ethanporcaro/eric-fulltext-meta huggingface dataset:
Indicators of Higher Education Equity in the United States: 2016 Historical Trend Report
Author: Cahalan, Margaret
Date: 2016-00-00
Type: Reports - Research
Subjects: Educational Indicators,Higher Education,Equal Education,Educational Trends,Trend Analysis,Educational Policy,Educational Practices,Barriers,Racial Differences,Ethnicity,Family Characteristics,Socioeconomic Status,Income,Educational Attainment,Census Figures,Demography,Statistical Data,Tables (Data),Longitudinal Studies,Social Stratification,College Choice,Access to Education,Civil Rights,Educational Legislation,Federal Legislation,Postsecondary Education,Enrollment Trends,Student Financial Aid,Paying for College,Bachelors Degrees,Comparative Education,Graphs,Federal Aid,Grants

The purposes of this publication are: (1) to report the status of higher education equity in the United States and to identify changes over time in measures of equity; and (2) to identify policies and practices that promote and hinder progress; and to illustrate the need for increased support of policies, programs and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. In recognition of the need to address inequity based on demographic characteristics other than measures of family income, the 2016 edition of this report also includes selected tables that look at differences by race/ethnicity and family socioeconomic status (SES), an index comprised of income, education, and occupation developed by the National Center for Education Statistics (NCES) for use in the high school longitudinal studies. Additionally, for this 2016 edition, the authors have adjusted the Current Population Survey (CPS) data to reflect more current estimates from the high school longitudinal studies. They also describe trends in bachelor's degree attainment using data from the National Center for Education Statistics (NCES) Beginning Postsecondary Study (BPS) and the NCES high school longitudinal studies that have been conducted at irregular intervals approximately once per decade since the 1970s. Throughout this trend report, data is presented on the specific Indicators as far back as comparable data warrant beginning with 1970. In addition to providing longitudinal indicators of the status of equity, this report is written to advance productive conversation about the most effective policies and practices for improving equity in higher education opportunity and outcomes. To this end, the report includes three essays that connect the indicators to some current policy debates. These include discussions about how to reduce the stratification of college choice, higher education as a human right, and recommendations for the reauthorization of the Higher Education Act (HEA). Additional methodological notes and tables are appended.
Education Cuts Have Yet to Heal: How the Economic Recession Continues to Impact Our Nation's Schools. Report of Findings
Author: Ellerson, Noelle M.
Date: 2015-12-00
Type: Reports - Research
Subjects: Retrenchment,Economic Climate,Public Policy,Educational Policy,Financial Problems,Budgeting,Budgets,Educational Finance,Federal Aid,Intervention,Administrator Surveys,National Surveys,Economic Impact

This survey is the 16th in a series conducted by AASA, The School Superintendents Association, on the impact of the economic recession and related fiscal policies (like sequestration) on the nation's schools. The series was launched in 2008 in response to state budget shortfalls, federal aid and interventions, and a series of additional events characterizing a slowing, stagnant economy. As the economic situation worsened, AASA continued to monitor its impact on schools through a series of surveys of school administrators nationwide. Though the recession is over, fiscal cuts at the state, local and federal levels have yet to fully rebound. This series continues to document the impact of chronic fiscal cuts and restraint on the nation's schools and the students they serve.
Mathematics and Science Test Gaps. Pell Institute Fact Sheet. Updated
Author: Pell Institute for the Study of Opportunity in Higher Education
Date: 2011-03-18
Type: Numerical/Quantitative Data
Subjects: Grade 4,Grade 8,Grade 12,Mathematics Achievement,Science Achievement,Achievement Gap,Low Income Groups,Socioeconomic Influences,Gender Differences,Racial Differences,Ethnic Groups,Age Differences,Scores,Mathematics Tests,Science Tests

Data is reported as percentages in 4th, 8th, and 12th grades based on proficiency in the subject (&quot;Below Basic,&quot; &quot;At Basic,&quot; &quot;At Proficient&quot;, or &quot;At Advanced&quot;). &quot;Low-income&quot; on this data sheet means students who qualify for the National School Lunch Program. Both math and science data are from 2009 National Center for Education Statistics assessments. A brief list of references and resources is included.
Sources of Newly Hired Teachers in the United States: Results from the Schools and Staffing Survey, 1987-88 to 2011-12. NCES 2016-876
Author: Warner-Griffin, Catharine
Date: 2016-10-00
Type: Reports - Research
Subjects: Elementary Secondary Education,National Surveys,Beginning Teachers,Experienced Teachers,Teacher Transfer,Teacher Characteristics,Teacher Qualifications,Teaching Experience,Employment Patterns,Private Schools,Public Schools

