ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Underrepresented Populations in the Business School Pipeline. GMAC® Research Report RR-16-02
Author: Daniel, Rhonda
Date: 2016-08-16
Type: Reports - Research
Subjects: Disproportionate Representation,Business Schools,Business Administration Education,Minority Group Students,African American Students,Hispanic American Students,Inclusion,Graduate Students,Demography,Ethnic Diversity,Student Diversity,Financial Support,Family Environment,Occupational Aspiration,Community,Religion,Volunteers,Travel,Politics,Values,Academic Aspiration,Student Motivation,Graduate Study,Racial Differences,Academic Degrees,Time to Degree,Educational Attainment,Information Sources,Social Media,College Choice,Reputation,Educational Finance,School Culture,Preferences,Best Practices

This white paper, &quot;Understanding Underrepresented Populations in the Business School Pipeline,&quot; examines the shifting US racial and ethnic demographics and projected growth among US minority populations and the challenges--and incentives--these developments pose for US business schools to increase the opportunities for minority students to participate in a graduate management education. Historically, many US underrepresented populations (URP), particularly African Americans and Hispanic Americans, have had disproportionately small representation in the business school pipeline. There are no easy solutions to changing these dynamics and smarter, more customized approaches to recruiting these prospective students will be required of business schools to bring more of these students through their doors.
Increasing Graduate Management Education Candidate Diversity: Improving Attraction to Underrepresented Segments. GMAC® Research Report RR-16-03
Author: White, Sabrina
Date: 2016-10-12
Type: Reports - Research
Subjects: Graduate Study,Administrator Education,Business Administration Education,Student Diversity,College Applicants,Disproportionate Representation,Minority Group Students,Qualitative Research,Interviews,Statistical Analysis,Online Surveys,Career Choice,Work Experience,Student Educational Objectives,Course Selection (Students),Influences,Nontraditional Education,Enrollment Management,Enrollment Influences

This white paper, &quot;Increasing Graduate Management Education Candidate Diversity: Improving Attraction to Underrepresented Segments,&quot; presents findings from a research study that GMAC commissioned from globalsojourn, a market strategy and research firm, to gain insights into the dynamics of the perceptions and interest of U.S. underrepresented populations (URPs) in the pursuit of graduate management education (GME). The study consisted of two phases: a qualitative research sample consisting of 84 online individual in-depth interviews and a quantitative online survey with a total of 1,216 respondents who represented URP populations of different educational levels and diverse ethnic and racial groups. The report presents recommendations to assist graduate business schools in their efforts to improve the attraction to GME among these candidate segments.
School Health Profiles 2014: West Virginia Rankings
Author: West Virginia Department of Education
Date: 2015-00-00
Type: Reports - Research
Subjects: School Policy,Surveys,Profiles,Middle Schools,High Schools,Principals,Health Education,Secondary School Teachers,Physical Education,Physical Activities,Bullying,Sexual Harassment,Smoking,Nutrition,School Health Services,Family Involvement,School Community Relationship,Cooperative Planning,Professional Development,Needs Assessment,School Districts,Planning,Legislation,Financial Support

The School Health Profiles (Profiles) is a system of surveys assessing school health policies and practices in states, large urban school districts, and territories. Profiles surveys are conducted biennially by education and health agencies among middle and high school principals and lead health education teachers. Profiles monitors the current status of the following indicators: (1) School health education requirements and content; (2) Physical education and physical activity; (3) Practices related to bullying and sexual harassment; (4) School health policies related to tobacco-use prevention and nutrition; (5) School-based health services; (6) Family engagement and community involvement; and (7) School health coordination. Education and health officials use Profiles data to (1) Describe school health policies and practices and compare them across jurisdictions; (2) Identify professional development needs; (3) Plan and monitor programs; (4) Support health-related policies and legislation; (5) Seek funding; and (6) Garner support for future surveys. This report provides statistical information regarding which indicators showed West Virginia middle and high schools ranking highest in the nation, and which indicators revealed West Virginia middle and high schools ranked lowest in the nation.
ESSA: New Law, New Opportunity. A Brief Guide to Excellence for State Leaders
Author: Dean, Stephanie
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Financial Support,Teacher Competencies,Educational Quality,Excellence in Education,Academic Standards,Accountability,School Districts,Teamwork,Elementary Secondary Education,Educational Improvement,Reports

