ethanporcaro/eric-fulltext-meta huggingface dataset:
Barriers to Wellness: Voices and Views from Young People in Five Cities
Author: Martinez, Linda Sprague
Date: 2016-00-00
Type: Reports - Research
Subjects: Wellness,Barriers,Health Promotion,Urban Areas,Community Programs,Youth Programs,Minority Groups,At Risk Persons,Well Being,Stress Variables,Safety,Fear,Trust (Psychology),Police,Access to Information,Stereotypes,Racial Bias,Coping,Community Involvement,Interviews,Training,Social Bias,Social Justice,Photography,Surveys,Violence,Food,Observation

Youth of color represent the fastest growing segment of the U.S. child population and make up the majority of the youth population in about half of the 100 largest U.S. cities. Fear, along with inequitable access to social supports, opportunities, and experiences essential for healthy development, place this group at increased risk for poor health outcomes. To better understand the obstacles to well-being experienced by young people of color, the Center for Promise (CfP) implemented a youth-led health and wellness assessment in five cities--Boston, Chicago, Denver, Philadelphia, and St. Paul--between May and September 2016. This youth-led health assessment was designed to tap into young people's perspectives by engaging them not only as partners, but as leaders in community health research and assessment. Young people identified and prioritized health areas and threats in their communities and led the assessment design and implementation. Adult program staff at each site supported the young people with protocol development and implementation as well as data analysis. While the assessment methods varied from surveys and interviews to photovoice (using photography to observe, document, and discuss the features of a community), common themes emerged across the five cities. Findings include the following: (1) Young people are under stress; (2) Young people feel unsafe; (3) Young people mistrust and fear police, leading to anxiety and avoidance of public places; (4) Young people observe and suffer from a lack of access to community resources; (5) Young people cite stereotyping and racial bias as reasons they feel unsafe and unwelcome; and (6) Young people engage in risky behaviors to cope with stress. The report includes recommendations for steps community decision-makers can take to help young people in urban communities feel safe and welcome in order to improve health outcomes. The following are appended: (1) Youth Training, Protocol Development, and Related Research Methods; (2) The Five Selected Partner Sites; (3) Sample Key Informant Interview Protocol--Denver; and (4) Philadelphia Youth Health Assessment. [Dr. Jonathan Zaff, Craig McClay, and Catalina Tang served as co-investigators. For the Executive Summary, see ED572755.]
Central State University: Phase I Report
Author: Ohio Board of Regents
Date: 2012-05-31
Type: Reports - Evaluative
Subjects: Governing Boards,Higher Education,College Administration,Governance,Educational Improvement,Black Colleges,STEM Education,Partnerships in Education,Participative Decision Making,Articulation (Education),Shared Resources and Services,Academic Persistence,College Freshmen,Educational Finance,Planning,Financial Support,Educational Facilities Improvement

In December of 2011, a team of eight consultants authored a report to the Ohio Board of Regents and Central State University titled &quot;Accentuating Strengths/Accelerating Progress (AS/AP).&quot; AS/AP provided a road map for the administration, faculty, and staff of CSU to achieve the excellence it has sought under the leadership of President John Garland. AS/AP made note of Central State's historic value to the state while identifying areas where the university could potentially produce outstanding results--referred to in the report as &quot;Targets of Opportunity.&quot; Based on site visits, meetings and conversations with staff, the team of consultants developed the following five Targets of Opportunity. They are: (1) Aggressively pursue more distinct student prospects; (2) Deepen the first-year experience; (3) Leverage science and technical excellence; (4) Balance revenue and performance; and (5) Create an inviting physical environment. For each area listed, AS/AP offered an assessment of Central State's leadership, management, and technical capacity to execute the given strategy. Based upon the recommendations made in the AS/AP report, Chancellor Jim Petro identified several actions whose implementation should commence over the course of the next year in order to satisfy the requirements of Sec. 371 of Ohio Am. Sub. HB 153. The actions were divided into three phases of execution, and a revision to Phases 1&amp;2 action items were sought and approved to better support the implementation of the Plan. This report provides details on the implementation of Phase I actions due on May 31, 2012. [For the addendum to this report, see ED572749.]
Central State University: Addendum to the Phase I Report
Author: Ohio Board of Regents
Date: 2012-09-30
Type: Reports - Evaluative
Subjects: Governing Boards,Higher Education,College Administration,Governance,Educational Improvement,Black Colleges,STEM Education,Partnerships in Education,Participative Decision Making,Articulation (Education),Shared Resources and Services,Academic Persistence,College Freshmen,Educational Finance,Planning,Financial Support,Educational Facilities Improvement