There are at least four ways teachers may enter a new school: directly after receiving a new degree, exiting a different career, transferring from another school or type of position in a school, or after a break from teaching. The data used in this report span 25 years, from 1987 to 2012, providing an overview of these four key sources of newly hired teachers in the United States using the Schools and Staffing Survey (SASS). Four administrations of SASS (1987-88, 1999-2000, 2007-08, and 2011-12) provide data tracing the demographic characteristics, experience, qualifications, and prior year activities of newly hired K-12 teachers in the United States. Newly hired teachers are those who are new to teaching or those who are in a new position at a school in a different district or system in the academic year of the survey administration and taught at least half time or more at the school. The four sources of newly hired teachers described in this report follow: (1) Newly prepared teacher: first-year teacher (no previous experience) whose main activity in the prior year was attending college or who earned his or her highest degree in the prior year; (2) Delayed entrant: first-year teacher who in the prior year had engaged in other activities outside of attending college and teaching and had received the highest degree more than 1 year prior to the survey administration; (3) Transfer: teacher with previous teaching experience whose main activity in the prior year was working in another school outside of the current school system or another sector (public or private school); or (4) Re-entrant: teacher with previous experience whose main activity in the prior year was not teaching in grades K-12 but had taught in the past. Estimates are produced from cross-tabulations of the data, and Student's t tests are performed to test for differences between estimates. Only findings that met the a = 0.05 significance level are discussed in the text. The following are appended: (1) Standard Error Tables; (2) Technical Notes and Methodology; and (3) Glossary of Variables Used in This Report.
The MLA Survey of Postsecondary Entrance and Degree Requirements for Languages Other Than English, 2009-10
Author: Lusin, Natalia
Date: 2012-03-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Required Courses,College Admission,Educational Trends,Trend Analysis,Language Enrollment,Bachelors Degrees,National Surveys,Statistical Analysis,Tables (Data)

Since 1953, the MLA has conducted a survey of entrance and degree requirements for languages other than English. The surveys reveal trends over time and show how colleges and universities in the United States have added, dropped, or changed their requirements. Entrance and degree requirements are one measure of the value that an institution attaches to language study. In past surveys, the MLA asked simply: &quot;For entrance or to receive a baccalaureate degree is there a language requirement?&quot; To gain a better understanding of institutions' language requirements, for the two most recent surveys in the series, we have sought more information: &quot;Is a language other than English required, not required, or recommended? Or is language study one option among several in a distribution requirement?&quot; The nature of distribution requirements varies by institution. Some institutions have traditional categories from which to choose (humanities, math and science, social sciences); others categorize distribution requirements by themes, such as cross-cultural perspectives or science and society, and still others by areas of competency (exploration, critical thinking, problem solving). This report examines baccalaureate degree requirements, undergraduate entrance requirements, and length of degree requirements for languages other than English.
Data on Second Majors in Language and Literature, 2001-13
Author: Modern Language Association of America
Date: 2015-02-00
Type: Reports - Research
Subjects: Majors (Students),Second Language Learning,Second Language Instruction,Educational Trends,Trend Analysis,Comparative Analysis,Bachelors Degrees,Literature,Tables (Data),Statistical Analysis,College Students

Data on second majors were added to the degree completions component of the United States Department of Education's Integrated Postsecondary Education Data System (IPEDS) in 2001 and were made available on the National Science Foundation's &quot;WebCASPAR&quot; Web site (https://webcaspar.nsf.gov/) in 2010. The Modern Language Association's first report on these data appeared in October 2010, and following are selected findings updated through 2013 on second majors in language and literature, along with selected other disciplines. Looking at data on language and literature bachelor-degree conferrals overall, we see that in some fields--notably, foreign languages--second majors make up an unusually large share of the students receiving degrees. If we compare the number of second majors in a field with the number of first majors, we see that second majors range from 3%-5% of the number of first majors in fields like communication and psychology to 10%-16% in economics and mathematics but jump to significantly higher percentages in foreign languages. In 2001 the number of second majors in foreign languages was 28.0% of the number of first majors, and it increased to 38.6% in 2013. The percentages nearest to, but still trailing, foreign languages are area, ethnic, cultural, and gender studies (33.2% of 8,851 first BAs in 2013) and philosophy and religious studies (22.7% of 12,821 first BAs in 2013). At 8,419 in 2013, second majors in foreign languages exceeded the absolute number of second majors in the next most populous field--psychology, at 6,299--by 25.2%, even though psychology's number of first majors (115,494) outstripped that in foreign languages (21,783) by 430.2%.
Children and Terrorism. Social Policy Report. Volume 29, Number 2
Author: Garbarino, James
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Terrorism,Public Policy,Children,Youth,Victims,Social Influences,Holistic Approach,Intervention,Political Issues,Violence,Resilience (Psychology),Coping,War,Foreign Countries,Racial Bias,Gender Bias,Religious Factors