State and district leaders have a chance under ESSA (the 2016 Every Student Succeeds Act) to use their new funding flexibility to take a new approach that focuses on excellence for teachers, and students. This brief explains four opportunities to go beyond the requirements of ESSA to achieve a culture of excellence, one that attracts even more talented educators, keeps them for long careers, and helps them excel.
The Racial Generation Gap and the Future for Our Children
Author: Lesley, Bruce
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Racial Differences,Barriers,Well Being,Ethnic Diversity,Geographic Location,Gender Differences,Equal Education,At Risk Students,Federal Aid,Educational Finance,Budgets,Age Differences,Public Education,Minority Groups

Children are not faring well in America. Over the course of the current campaign cycle, eight million children will be born in this country. If our nation's elected leaders do nothing, more than 75,000 of those children below the age of 2 will be abused or neglected, over 500,000 will be uninsured, and nearly two million will live in poverty. Changing demographics and their implications on public policy and politics in America will undoubtedly play an important role in either improving the status of our nation's children or in leading to further declines. &quot;The Racial Generation Gap and the Future for Our Children&quot; highlights five demographic trends that illustrate the challenges and opportunities for our children. An appendix provides a chart of Annie E. Casey Foundation's KIDS COUNT Rankings.
Achieving Healthy Schools for All Kids in America: Proceedings Report from a Working Forum (March 22-23, 2016)
Author: Robert Wood Johnson Foundation
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Child Health,Well Being,Health Programs,Health Promotion,Behavior Standards,Social Behavior,Social Change,Barriers,Educational Opportunities,Change Strategies,Systems Approach,Investment,Improvement Programs,Comprehensive School Health Education

The Robert Wood Johnson Foundation (RWJF) has set out to expand existing partnerships and form new alliances in order to take on the most pervasive challenges of our time: improving the health and well-being of everyone in America. It has formalized its commitment by bringing together its work under the thematic efforts of &quot;Healthy Children, Healthy Weight.&quot; As part of their learning journey, the Foundation convened &quot;A Working Forum on Healthy Schools&quot; on March 22-23, 2016, in Washington, D.C. Building on decades of investment and two years of intentional conversations with a wide range of stakeholders (including current and past grantees), RWJF hosted the Forum to explore systems-level efforts that could make healthy school environments the norm and not the exception in the United States. The Forum convened 75 participants from many sectors and levels--from school buildings and community organizations to federal agencies, nonprofit organizations, and the business community along with RWJF staff--to spend a day and a half listening to and learning from each other. The meeting design created a space where diverse voices could be heard and where the lived experiences of students, families, and educators could interweave with the voices of other education and health experts, policymakers, advocates, and academics. Following a foreword, this report begins with a description of the forum's objectives, the needs behind the meeting, and key themes that emerged. Section II of the report provides a summary of sessions and discussions from both days of the forum. Section III provides additional details on the overarching forum themes. The report concludes with recommendations and an afterword. Appended are: (1) Forum goals, agenda and participants; and (2) posters depicting challenges and solutions generated at community workshops. [This report was prepared by MMS Education.]
The Project L.I.F.T. Story: Early Lessons from a Public-Private Education Turnaround Initiative
Author: Kim, Juli
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: School Turnaround,Program Development,Graduation Rate,Access to Education,Achievement Gap,Agency Cooperation,Financial Support,Change Strategies,Governance,Accountability,School Districts,Board of Education Role,Budgets,Parent Participation,Community Involvement,Program Evaluation,Program Effectiveness,Elementary Secondary Education

Leading Charlotte foundations formed a funding collaborative to support a five-year district turnaround initiative to dramatically improve educational outcomes for students in the West Charlotte High School corridor, one of the city's lowest-performing feeder zones. The &quot;Project L.I.F.T.&quot; initiative involves four areas of education intervention: increasing teacher effectiveness; extending learning time; increasing access to and use of technology; and engaging parents and the community in schools. This report examines the genesis of the Project L.I.F.T. initiative, the partnership between the district and private and corporate philanthropists, and strategies to achieve improved graduation rates, student performance, and student growth in the Project L.I.F.T. learning community. Just past the midway point in implementation, the report also considers Project L.I.F.T.'s early successes, impact on the district, and lessons learned.
Teaching Secondary Students to Write Effectively. Educator&apos;s Practice Guide. What Works Clearinghouse.™ NCEE 2017-4002
Author: Graham, Steve
Date: 2016-11-00
Type: Guides - Classroom - Teacher
Subjects: Secondary School Students,Writing Instruction,Guides,Teaching Methods,Secondary School Teachers,Writing Strategies,Reading Instruction,Interdisciplinary Approach,Student Evaluation,Feedback (Response),Formative Evaluation,Writing Skills,Evidence Based Practice

