ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Year 2015 through 2018 Degrees Awarded and August 2018 Academic Program Summary
Author: Atchison, Eric S.
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Degrees,Higher Education,State Universities,Certification,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Specialization,Gender Differences,Racial Differences,Intellectual Disciplines,African American Students,White Students,Minority Group Students,Occupations

This report presents academic year 2015 through 2018 degrees awarded and top-ten degrees at Mississippi institutes of higher education, along Science, Technology, Engineering, and Mathematics (STEM) degrees awarded and top-ten degrees, and August 2018 academic program summary for Mississippi. The following institutes of higher education are presented: (1) IHL System; (2) Alcorn State University; (3) Delta State University; (4) Jackson State University; (5) Mississippi State University; (6) Mississippi State University--Meridian; (7) Mississippi University for Women; (8) Mississippi Valley State University; (9) University of Mississippi; (10) University of Mississippi Medical Center; (11) University of Southern Mississippi; and (12) University of Southern Mississippi--Gulf Park. STEM degrees awarded and top-ten degrees are presented for the IHL System. August 2018 academic program summary includes: (1) Definition of Terms; and (2) The Number of Academic Degree Programs Offered by University. [For the report from the previous year &quot;Academic Year 2014 through 2017 Degrees Awarded and August 2017 Academic Program Summary,&quot; see ED593979.]
The California Career Pathways Trust: Lessons about the State Role in Sustaining Efforts to Improve Economic Advancement
Author: Alvarado, Marty
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Secondary School Students,Regional Cooperation,Consortia,Grants,School Districts,Elementary Secondary Education,Community Colleges,Sustainability,Labor Force Development,Competition,Economic Development,State Agencies,Government Role,Capacity Building,Investment,Leadership,Career Development,Labor Needs,Statewide Planning

Between 2014 and 2016, California policymakers invested a half-billion dollars in the California Career Pathways Trust (CCPT). The initiative funded regional and local partnerships to establish career pathways designed to lead secondary school students to postsecondary degrees or certifications aligned with regional workforce needs. This brief suggests lessons that state policymakers can learn from CCPT about what it would take to increase the likelihood that cross-sector career pathways partnerships succeed and remain viable so they can make a sustained effort to both increase the number of skilled workers coming out of California's educational institutions and strengthen demand for those workers. The authors describe instances where regional efforts needed more state support to succeed and endure. They then recommend steps that state leaders could have, and still can, take to cultivate stronger regional collaboration to advance strategies that, like career pathways, depend on systemic changes across sectors to improve economic advancement for the state's citizens and communities.
Persistence: The Success of Students Who Transfer from Community Colleges to Selective Four-Year Institutions
Author: Glynn, Jennifer
Date: 2019-01-00
Type: Reports - Research
Subjects: Academic Achievement,Academic Persistence,Community Colleges,Two Year College Students,College Transfer Students,Outcomes of Education,Graduation Rate,Undergraduate Students,Colleges,Universities,Selective Admission,Enrollment,School Holding Power,Bachelors Degrees,Geographic Regions,Low Income Students

Nearly half of all postsecondary students today begin their college journey at a two-year institution (49.2 percent). Students enrolled at a community college are more likely to come from lower-income families than those at four-year institutions. Indeed, low-income students are three times as likely to start at a community college as high-income students. This report focuses on community college transfer as an entry point to selective colleges and universities. Given that lower-income students are disproportionately enrolled at community colleges, the resulting analyses offer insights for transfer of high-achieving community college students with financial need to selective institutions. The report presents new research on the extent to which community college students transfer to and subsequently graduate from selective four-year colleges and universities. Key findings include the following: (1) Over 35,000 community college students enroll at selective colleges and universities each year; (2) Selective institutions are less likely to enroll community college students than other institutions; (3) Community college students represent fewer than half of all transfer students at selective institutions, and are underrepresented compared with students coming from high school or transferring from other four-year institutions; and (4) Community college students who transfer to selective institutions have equal to higher graduation rates as students who enrolled directly from high school or those who transferred from other four-year institutions. They graduate in a reasonable amount of time, earning their degrees within two and a half years, on average. [To view the executive summary, see ED593991.]
First-Year Student Support: Supporting High-Achieving First-Year Students at Public Two-Year Institutions
Author: Alamuddin, Rayane
Date: 2018-09-00
Type: Reports - Research
Subjects: College Freshmen,Two Year College Students,High Achievement,School Orientation,First Year Seminars,Academic Advising,School Counseling,Communities of Practice,Social Support Groups,Social Networks,Student Adjustment