Hardly a week goes by in the United States (and to varying degrees, in the rest of the world) that the word &quot;terrorism&quot; does not appear in the collective consciousness, as represented, channeled, and shaped by the mass media in its many print, broadcast, and internet manifestations. While relatively few children worldwide (and even fewer children domestically in the United States) have been the specific targets for acts of terrorism, some have, and most are growing up in a world in which terrorism in its many aspects is a salient cultural phenomenon. This paper explores the impact of growing up in a world with terrorism on children and youth. It considers both the direct traumatic effects of being a victim and the indirect effects of living in communities and societies in which the threat of terrorism is on the minds of children, but perhaps more importantly, of adults generally, and parents and policy makers in particular. It also considers policy initiatives and programmatic responses. [This document includes two commentaries: (1) Towards a More Holistic Approach to Helping Children Affected by Terrorism and Political Violence (Kathleen Kostelny and Michael Wessells); and (2) Children and Political Violence: Progress on the Pathways of Risk, Resilience, and Peace (Ann S. Masten). Commentaries are individually referenced.]
Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. Social Policy Report. Volume 30, Number 1
Author: Gershoff, Elizabeth T.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Punishment,Public Schools,Incidence,State Policy,Discipline Policy,Bias,African Americans,Males,Disabilities,Racial Differences,Gender Differences,Court Litigation,Injuries,Child Abuse,National Organizations,Civil Rights Legislation,Childrens Rights,State Legislation,Federal Legislation,Educational Trends,Educational Change

School corporal punishment is currently legal in 19 states, and over 160,000 children in these states are subject to corporal punishment in schools each year. Given that the use of school corporal punishment is heavily concentrated in Southern states, and that the federal government has not included corporal punishment in its recent initiatives about improving school discipline, public knowledge of this issue is limited. The aim of this policy report is to fill the gap in knowledge about school corporal punishment by describing the prevalence and geographic dispersion of corporal punishment in U.S. public schools and by assessing the extent to which schools disproportionately apply corporal punishment to children who are Black, to boys, and to children with disabilities. This policy report is the first-ever effort to describe the prevalence of and disparities in the use of school corporal punishment at the school and school-district levels. We end the report by summarizing sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discussing the future of school corporal punishment in state and federal policy.
The Cost-Effectiveness of Undergraduate Education at Private Nondoctoral Colleges and Universities: Implications for Students and Public Policy
Author: Zumeta, William
Date: 2015-09-00
Type: Reports - Research
Subjects: Cost Effectiveness,Undergraduate Study,Private Colleges,Public Policy,Bachelors Degrees,Efficiency,Productivity,School Effectiveness,Graduation Rate,Grade Point Average,Time to Degree,STEM Education,Health Education,Comparative Analysis,State Policy,Simulation

This study examines key aspects of the cost-effectiveness of private nondoctoral (PND) colleges as providers of baccalaureate degrees and explores how states might feasibly make better use of these colleges to produce more degrees efficiently. The study looks at degree production and cost in the PND sector relative to other higher education sectors, focusing on the most comparable public institutions. PND colleges and universities have a 22 percentage point edge over comparable public institutions in four-year graduation rates and a nearly 12 point advantage in six-year graduation rates, and they hold a significant advantage for all subgroups. Moreover, PND colleges retain students initially interested in STEM and health to degrees in those majors at rates (41 percent) approaching twice the rates of public doctoral and nondoctoral institutions (24 and 23 percent, respectively). The findings of this study demonstrate that private nondoctoral colleges and universities are not only more efficient producers of baccalaureate degrees than their public counterparts, but they consume substantially fewer taxpayer resources in the process. As policy makers seek to make wise investments in higher education in the context of constrained resources, the PND sector merits particular consideration. The following are appended: (1) Constructing the Matched Comparison Groups; (2) Unmatched Private Doctoral Colleges; and (3) Tables.
Competency-Based Education. Innovations in Teaching and Learning. Research Brief 1
Author: Katz, Philip M.
Date: 2015-04-00
Type: Reports - Research
Subjects: Competency Based Education,Higher Education,Private Colleges,Academic Standards,Student Costs,Cost Effectiveness,Time to Degree,Adoption (Ideas),Educational Development,Barriers,Educational Practices

