agreements and Processes; (4) Quality Data; (5) Public Engagement and Communication; (6) Privacy and Security; (7) Analysis, Reporting, and Use; and (8) Capacity Building.
Education Data 101: A Briefing Book for Policymakers
Author: Data Quality Campaign
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Policy Formation,Data Collection,Data Analysis,Access to Information,Student Records,Information Management,Elementary Secondary Education,State Policy,Postsecondary Education,Early Childhood Education,Information Dissemination,Information Security,Privacy,Accountability,Empowerment,Teacher Education Programs,Teacher Competencies,Information Literacy

Policymakers need information about the schools in their state. What programs are the most cost effective and work best for students? How can states attract and retain great teachers? What information do parents need to ensure that their kids are on track to graduate? For answers to questions like these, policymakers need high-quality data. Information is a critical tool to help inform policy decisions. Likewise, everyone involved in a child's education needs timely, accurate data to provide insights and drive improvements for students. Data has become a critical part of education policy conversations in every state, and this briefing book is meant to bring policymakers up to speed on the major topics they need to know about. Eight of the most pressing topics have been selected and described in this briefing book. Each topic area includes: (1) a basic overview of the topic; (2) why it matters; (3) the &quot;state of play&quot; on the latest progress states and others have made in that area; (4) recommendations to take action in your state; and (5) additional resources to help build your understanding of data topics and policies.
Using Data to Ensure That Teachers Are Learner Ready on Day One
Author: Data Quality Campaign
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Information Utilization,Data,Teacher Education Programs,Readiness,Information Dissemination,Data Collection,Educational Improvement,State Policy,Educational Policy,Needs Assessment,State Surveys,Teacher Surveys,Best Practices,Educational Quality,Accountability

Every student, no matter where he or she lives, deserves a great teacher. States, educator preparation programs (EPPs), and K-12 leaders must work together to ensure that all teachers are learner ready on day one in the classroom. But too often, these actors do not have access to the necessary information to fully prepare teachers for the unique needs of students in their states. This situation must change, and data is essential to making that happen. This report highlights how states can lead the way by making sure that the right information is available to those who need it and that leaders have the skills to use that information for continuous improvement, not just accountability.
Show Me the Data 2017: States Can Improve Report Cards &quot;This Year&quot;
Author: Data Quality Campaign
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Report Cards,Access to Information,Elementary Schools,High Schools,Improvement,Usability,Best Practices

States can--and must--create report cards that meet the needs of parents, communities, and taxpayers. Getting people the data they need is essential because when families and communities have the right information to make decisions, students excel. Every state is required by federal law, and sometimes state law, to produce report cards detailing the academic performance of students in each school in their state, but states must go beyond what is required by law to make report cards meaningful and useful to people. This report presents steps states can take right now to improve report cards. Data Quality Campaign (DQC) looked at reports for one high school and one elementary school in each state. DQC's 2017 analysis finds that the landscape of report cards is much the same--many reports are still hard to find and use, but states have made important progress in the types of information they make available. The following sections are included in the report to provide examples of emerging best practices: (1) Which report cards provide information beyond accountability data?; (2) Which report cards are easy to find?; and (3) Which report cards are easier for parents to understand?
Recruiting Trends, 2017-2018. 47th Edition. Brief 1: Hiring Outlook for the Class of 2017-18, Including Hiring Plans by Organization Size
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2017-00-00
Type: Reports - Research
Subjects: Employers,College Students,Career Centers,Recruitment,Internship Programs,Industry,Business,Intellectual Disciplines,Personnel Selection,College Graduates,Majors (Students),Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Academic Degrees,Black Colleges,Hispanic Americans,Asian Americans,Geographic Location,Intention,Labor Market,Organization Size (Groups),Job Skills