On May 31, 2012, Central State University submitted the Phase I Report detailing progress made in support of the plan to increase enrollment, improve course completion and increase the number of graduates. The report detailed accomplishments made in support of the following Phase I action items: (1) Identification of Three Degree Partnerships in STEM with Other Institutions; (2) Explore with Wright State University opportunities to share administrative operations; (3) Hire or appoint a Director of University Retention; and (4) Develop a Funding Plan for Facility Improvement. After reviewing the report, President Cynthia Jackson-Hammond thought it could have been more specific in its description of how Central State met Phase I action items. As a result, she requested that the actions be revisited and an addendum be submitted to the Ohio Board of Regents to more closely align Central State's accomplishments with the actions called for in the Plan. This document describes the additional progress made in meeting Phase I actions. [For the Phase I report, see ED572747.]
Competency-Based Education. 9th Report on the Condition of Higher Education in Ohio
Author: Ohio Department of Higher Education
Date: 2016-00-00
Type: Tests/Questionnaires
Subjects: Competency Based Education,Higher Education,Best Practices,Program Implementation,Educational Planning,Nontraditional Students,Adult Students,Prior Learning,Surveys

Traditional education has benefited millions of students--preparing them for college, jobs and careers--and it continues to do so. However, in recent years, there has been a growing trend of higher education institutions considering an alternative, competency-based education (CBE), to serve the needs of nontraditional or underserved adult students. CBE is self-paced and personalized. It provides flexible schedules and pathways to meet individual needs. The time necessary to complete a CBE program can be reduced as it takes prior learning, prior knowledge and a mastery of competencies into consideration, rather than seat time or the number of hours spent in class. This report on the Condition of Higher Education in Ohio addresses four questions surrounding competency-based education. The questions are: (1) What is competency-based education and why is it important? (2) Are Ohio's colleges and universities engaging in or planning to engage in CBE? (3) What are best practices for implementing competency-based education programs? and (4) What are the next steps for Ohio? Three appendices are included: (1) Ohio CBE Survey; (2) Competency-Based Education Design Planner (Provided by C-BEN); and (3) CBE Quality Standards (DRAFT VERSION) by C-BEN. [For the &quot;8th Report on the Condition of Higher Education in Ohio,&quot; see ED572751.]
Student Success for Adult Learners. 8th Report on the Condition of Higher Education in Ohio
Author: Ohio Department of Higher Education
Date: 2015-12-31
Type: Reports - Evaluative
Subjects: Adult Students,Success,Higher Education,Student Needs,Enrollment Influences,Educational Attainment,Labor Force Development,Public Colleges

This report identifies the most relevant considerations adults have when assessing options to pursue higher education. The report further details what factors institutions of higher education need to consider in order to successfully attract, enroll, retain and graduate adult student populations. The report also highlights why the increased educational attainment of adults in the state of Ohio is deserving of increased focus and attention. Data show that by 2025, the vast majority of the jobs created in Ohio will require a postsecondary degree or credential. The current pipeline of individuals currently in higher education and high school will not be sufficient to fill Ohio jobs of the future. Increasing the educational attainment of adults will be an essential component in filling the state's workplace needs and securing its future economic prosperity. There are a significant number of adults across Ohio with some college and no degree or without any college experience at all; this population provides a significant opportunity to increase the educational attainment of adults in Ohio. The report's recommendations identify opportunities for improving data collection, communication strategies, student engagement efforts and educational options for adults. The recommendations further emphasize the need for collaborative efforts between the Ohio Department of Higher Education and Ohio's institutions of higher education to achieve the goal of improving the educational attainment of adults. Enrollment charts providing the number of students enrolled at each institution during the autumn quarter of each year by level of program, by age of the student are appended. [For the &quot;Seventh Report on the Condition of Higher Education in Ohio,&quot; see ED561163.]
Hidden in Plain Sight: Homeless Students in America's Public Schools
Author: Ingram, Erin S.
Date: 2017-00-00
Type: Reports - Research
Subjects: Homeless People,Public Schools,Federal Legislation,Educational Legislation,Trauma,Pupil Personnel Services,Elementary Secondary Education,Barriers,School Effectiveness,Resilience (Psychology),Persistence,Educational Policy,Online Surveys,Qualitative Research,Interviews,Likert Scales