Competency-based education (CBE) is an approach to pedagogy that emphasizes the mastery of skills and concepts rather than credit hours or seat time. The assessment of mastery can take several forms, including formal assessments of prior learning (such as portfolio reviews or examinations) and automated evaluations of online coursework. Advocates of this approach argue that CBE can reduce the time and cost of earning a traditional college degree while providing students with specific workforce skills that are valued by students, funders, and employers. Independent colleges and universities have been more reluctant to explore CBE than public institutions or for-profit education providers. Some independent institutions, however, have successfully adopted elements of CBE for undergraduate and graduate education. CBE may help address two important concerns about the future of independent higher education: maintaining high standards for student learning and containing student costs. But CBE also represents a challenge to assumptions about curricula based on credit hours, sustained student-teacher interactions, and the residential experience. [This brief was prepared by the CIC Project on the Future of Independent Higher Education.]
Interdisciplinary Undergraduate Education: CIC Project on the Future of Independent Higher Education. Innovations in Teaching and Learning. Research Brief 2
Author: Katz, Philip M.
Date: 2015-05-00
Type: Reports - Research
Subjects: Interdisciplinary Approach,Instructional Innovation,Educational Practices,Educational Change,Educational Methods,Barriers,Institutional Characteristics,School Size,Rewards,Private Colleges,College Programs,Undergraduate Study,Educational Improvement

During the most recent decade, interdisciplinary instruction at the undergraduate level has increased rapidly. Independent colleges and universities are both innovators in developing new approaches to interdisciplinary education and strong supporters of traditional liberal arts disciplines. Some observers argue that interdisciplinary approaches are better suited to the complexity of the 21st-century world and workplace. Significant barriers to interdisciplinarity include institutional inertia, evaluation challenges, the strong commitment of faculty members to the disciplines in which they were trained, and the role of discipline-based departments in curricula and faculty rewards. The size, flexibility, and commitment to teaching at smaller independent institutions can make it easier for them to introduce innovative programs in interdisciplinary education. Campus leaders can promote and sustain interdisciplinary initiatives by developing and supporting policies that explicitly reward faculty members and departments for interdisciplinary teaching. [This brief was prepared by the CIC Project on the Future of Independent Higher Education.]
Career Preparation and the Liberal Arts: CIC Project on the Future of Independent Higher Education. Innovations in Teaching and Learning. Research Brief 3
Author: Katz, Philip M.
Date: 2015-07-00
Type: Reports - Research
Subjects: Higher Education,Career Readiness,College Students,Liberal Arts,Private Colleges,Employment Qualifications,College Graduates,College Role,Professional Education,Educational Innovation

This brief explores a central question: How does the independent sector of higher education balance expectations for job preparation with the preparation of students for full lives as educated citizens? The debate about the role of liberal arts institutions in preparing students for careers is not new. But several trends have made the debate more intense since 2008: a greater emphasis on the short-term economic benefits of higher education, especially as the perceived cost of postsecondary education has risen; a higher percentage of undergraduate programs in professional fields; a more widespread perception that colleges and universities do a poor job of preparing students for the workforce; and, in reaction, resurgent concerns about too much emphasis on employability. The debates often ignore the demonstrated success of smaller independent colleges and universities with a liberal arts focus in preparing students for careers: graduates of such institutions are at least as likely to find jobs in the first six months, will earn about as much in their lifetimes, and will enjoy a higher level of career satisfaction than their peers who graduate from other institutions. Smaller institutions achieve these outcomes through undergraduate programs with a professional emphasis that incorporate substantial liberal arts content; liberal arts degree programs that integrate career preparation; experiential learning opportunities, especially internships; and innovative career preparation activities that supplement the liberal arts curriculum. Career centers play an important role. [This brief was prepared by the CIC Project on the Future of Independent Higher Education.]
Development of Boys and Young Men of Color: Implications of Developmental Science for My Brother's Keeper Initiative. Social Policy Report. Volume 29, Number 3
Author: Barbarin, Oscar A.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Minority Group Students,Males,Youth Programs,Barriers,Social Bias,Access to Education,Equal Opportunities (Jobs),At Risk Students,Disproportionate Representation,Academic Persistence,Academic Achievement,School Readiness,Reading Achievement,Student Behavior,Gender Differences,Delinquency Prevention,Graduation Rate

Boys and men of color (BMOC) are at significant risks for poor outcomes across multiple domains including education, health, and financial well-being with little promise of improvement in the near future. Out of concern for this situation, President Obama instituted the My Brother's Keeper Initiative (MBKI) to enlist the combined resources of federal, state, and local governments as well as human services, philanthropy, and business sectors. This Social Policy Report describes MBKI and summarizes ideas gleaned from developmental science that may be useful in efforts to reach the MBKI goals of school readiness, competent reading by third grade, high school and college completion, successful entry into the work force, and reduction of violence. Policy recommendations are offered along with suggestions for research that might involve developmental scientists in this effort. [This report was co-authored by the Boys of Color Research Collaborative. Two commentaries are included: (1) &quot;Building 'Ladders of Opportunity' for Boys and Young Men of Color Requires Attention to Gender, Race, and Racism&quot; (Joanna Lee Williams); and (2) Are There Missing Steps of the Proposed &quot;Ladders of Opportunity&quot; for Boys and Young Males of Color? (Michael Cunningham). Commentaries are individually referenced.]