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenges of teaching students in grades 6-12 to write effectively. This guide synthesizes the best publicly available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed. Throughout the guide, examples, definitions, and other concepts supported by evidence are indicated by endnotes within the example title or content. For examples that are supported by studies that meet WWC design standards, the citation in the endnote is bolded. Examples without specific citations were developed in conjunction with the expert panel based on their experience, expertise, and knowledge of the related literature. This guide provides secondary teachers in all disciplines and administrators with instructional recommendations that can be implemented in conjunction with existing standards or curricula. Teachers can use the guide when planning instruction to support the development of writing skills among students in grades 6-12 in diverse contexts. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings.
Roster of Physics Departments with Enrollment and Degree Data, 2015: Results from the 2015 Survey of Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2016-09-00
Type: Reports - Research
Subjects: Physics,Enrollment Trends,Enrollment Rate,School Statistics,Bachelors Degrees,Masters Degrees,Doctoral Degrees,State Surveys,Graduation Rate,Academic Achievement,Statistical Distributions

Physics bachelor's degree production continues to increase, with the 8,122 bachelor's awarded representing yet another all-time high. Further increases in physics bachelor's degree production are anticipated as undergraduate junior- and senior-level enrollments continue to climb. The all-time high of 1,860 physics PhDs conferred in the class of 2015 continues the trend of increasing PhD production. First-year graduate physics student enrollments have been relatively unchanged in recent years, as a result total graduate enrollments are expected to remain at about 15,000 for the next couple of years. This report contains the most current enrollment and degree data for each degree-granting physics department in the US. The findings in this report come from the AIP annual survey of Enrollments and Degrees.
State of Student Aid and Higher Education in Texas, 2016
Author: Fernandez, Chris
Date: 2016-05-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Student Loan Programs,Higher Education,Population Trends,At Risk Persons,Poverty,Minority Groups,Geographic Location,College Readiness,Disadvantaged Youth,Curriculum,Graduation Rate,High School Students,High School Graduates,College Attendance,Low Income Groups,Federal Aid,Undergraduate Students,Part Time Students,Academic Persistence,Nontraditional Students,College Entrance Examinations,Transfer Students,Costs,Two Year Colleges,Paying for College,Grants,State Aid,Rural Areas,Low Income Students,Hispanic American Students,Debt (Financial),Student Employment,Educational Attainment,Employment Level,Salaries,Racial Differences,Ethnic Groups,Delinquency,Loan Default,Loan Repayment,Student Characteristics,Demography

Texas Guaranteed Student Loan Corporation (TG) provides critical support to schools, students, and borrowers at every stage of the federal student aid process--from providing information on how to pay for a higher education including financial aid options, to facilitating successful loan repayment after graduation. This 2016 issue of &quot;State of Student Aid and Higher Education in Texas&quot; offers Texas policymakers, their staff members, and members of the student financial aid community an overview of key facts that describe student financial aid in Texas. Additionally, it serves as a resource for those in search of information concerning demographic changes, educational attainment, college costs, financial aid programs, and student debt. The report is divided into the following sections: (1) Texas Demographics; (2) Texas College Readiness; (3) Profile of Texas College Students; (4) Cost of Education and Sources of Aid in Texas; (5) Grant Aid and Net Price in Texas; (6) Loans; (7) Need and Work; (8) Texas College Attainment; (9) Delinquencies, Defaults, and Collections; and (10) Texas Higher Education Policy. [For the 2015 issue, &quot;State of Student Aid and Higher Education in Texas,&quot; see ED567196.]
Roster of Astronomy Departments with Enrollment and Degree Data, 2015: Results from the 2015 Survey of Enrollments and Degrees. Focus On
Author: Nicholson, Starr
Date: 2016-09-00
Type: Numerical/Quantitative Data
Subjects: Astronomy,Enrollment Rate,Graduation Rate,School Statistics,Annual Reports,Trend Analysis,Undergraduate Students,Graduate Students,Academic Degrees