The 47th annual &quot;Recruiting Trends&quot; reports are based on a survey convenience sample of employers currently seeking college talent through their interactions with college and university career services offices. Nearly 200 career service centers from around the country invited their employers to participate in this study. Employers provide information useful for understanding recruiting trends and practices. Approximately 3,370 employers provided information useful for understanding recruiting trends and practices. Eighty-two percent of respondents reported that they hired at least one new college graduate during the 2016-17 academic year. While this figure dropped five percentage points the previous year, the good news is that eighteen percent of employers who were not actively hiring last year are entering the college market this year. In examining these expectations in more detail, researchers find only about three percent of those who hired last year do not intend to hire any new personnel this year. For those entering the labor market after an absence, eighty-six percent expect to hire new college talent.
Recruiting Trends, 2016-2017. 46th Edition. Brief 6: Internships &amp; Co-Ops
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2016-00-00
Type: Reports - Research
Subjects: Internship Programs,Majors (Students),Wages,College Students,Experiential Learning,Apprenticeships,Practicums,Recruitment,Two Year Colleges,Public Colleges,Private Colleges,Academic Degrees,Black Colleges,Hispanic Americans,Asian Americans,Pacific Islanders,Business,Industry,Employers,Personnel Selection,College Credits

This brief focuses on internships and co-ops because this form of experiential learning is most common on college campuses. The Collegiate Employment Research Institute (CERI) asked respondents a series of questions about internships and co-ops, including the number of hires, academic majors, and hourly wages. Eighty-eight percent of respondents offered college students some form of experiential or pre-professional experience, including apprenticeships, clinical rotations, internships, practicums, professional practice, and other forms of work-integrated learning. More in-depth findings are presented in the brief.
Recruiting Trends, 2016-2017. 46th Edition. Brief 2: Hiring Outlook by Industry Sector and Geographic Region
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2016-00-00
Type: Reports - Research
Subjects: Recruitment,College Graduates,National Surveys,Trend Analysis,Personnel Selection,Labor Market,Industry,Geographic Regions,Employers,Employment Opportunities,Occupational Surveys,Occupational Clusters,Employment,Employment Patterns,Academic Degrees,Organization Size (Groups),Institutional Characteristics,Professional Services,Financial Services,Manufacturing,Education,Public Sector,Health Services,Nonprofit Organizations,Construction Industry,Retailing,Information Services,Transportation,Administration,Theater Arts,Hospitality Occupations,Agriculture,Utilities,Real Estate,Mining,Tables (Data)

The Collegiate Employment Research Institute (CERI) generated this sample from employers seeking college talent through their interactions with college and university career services offices. Nearly 200 career service centers from around the country invited their employers to participate in this study. Approximately 4,350 employers provided information useful for understanding recruiting trends and practices. CERI uses information provided by those recruiting talent for full-time positions, internships, and co-ops to produce these research briefs. The data in this brief present two aspects of the new college labor market: (1) hiring by industry; and (2) hiring by geographic region. Key findings from 2016-17 are presented in herein.
Charting a Path Forward for Charter Schools. Policy Brief
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Charter Schools,Elementary Secondary Education,School Role,Public Education,School Effectiveness,Institutional Autonomy,Accountability,School Choice,Educational Improvement,Educational Finance,Governance,Financial Support,Student Characteristics,Academic Achievement

Over the past decade, charter schools have gained a prominent role in the debate over how to improve K-12 education, becoming one of those rare ideas that attracts bipartisan support. Yet as charter schools have expanded and begun educating more American school children, so has discussion over the role charter schools should ultimately play in our public school system. This policy brief provides an overview of what charter schools are (and are not) and what we know about their effectiveness, with the aim of facilitating more knowledgeable discussion among policymakers and other stakeholders.
Strengthening Transfer Paths to a Bachelor&apos;s Degree: Identifying Effective Two-Year to Four-Year College Partnerships. CCRC Working Paper No. 93
Author: Xu, Di
Date: 2017-05-00
Type: Reports - Research
Subjects: Partnerships in Education,Two Year Colleges,Institutional Cooperation,College Transfer Students,Program Effectiveness,Bachelors Degrees,Institutional Characteristics,Graduation Rate,Socioeconomic Status,Rural Urban Differences,Two Year College Students,Undergraduate Students