Drawing on a new, national survey of public institutions that serve two-year students funded by the Jack Kent Cooke Foundation and conducted by Ithaka S+R and Two Year First Year, this research brief describes the ways that these institutions do--and do not--support students during their first year of enrollment. It also highlights the extent to which these institutions specifically support high-achieving students. Given that almost half (49 percent) of new students begin their postsecondary education at a two-year institution, it is critical that these students' first year experiences are adequately supported. This brief answers two key questions: (1) To what extent and in what ways do institutions offer support to first-year students in two-year programs?; and (2) To what extent and in what ways are these supports tailored to the needs of high-achieving students? Specifically, the authors examine practices pertaining to the following five areas of support for first-year students: (1) First-year orientation; (2) First-year seminars; (3) Proactive advising and counseling; (4) Learning communities; and (5) Social support systems and networks. Appendix A describes the study's sample and survey methodology.
Persistence: The Success of Students Who Transfer from Community Colleges to Selective Four-Year Institutions. Executive Summary
Author: Jack Kent Cooke Foundation
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Academic Persistence,Academic Achievement,College Transfer Students,Community Colleges,Two Year College Students,Undergraduate Students,Graduation Rate,Enrollment,Colleges,Universities,Selective Admission,Bachelors Degrees,Low Income Students

Increasing transfer success of community college students has the potential to improve preparedness of America's workforce. Yet little is known about the types of institutions to which students transfer from community colleges. This is the executive summary of the report, &quot;Persistence: The Success of Students Who Transfer From Community Colleges to Selective Colleges and Universities,&quot; which examines the extent to which students from public, two-year colleges transfer to selective four-year institutions, and how they fare once enrolled. Data on students enrolled between 2010 and 2016 were used to examine transfer patterns and outcomes for both institutions and students. The report examines data across the higher education spectrum, with a focus on selective colleges and universities -- i.e., those classified as &quot;Most Competitive&quot; or &quot;Highly Competitive&quot; in the Barron's 2016 Competitiveness Index. For the academically talented student, there are numerous documented benefits to attending a more selective institution, including higher graduation rates, increased earnings post-degree, and higher rates of graduate school enrollment. [For the full report, see ED593989.]
School Integration in Gentrifying Neighborhoods: Evidence from New York City
Author: Mordechay, Kfir
Date: 2019-03-00
Type: Reports - Research
Subjects: School Desegregation,Neighborhoods,Evidence,Middle Class,Civil Rights,Disadvantaged,Public Schools,Charter Schools,Demography,Enrollment,Housing,Educational Policy,Elementary Schools,Elementary School Students,Racial Segregation,Whites

In gentrifying areas of New York City, this research finds that a small but growing segment of middle-class, mostly White families are choosing to enroll their children in their neighborhood public elementary schools, thus increasing the diversity in those schools. Because residential and school segregation across the nation have traditionally had a symbiotic relationship where an increase in one leads to an increase in the other, the demographic phenomenon associated with gentrification where neighborhoods become more diverse has the potential to alleviate persistent school segregation, a major cause of educational inequity. The analysis of neighborhoods and school enrollment patterns in New York City finds that in the most rapidly gentrifying areas, racial segregation in elementary schools has declined modestly, more so in traditional public schools (TPS) than in charters. The findings from this study are promising since diverse schools have significant advantages, not only for learning but also for preparing all groups to live and work successfully in an increasingly diverse society. However, in spite of these changes, a high level of racial segregation remains in New York City schools and much more progress is still needed. Neighborhoods undergoing massive urban-core redevelopment and metropolitan growth have a particularly ripe opportunity to harness the upsides of community change and alleviate the stark racial and economic isolation that is so pervasive in urban centers across the United States. In order to create stable and diverse neighborhoods and schools, policy responses that link housing and schools are essential. [Foreword by Gary Orfield.]
White Growth, Persistent Segregation: Could Gentrification Become Integration?
Author: Mordechay, Kfir
Date: 2017-12-00
Type: Reports - Research
Subjects: Civil Rights,Enrollment,Urban Areas,Neighborhoods,Middle Class,School Desegregation,Whites,Racial Segregation,Academic Persistence,Public Schools,Charter Schools,White Students,Housing,Urban Schools,Demography,School Districts