Physics bachelor's degree production continues to increase, with the 8,122 bachelor's awarded representing yet another all-time high. Further increases in physics bachelor's degree production are anticipated as undergraduate junior- and senior-level enrollments continue to climb. The all-time high of 1,860 physics PhDs conferred in the class of 2015 continues the trend of increasing PhD production. First-year graduate physics student enrollments have been relatively unchanged in recent years, as a result total graduate enrollments are expected to remain at about 15,000 for the next couple of years. This report contains the most current enrollment and degree data for each degree-granting physics department in the US. The findings in this report come from the American Institute of Physics (AIP) annual survey of Enrollments and Degrees. [For the 2014 survey report, see ED560870.]
Making Pre-K Count: Improving Math Instruction in New York City
Author: Morris, Pamela A.
Date: 2016-10-00
Type: Reports - Research
Subjects: Preschool Education,Mathematics Instruction,Mathematics Curriculum,Coaching (Performance),Training,Common Core State Standards,Control Groups,Experimental Groups,Faculty Development,Preschool Teachers,Program Evaluation,Program Effectiveness,Program Implementation,Fidelity,Observation,Achievement Tests,Children,Longitudinal Studies,Surveys,Statistical Significance

In the context of a persistent achievement lag among low-income children despite substantial investments in early education, policymakers and practitioners continue to seek ways to improve the quality of children's preschool experiences. The Making Pre-K Count study addresses whether strengthening prekindergarten (pre-K) instruction in math, hypothesized to be a &quot;linchpin&quot; skill in children's development, can improve children's short- and longer-term learning. Specifically, the study rigorously evaluated the effect of an evidence-based math curriculum called Building Blocks along with ongoing training and in-classroom coaching, relative to the typical pre-K experience. Making Pre-K Count took place in 69 pre-K sites and over 170 classrooms across New York City. Thirty-five of the pre-K sites were assigned to receive the math curriculum, training, and coaching over two years (the &quot;BB-MPC&quot; group), while the other 34 were assigned to continue their typical programming (as the &quot;pre-K-as-usual&quot; group). Outcomes for children were assessed in the second year of the study, after teachers were familiar with the program. Over the course of the study, the typical pre-K experience in New York City was changing rapidly, with a new focus on the Common Core math standards and a major expansion into universal pre-K. This initial report provides early results on teachers and children at the end of pre-K during the second year of Making Pre-K Count implementation. Two appendices are included: (1) Baseline Equivalence of Teachers, Parents, and Children Across Program and Control Groups; and (2) Analysis Model.
What Does It Mean When a Study Finds No Effects? REL 2017-265
Author: Seftor, Neil
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Research Design,Research Methodology,Program Evaluation,Program Effectiveness,Outcomes of Treatment,Outcome Measures,Theories,Program Implementation,Data Analysis

This short brief for education decision makers discusses three main factors that may contribute to a finding of no effects: failure of theory, failure of implementation, and failure of research design. It provides readers with questions to ask themselves to better understand &quot;no effects&quot; findings, and describes other contextual factors to consider when deciding what to do next.
The Role of STEM High Schools in Reducing Gaps in Science and Mathematics Coursetaking: Evidence from North Carolina. Research Report. RTI Press Publication RR-0025-1603
Author: Glennie, Elizabeth
Date: 2016-03-00
Type: Reports - Research
Subjects: STEM Education,Disadvantaged Youth,Course Selection (Students),Advanced Courses,Minority Group Students,Economically Disadvantaged,Comparative Analysis,Science Achievement,Mathematics Achievement,Student Characteristics,Racial Differences,Ethnic Groups,High School Students

Some states have created science, technology, engineering, and mathematics (STEM) schools to encourage student interest and enhance student proficiency in STEM subjects. We examined a set of STEM schools serving disadvantaged students to see whether these students were more likely to take and pass advanced science and mathematics classes than their peers in traditional schools. Although some gaps in STEM coursetaking persist, economically disadvantaged and underrepresented minority students in STEM schools are more likely to take and pass these classes than their peers in non-STEM schools. Compared with non-STEM schools, the STEM schools have smaller gaps in advanced science and mathematics coursetaking and passing between disadvantaged and nondisadvantaged students. The report also includes an appendix: Classification of Advanced Science and Mathematics Courses.
MOOCs and Online Education: Exploring the Potential for International Educational Development. Occasional Paper. RTI Press Publication OP-0029-1603
Author: Pouezevara, Sarah R.
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Access to Education,Developing Nations,Higher Education,Foreign Countries,Distance Education

Massive open online courses (MOOCs) are a relatively recent innovation with potential to provide access to relevant education and workforce training at scale. RTI International previously studied MOOCs in the context of the US market and determined that more efforts are needed to examine the prospect of MOOC use in developing economies. This paper defines MOOCs and contrasts them with previously established forms of online learning and open educational resources. We conclude that although MOOCs have potential for expanding access to important educational content and resources, they favor more privileged and educated individuals. Further evolution of information and communication technologies' infrastructure, platforms, and pedagogical models is needed before common MOOC models can meet the needs of the majority of learners in developing economies.