While preparing students academically for vertical transfer to four-year colleges has traditionally been viewed as the major responsibility of the home institutions, there is a growing consensus that the receiving institutions play a critical role in facilitating the transfer process and in supporting students' academic success after transfer. The goal of improving transfer outcomes cannot be fully achieved until colleges nationwide are provided with commonly accepted metrics and methods for measuring the effectiveness of transfer partnerships. Using the individual term-by-term college enrollment records from the National Student Clearinghouse for the entire 2007 fall cohort of first-time-in-college community college students nationwide, this paper introduces a two-stage, input-adjusted, value-added analytic framework for identifying partnerships of two- and four-year institutions that are more effective than expected in enabling community college students to transfer to a four-year institution and earn a bachelor's degree in a timely fashion. In doing so, the paper provides a description of transfer patterns nationwide, broken out by key institutional characteristics. Recommendations and cautions for using this framework to evaluate and benchmark institutional performance in terms of supporting the academic success of vertical transfer students for baccalaureate attainment are also discussed.
Ease of Access and Usefulness of Transfer Information on Community College Websites in Texas. CCRC Working Paper No. 102
Author: Schudde, Lauren
Date: 2018-04-00
Type: Reports - Research
Subjects: Two Year College Students,College Transfer Students,Web Sites,Community Colleges,Access to Information,Difficulty Level,School Personnel,Student Needs,Student Characteristics

Many first-time community college entrants aspire to earn a bachelor's degree, but few do. To transfer, students often must overcome information constraints to navigate bureaucratic hurdles and conflicting requirements. For a sample of 20 Texas community colleges, we reviewed college websites, assessing the ease of access and usefulness of online transfer information, and spoke to key transfer personnel about the information provided to students. We used a qualitative case study approach to triangulate findings from our data sources. Approximately two thirds of colleges in the sample fell below the highest standard on our rubric for either ease of access or usefulness, indicating room for improvement at most institutions. Many personnel we interviewed recognized the strengths and limitations of their college's online information, though several were ambivalent regarding the need for improving online transfer information, arguing that the availability of online information alone is insufficient for successful transfer and not as important as face-to-face advising. Our research illustrates the need for colleges to develop and update their online information with care, determining which information students need to transfer (including transfer guides for partner programs/colleges), how students might search for that information, and ensuring that necessary transfer information is available and up-to-date. The framework provided by our rubric may guide institutions in the evaluation of their online transfer information.
Hard Work and Soft Skills: The Attitudes, Abilities, and Character of Students in Career and Technical Education
Author: Cheng, Albert
Date: 2018-04-00
Type: Reports - Research
Subjects: Student Attitudes,Vocational Education,Student Characteristics,Stereotypes,High School Students,Student Motivation,Academic Persistence,Self Control,Cognitive Ability,Grade 10,Self Efficacy,Student Behavior,Comparative Analysis,Conventional Instruction,Vocational High Schools,Outcomes of Education

Career and technical education (CTE) programs are diverse. But, historically, they have all carried a common stigma: They are not academic. CTE has traditionally been seen as an alternative to academic programs. This nonacademic stigma brings on a stereotype, especially for high schoolers: Students in CTE programs are unmotivated, uninterested in learning, and unfocused. The authors answer the following questions: (1) What truth is there in this stereotype? and (2) Are students who lack the noncognitive skills generally associated with academic success (e.g., motivation, persistence, self-control, and conscientiousness) more likely to take CTE courses? The article draws on data from the Educational Longitudinal Study of 2002, a US Department of Education survey that followed more than 15,000 American 10th graders for a decade, from 2002 through 2012. The data contain measures of noncognitive skills, such as student self-reports of self-efficacy in academics, teacher reports of student behavior, and observed levels of student conscientiousness and self-control (as measured by survey effort). The authors examine two groups of CTE students: students in traditional comprehensive high schools who take CTE courses and students who enroll in stand-alone vocational-technical schools. Their analysis compares these groups of students to students who took few to no CTE courses in high school. The found that CTE course takers have on average higher noncognitive skills, compared to otherwise-similar students.
Baseline Trends in Key Performance Indicators among Colleges Participating in a Technology-Mediated Advising Reform Initiative
Author: Armijo, Michael
Date: 2018-06-00
Type: Reports - Research
Subjects: Trend Analysis,Performance,Educational Indicators,Colleges,Academic Advising,Educational Technology,Educational Change,Grants,Program Implementation,Technology Uses in Education,Success,Program Effectiveness,Grade Point Average,Credits,Outcomes of Education,Planning,Remedial Mathematics,English,Remedial Programs,School Holding Power