A major force in urban neighborhoods across the country, gentrification is also transforming the nation's capital. In 2011, Washington, DC reached a non-black majority for the first time in more than a half century, and since 2000, the city's white population has increased from just over a quarter to well over a third of the total population. This radical demographic transformation has deemed Washington, DC a &quot;hotbed&quot; of gentrification. Since gentrifying neighborhoods have the required residential integration to facilitate school integration, this report examines whether the potential educational and social benefits that could come from greater racial and socioeconomic diversity are being realized in the city's most rapidly gentrifying neighborhoods. The analysis of neighborhoods and school enrollment patterns reveals that in Washington, DC's most rapidly gentrifying areas, racial segregation has declined, more so in traditional public schools (TPS) than in charters. While this trend is promising, a high level of racial segregation remains, and substantial progress is still needed to ensure that these newly integrated neighborhoods also mean integrated schools. Gentrification is changing the demographic landscape of neighborhoods across the country and can potentially introduce social and financial capital to neighborhoods and urban school districts that previously lacked it. It is therefore essential that the gentrification process be managed to ensure that it creates inclusive communities and schools, rather than displacing low-income residents and residents of color. [Foreword written by Gary Orfield.]
21st Century Skill &quot;Problem Solving&quot;: Defining the Concept
Author: Rahman, Md. Mehadi
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Logical Thinking,21st Century Skills,Problem Solving,Thinking Skills,Observation,Cognitive Processes,Guidelines,Inferences,Metacognition,Definitions,Decision Making

Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individual's ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.
Academic Integrity in Canada: An Annotated Bibliography
Author: Eaton, Sarah Elaine
Date: 2019-04-00
Type: Reference Materials - Bibliographies
Subjects: Integrity,Databases,Teaching Methods,Professional Education,Foreign Students,Cultural Awareness,Information Technology,College Students,College Faculty,Cheating,Foreign Countries,Prevention,Guidelines,Educational Policy,Behavior Patterns,Student Attitudes,Teacher Attitudes,Laws,Computer Software,Plagiarism,Institutional Characteristics

Purpose: This report documents research and related materials related to academic integrity in Canada to inform and guide future work in the field. It provides an overview of the literature up to and including 2017 relating to academic integrity in Canada. Methods: Two research questions guided this literature review: 1. What scholarly, research, and professional literature showcases Canadian scholarship relating to academic integrity? 2. What major themes emerge from scholarly and research literature about academic integrity in the Canadian context? To this end, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: Our review and search of the literature resulted in 68 sources, which we organized into 7 categories: (a) Attitudes, behaviours, and perceptions; (b) Academic integrity in professional programs; (c) Understanding and supporting international students; (d) Pedagogical implications: Instruction and prevention; (e) Focus on technology; (f) Institutional considerations: Policy, law and case management, and (g) Methodological considerations: Plagiarism research. We found that academic dishonesty in Canada, as in other countries, is widespread among students and faculty, while policies and their implementation are often inconsistent. Calls for clearer guidelines and greater support for students and faculty resound as a consistent theme in the literature. Implications: Academic integrity research in Canada has been slow to develop, but is now experiencing significant growth. As more stakeholders become aware of the scope and complexities of academic integrity, many researchers are making recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 72 References
Environmental Factors Affecting the English Proficiency of Students of EFL in the Extracurricular Courses at UASD
Author: Hilario Núñez, Kelvin Daniel
Date: 2018-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Processes,Extracurricular Activities,Foreign Countries,Educational Environment,Departments,Language Proficiency,Student Attitudes,Classroom Environment,Classroom Techniques,Acoustics,Class Size,Educational Technology,Physical Environment,Educational Facilities,Climate,Safety,Sanitation,School Buildings