Student homelessness is on the rise, with more than 1.3 million homeless students identified during the 2013-14 school year. This is a 7 percent increase from the previous year and more than double the number of homeless students in 2006-07. As high as these numbers seem, they are almost certainly undercounts. Despite increasing numbers, these students--as well as the school liaisons and state coordinators who support them--report that student homelessness remains an invisible and extremely disruptive problem. Students experiencing homelessness struggle to stay in school, to perform well, and to form meaningful connections with peers and adults. Ultimately, they are much more likely to fall off track and eventually drop out of school more often than their non-homeless peers. This study: (1) provides an overview of existing research on homeless students; (2) sheds light on the challenges homeless students face and the supports they say they need to succeed; (3) reports on the challenges adults--local liaisons and state coordinators--face in trying to help homeless students; and (4) recommends changes in policy and practice at the school, community, state and national level to help homeless students get on a path to adult success. Three appendices are included: (1) Paths Forward and ESSA Implementation Comparisons; (2) Major Wins for Homeless Students in the Every Student Succeeds Act (ESSA); and (3) Frequently Used Terms.
QUEST for Quality for Students: Student Handbook on Quality Assurance
Author: Lewis, Eve
Date: 2013-10-00
Type: Guides - General
Subjects: Guides,Foreign Countries,Educational Quality,Student Participation,Student Attitudes,Standards,Quality Assurance,Learning Experience,Training,Student Organizations,Partnerships in Education,Evaluation,Student Role,Skill Development,College Students,Higher Education,Change Agents,Communication Skills,Listening Skills,Questioning Techniques,Facilitators (Individuals),Feedback (Response)

This handbook was written within the framework of a European project called &quot;QUEST for Quality for Students&quot; (QUEST), whose primary aim is to empower student unions to lead discussions on the quality of education at a local level and to help students who are participating in quality reviews. Students, in particular student representatives of local and national unions, are the main target group of this project, which seeks to identify students' views on the quality of education from a pan-European perspective. This handbook is divided into three parts. Part 1 focuses on the concept of quality and various review processes. This section gives an overview of different understandings of what quality means and what makes a quality experience. It explains the process behind the student learning experience and the partnership process; and gives an overview of different types and processes for quality reviews and explains how students can become reviewers or involved in reviews. Part 2 focuses on the skills that every student reviewer should have, how they can make the change happen that they want to see, what communication skills they should possess and how they can improve their skills. Part 3 explains the function of the European Students' Union and its work in the field of quality assurance for higher education. This section also includes an overview of other stakeholders that have taken an active role in this field. Appended is: Useful Further Reading. To assist in a better understanding of the topics covered in this handbook and put the quality of education into a wider context, see: &quot;QUEST for Quality for Students: Going Back to Basics&quot; (ED539505); &quot;QUEST for Quality for Students: Survey on Students' Perspectives&quot; (ED572745), &quot;QUEST for Quality for Students: Institutional Analysis&quot; (ED572748); and &quot;QUEST for Quality for Students: A Student Quality Concept&quot; (ED572758).
Barriers to Wellness: Voices and Views from Young People in Five Cities. Executive Summary
Author: Martinez, Linda Sprague
Date: 2016-00-00
Type: Reports - Research
Subjects: Wellness,Barriers,Health Promotion,Urban Areas,Community Programs,Youth Programs,Minority Groups,At Risk Persons,Well Being,Stress Variables,Safety,Fear,Trust (Psychology),Police,Access to Information,Stereotypes,Racial Bias,Coping,Community Involvement,Interviews,Training,Social Bias,Social Justice,Photography,Surveys,Violence,Food,Observation

Young people of color and young people growing up in low-income communities are at high risk for experiencing poor health. In part, this is because they have inequitable access to the supports, opportunities, and experiences that science affirms are essential for children's well-being. Wellness initiatives--holistic approaches to overall physical and psychological health--offer promising prevention-focused health strategies. Wellness approaches are less common, however, in communities of color. At the same time, youth of color are the fastest-growing segment of the child population in the U.S. Therefore, identifying promising practices to improve the health and well-being of young people of color and young people in low-income communities is critical to the vitality of our nation. To align policies and practices with young people's lived experiences, decision-makers need to hear from young people themselves. Yet engaging young people in health-related research, policy, or recommended practices is an approach that has not been widely used or studied in the public health field. To better understand the obstacles to well-being experienced by young people of color in low-income urban communities, the Center for Promise (CfP) implemented a youth-led health and wellness assessment in five cities--Boston, Chicago, Denver, Philadelphia, and St. Paul. This report summarizes findings from the youth-led assessment, bringing young people's voices and views into the discussion about what affects their health and wellness. [Dr. Jonathan Zaff, Craig McClay, and Catalina Tang served as co-investigators. For the full report, see ED572744.]
Central State University: Phase II Report
Author: Ohio Board of Regents
Date: 2012-09-30
Type: Numerical/Quantitative Data
Subjects: Governing Boards,Higher Education,College Administration,Governance,Educational Improvement,Black Colleges,STEM Education,Partnerships in Education,Participative Decision Making,Articulation (Education),Shared Resources and Services,Academic Persistence,College Freshmen,Educational Finance,Planning,Financial Support,Educational Facilities Improvement,Graduation Rate,State Legislation,Educational Legislation