In 2015, 26 two- and four-year institutions received grants to help implement and sustain reforms consistent with the Integrated Planning and Advising for Student Success (iPASS) reform approach. Beginning in 2015, the colleges worked to launch or enhance technologies and related structural and procedural changes that would enable them to provide holistic, long-term support to all students by 2018. CCRC is analyzing key performance indicators (KPIs) of short- and long-term student outcomes at these institutions--including those measuring credits earned, GPA, progress in developmental and gateway courses, retention, and completion--to better understand progress made under the advising reforms. Recognizing an institution's baseline level of performance prior to implementing a reform is critical to determining the reform's effectiveness. This paper provides baseline KPIs for 22 of the 26 colleges that were awarded an iPASS grant. We examine trends in institutional outcomes in the years prior to the start of the iPASS grant period. Our data indicate that, prior to the start of their funded iPASS reforms, grantee colleges exhibited wide variation in KPIs across institutions. We also find that four-year institutions generally exhibited higher performance than two-year institutions. Finally, our analysis of multiple KPIs across a time period prior to the iPASS grant period establishes that outcomes on these measures remained relatively stable for several years across the institutions. This stability will allow us to better interpret changes in the KPIs that may occur after the reforms are fully implemented.
Using Social-Emotional Learning Data in the CORE Districts: Lessons Learned. Case Study
Author: Data Quality Campaign
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Case Studies,Emotional Development,Social Development,Federal Legislation,Educational Legislation,School Districts,Student Attitudes,School Culture,Learner Engagement,Educational Policy,Educational Quality,Educational Indicators,Faculty Development,Data Analysis,Self Efficacy,Privacy,Information Security,Interpersonal Competence,Outcomes of Education

For years, student test scores drove much of the conversation about school quality and student learning. But new state plans under the Every Student Succeeds Act (ESSA) show that policymakers are using a broader set of measures to assess school quality. In addition to math and reading performance, many states will also look at core subjects such as science, as well as nonacademic indicators such as student perceptions of school culture and student engagement. As state and local leaders begin implementing their ESSA plans, learning from others in the field who have already begun using nonacademic measures will be valuable. This resource provides a framework for states and districts to better understand the CORE Districts' work measuring and reporting on nonacademic indicators over the past five years.
Recruiting Trends, 2017-2018. 47th Edition. Brief 2: Hiring Outlook by Industry Sector and Geographic Region
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2017-00-00
Type: Reports - Research
Subjects: Employers,College Students,Career Centers,Recruitment,Internship Programs,Industry,Business,Intellectual Disciplines,Personnel Selection,College Graduates,Majors (Students),Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Academic Degrees,Black Colleges,Hispanic Americans,Asian Americans,Geographic Location,Intention,Bachelors Degrees

The 47th annual &quot;Recruiting Trends&quot; reports are based on a survey convenience sample of employers currently seeking college talent through their interactions with college and university career services offices. Nearly 200 career service centers from around the country invited their employers to participate in this study. Employers provide information useful for understanding recruiting trends and practices. The Collegiate Employment Research Institute (CERI) also includes information from 3,370 respondents recruiting talent for full-time positions, internships, and co-ops. The data in this brief present two aspects of the new college labor market. By classifying each organization by its primary North American Industrial Classification (NAIC) code, organizations are aggregated in similar industrial sectors. NAIC codes also allow comparison to employment figures from the Bureau of Labor Statistic (BLS). CERI analyzes the geographic data based on the scope of recruiting: international, throughout the U.S., and specific regions within the U.S. Recruiters from different economic sectors experience different challenges that affect the success of their recruiting efforts. In the service sectors, which include educational services, finance and insurance services, healthcare and social assistance, information services, and professional, business, and scientific services, the biggest challenge is finding candidates with solid soft skills. Employers, regardless of sector, appear to encounter candidates who pursue positions in their organization but come to realize upon closer examination they are not interested in that type of position.