This study has been prompted to show the importance of having a good environment for those English Language students. The research is aiming at the principal factors affecting the attentiveness and the performance during the learning process in an environment surrounded by variables that avoid a good condition of teaching/learning progression. This research contributes to identify them and to give recommendations for a possible solution in the framework of an appropriate atmosphere for educational purpose. The population of this study was the EFL students of the Extracurricular Courses department at UASD (East-side), Santo Domingo, DR, period 02-2018. During this research were sampled only three different levels: Beginning, intermediate, and Advanced, from which was interviewed a student per level and the corresponding teacher about the environmental factors that may interfere with the learning-teaching process. The data was gathered from the observation of the factors affecting the English classes around the building and classrooms, also the open interview was used as a technique by asking some questions to the students and teachers in order to know the factors that they considered inappropriate for the English learning process. During this research, it was found that the concentration is the main inner factor affected, while, On the other hand, the external factor that interferes the most the teaching-learning process is the noise coming from the surrounding areas because of the location. Future studies may consider these when thinking of the environment and classroom adequation focused on the students' concentration.
Developing Future Talent: How We Can Prepare for the Future of Work and Business
Author: Kennedy, Fran
Date: 2018-11-15
Type: Reports - Descriptive
Subjects: Futures (of Society),Business,Low Income,Labor Force Development,Educational Policy,Social Change,Talent Development,Trend Analysis,Job Training,Automation,Risk,Rural Areas,Urban Areas,Unemployment,Employment Potential,Industry,Statewide Planning

The &quot;future of work&quot; is an evolving concept with wide-reaching implications for the economy, workforce, education, and society--including workers, business owners, students, and the people who serve them. The impact from these changes brings a sense of urgency to stay a few steps ahead and address systems' gaps and faulty machinery that threaten to put low-income workers and students at a disadvantage. This brief will provide an overview on the changing nature of employment relationships that have implications for low-wage workers. It will also feature recommendations to help education and workforce development practitioners and policymakers address the demands of the future economy, including recommendations for new approaches to business engagement.
Teaching Literacy in Tennessee: Practical Guidance for Developing Proficient Readers, Writers, and Thinkers, K-3
Author: Tennessee Department of Education
Date: 2017-00-00
Type: Reports - Research
Subjects: Literacy Education,Reading Achievement,Low Achievement,Elementary School Students,Teaching Methods,Statewide Planning,National Competency Tests,Guidelines,Strategic Planning,Reading Materials,Reader Text Relationship,Vignettes,Standards,Writing Processes,Writing Skills,Classroom Environment

The research is clear: reading proficiently prepares students for lifelong success. Unfortunately, Tennessee students have fallen behind their peers across the nation in reading. Over the past several years, the results in reading have remained stagnant and, in some cases, have declined. In 2015, on the Tennessee Comprehensive Assessment Program (TCAP) assessment, only 43 percent of third-grade students were proficient in reading, and similarly, on the National Assessment for Educational Progress (NAEP), only one-third of fourth graders were reading on grade level. This means that the majority of Tennessee students are not as prepared as they need to be for the next school year and are not yet on track with the knowledge and skills to embark on their chosen path in life. Addressing this challenge requires a focused, collective effort among state, district, school, and classroom leaders. This report outlines the high-impact teaching practices that will help Tennessee educators develop students into proficient readers, writers, and thinkers, setting them up for success in school and beyond.
How to Lead Systems Change for Student Success: Developing 6 Qualities of Effective Cross-Sector Leadership
Author: Alvarado, Marty
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Change Strategies,Leadership Effectiveness,Leadership Qualities,Academic Achievement,Management Development,Regional Cooperation,Partnerships in Education,Administrator Attitudes,College Preparation,Career Readiness,Administrator Characteristics,Communication Skills,Trust (Psychology),Leadership Role,Education Work Relationship,Educational Improvement,Equal Education,Secondary Education,Postsecondary Education,Systems Approach

State reforms and philanthropic investments seeking to improve public education in California have made substantial changes in recent years--from what students learn and how they learn it to how schools are funded and evaluated. Most efforts have focused on one level at a time, either K-12 schools, community colleges, or four-year postsecondary institutions, as each of these state systems is vast and complex, with completely separate funding and governance. But while recent reforms have affected every phase of a student's education from kindergarten to college, this fragmented approach has resulted in little progress toward what many consider the ultimate goal: creating smoother transitions from one level to the next to help more young people complete high school on time, attain a postsecondary credential with labor market value, and succeed in the workforce. Strong leaders are the key to unifying multiple competing efforts to increase student success. This brief examines how to develop the leadership qualities that helped transform loose collections of programs in California into high-performing regional systems. It is based on individual interviews with 11 leaders from Linked Learning Regional Hubs of Excellence.