In accordance with Ohio Amended Substitute House Bill 153, the Chancellor submitted to the state Legislature and the Governor a plan, developed in consultation with Central State University, that assures the Central State Supplement will be used to promote the goals of increasing enrollment, improving course completion, and increasing the number of degrees conferred at Central State University. The intent of the Plan is to assist Central State in the development of performance metrics and goals that are both realistic and aspirational while providing Central State with a clear roadmap to continued success. The Plan has three phases of implementation. Phase I action items were completed on May 30, 2012; Phase II action items were due on September 30, 2012; and Phase III actions items are due on September 30, 2013. This report provides updates on an addendum to the Phase I report completed on May 30, and details on progress made toward completing the Phase II action items. Phase II sets a path for continued success by focusing efforts on student retention and persistence and by implementing a strategic student recruitment and enrollment process. Phase II recognizes the importance of providing Ohio students with seamless and low-cost pathways to a degree, and focuses on the development of partnerships between Central State and various Ohio community colleges. Phase II also draws appropriate peer and aspirational institution comparisons for CSU so long-term success metrics can be developed thoughtfully. Finally, this report provides insight on how to approach determining Central State's appropriate student body size and attempts to shape the discussion on the most appropriate funding model--one that incorporates Central State's strengths. [For &quot;Central State University: Phase I Report,&quot; see ED572747. For &quot;Central State University: Addendum to the Phase I Repor,t&quot; see ED572749.]
Central State University: Phase III Report
Author: Ohio Board of Regents
Date: 2013-05-30
Type: Reports - Evaluative
Subjects: Governing Boards,Higher Education,College Administration,Governance,Educational Improvement,Black Colleges,STEM Education,Partnerships in Education,Participative Decision Making,Articulation (Education),Shared Resources and Services,Academic Persistence,College Freshmen,Educational Finance,Planning,Financial Support,Educational Facilities Improvement,Graduation Rate,Funding Formulas,State Legislation,Educational Legislation

This document is the final report on Central State University's implementation of Section 371 of Ohio Amended Substitute House Bill 153. Implementation of Phase I action items required that deliverables and timelines be shifted to give Central State the best opportunity for early success. In Phase II, Central State responded aggressively to a decline in enrollment by prioritizing student-centered initiatives such as targeted enrollment and preferred pathway agreements with area community colleges. In both phases, Central State responded to a different challenge while still adhering to the original requests of the plan. Phase III advances the work completed in I &amp; II by detailing early indications of progress, by communicating Central State's own strategic vision and priorities, and by creating synergy between Central State's new narrative and the educational and workforce development goals of the State. [To access &quot;Central State University: Phase II Report&quot; see ED572756.]
QUEST for Quality for Students: A Student Quality Concept. Volume 3
Author: Galán Palomares, Fernando Miguel
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Educational Quality,Higher Education,College Students,Foreign Countries,Quality Assurance,Surveys,Student Organizations,Focus Groups,Case Studies,Access to Information,Student Attitudes,Questionnaires,Student Characteristics,Student Motivation,Expectation,Academic Freedom,Correlation,College Choice,Role of Education,Student Needs

This is the final publication of the QUEST for Quality for Students (QUEST) project, run by the European Students' Union. The QUEST project has managed to analyse students' views on the quality of higher education to identify areas in which students can become increasingly involved in quality assurance and enhancement processes. This publication includes policy recommendations that summarise the main findings of the QUEST project in order to develop a student-based concept for the quality of higher education. Previously, the QUEST team has published three other research publications and a handbook for students on quality assurance. All those deliverables are available for free on QUEST's website www.quest.esu-online.org. [Prior Volumes in this series include: Volume 1: &quot;QUEST for Quality for Students: Going Back to Basics&quot; (ED539505); Volume 2, Part 1: &quot;QUEST for Quality for Students: Survey on Students' Perspectives&quot; (ED572745); Volume 2, Part 2: &quot;QUEST for Quality for Students: Institutional Analysis&quot; (ED572748); and &quot;QUEST for Quality for Students: Student Handbook on Quality Assurance&quot; (ED572754).]