ethanporcaro/eric-fulltext-meta huggingface dataset:
High School 21+ Outcomes. Research Report 18-5
Author: Washington State Board for Community and Technical Colleges
Date: 2018-08-14
Type: Numerical/Quantitative Data
Subjects: High School Students,High School Equivalency Programs,Equivalency Tests,Student Participation,Adult Students,Computer Assisted Testing,Postsecondary Education,Credentials,Educational Attainment,Basic Skills,Enrollment,Race,Ethnicity,Employment Patterns,Outcomes of Education

Until 2014, the General Educational Development (GED®) test dominated the high school equivalency (HSE) test market throughout the United States, to the point that educational experts acknowledged the acronym &quot;GED&quot; had become synonymous with &quot;high school equivalency.&quot; However, changes to the test, the way it is administered, and the test's management brought about a shifting HSE landscape that would see states adopt alternative methods for demonstrating secondary equivalency. This research report examines Washington state's HSE alternative -- High School 21+ (HS21+) -- by comparing pre- and post-completion outcomes to those of the GED®. The report first explores demographic information of completers from both programs, comparing said demographics with the state population lacking a high school diploma or equivalent. The report then looks at the population of students who earn a postsecondary certificate or degree prior to completion of the GED® or HS21+ as well as those who continue in the Washington community and technical college (CTC) system after completing either program. Finally, the report compares employment outcomes for both groups and offers some suggestions to ensure the HS21+ program continues to offer enhanced opportunities for those it serves.
Do High-Quality Kindergarten and First-Grade Classrooms Mitigate Preschool Fadeout?
Author: Jenkins, Jade M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Kindergarten,Grade 1,Educational Quality,Preschool Education,Outcomes of Education,Elementary Schools,Early Intervention,Language Skills,Literacy,Mathematics Skills,Faculty Development,Elementary School Teachers,Classroom Environment,Disadvantaged Youth,Low Income Students,Multivariate Analysis,Statistical Analysis

Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children. [This paper was published in the &quot;Journal of Research on Educational Effectiveness&quot; v11 n3 p339-374 2018 (EJ1181585).]
Turkish Tertiary Level EFL Students&apos; Perceptions of Native English-Speaking Teachers and Non-Native English-Speaking Teachers
Author: Kosar, Gülten
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Native Speakers,Language Teachers,Preferences,Student Characteristics,Pronunciation,Cultural Awareness,Teaching Experience,Teacher Qualifications,Teacher Effectiveness

Native English-speaking teacher (NEST) and non-native English-speaking teacher (NNEST) dichotomy has been around over a number of decades, and the prevailing view regarding the dichotomy has been that native speakers have been brought forth and prioritized in the field of English language teaching merely due to being a native speaker of English. The objective of this study is to explore Turkish tertiary level EFL students' perceptions of NESTs and NNESTs. So as to discover the perceptions of the participants, a close and open questionnaire was conducted. The findings yield that the participants preferred to be taught English by both NESTs and NNESTs according to the areas they were considered to be competent at teaching. NESTs were contemplated to be good at teaching speaking, pronunciation, and target culture, whereas NNESTs were perceived to be good at teaching grammar, reading, and writing. The results also indicate that students placed importance on teachers' teaching experience and qualifications while evaluating their performance as English language teachers.
A Case Study Investigating the Language Development Process, Early Literacy Experiences and Educational Problems of a Gifted Child
Author: Kadioglu Ates, Hatice
Date: 2018-12-00
Type: Journal Articles
Subjects: Case Studies,Language Acquisition,Gifted,Grade 4,Elementary School Students,Student Characteristics,Student Attitudes,Mother Attitudes,Preschool Teachers,Teacher Attitudes,Reading Skills,Content Analysis,Identification,Alphabets,Reading Processes,Illustrations,Prediction,Books,Intelligence,Emergent Literacy,Delayed Speech,Foreign Countries,Child Development,Peer Relationship,Teaching Methods

The objective of the present study is to identify the language development process, early literacy experiences and educational problems of an early reader identified as gifted. The research method was determined as a case study in line with this objective. The research was structured on the experiences of a fourth-grade male student born in 2010 who attends the Science and Arts center and has been identified by RAM as gifted. The student was coded under name Ahmet. Ahmet's early literacy characteristics, experiences and educational problems were examined through interviews held with Ahmet, his mother and his preschool teacher. Unstructured open-ended questions were used in the study. Categories were created on data obtained to perform a content analysis. Deductive method was employed. According to the results, Ahmet was 3.5 years old when his mother noticed that he was able to read. However, his language development was slower compared to his peers. He was around three when he moved to the two-word period. Ahmet enjoys buying books, spending time at bookstores, visiting libraries, but experiences problems since he grows impatient about finishing a book he has started. He is more attracted to the images than the letters in the books. Book covers help him predict the book, and he sometimes designs his own covers for books he reads.
The Role of Psychology 100 in the Associate of Arts Direct Transfer Degree and Associate&apos;s Degree in Nursing and Implications for Planning Guided Pathways. Research Report 18-4
Author: Washington State Board for Community and Technical Colleges
Date: 2018-05-15
Type: Reports - Research
Subjects: Psychology,Introductory Courses,Associate Degrees,Nursing Education,Grades (Scholastic),Enrollment,College Credits,College Transfer Students,Educational Attainment,College Readiness,Majors (Students),Outcomes of Education,College Graduates,Bachelors Degrees

The focus of this paper is a course that may be helpful to consider for its overall role in guiding students to degree completion: Introductory Psychology or Psychology 100. The reason for focusing on Introductory Psychology is its commonality in both the Associate of Arts Direct Transfer Agreement (AA-DTA) degree and the Associate of Nursing Degree (ADN). The former is the largest degree that colleges award. The latter is the largest professional technical degree awarded and the third largest degree awarded overall. For the Psychology 100 courses, the researchers analyze the average grade decimal earned and the grade distribution. They also look at when students enroll in Psychology 100, both for total college credits earned along with it and quarter of students enrolled in the course. They begin the analysis with the AA-DTA. Students can transfer this degree to any public university in Washington State and begin with junior standing, with virtually all general education credits fulfilled. While AA-DTA graduates can transfer into a variety of disciplines, the large majority will pursue majors in arts and letters or the social sciences. The subjects are first-time in college students (FTIC). First they look backwards at students who earned their Bachelor's degree after having transferred with an AA-DTA. Next the researchers follow FTIC students as they start in community and technical colleges and progress towards their AA-DTA. These students are also the subject of the Guided Pathways Initiative. They disaggregate students who are awarded the degree and students who exit college with no award after four years. They also disaggregate the Guided Pathway cohort results by student's precollege English status. Often times completion of the highest level of precollege English or eligibility for English 101 are prerequisites for Psychology 100 in college course catalogs. Next the researchers extend their analysis by looking at another group- FTIC students interested in the ADN. They look at students who completed their two-year degree and program applicants who left college with no admission to the nursing program after four years. Finally, they conclude the paper with a discussion of the potential importance of Psychology 100 for helping students select and follow pathways, supporting them along the way and, in some cases, suggesting alternatives.
mba.com Prospective Students Survey. 2014 Survey Report
Author: Graduate Management Admission Council (GMAC)
Date: 2014-00-00
Type: Reports - Research
Subjects: Business Schools,Business Administration Education,College Entrance Examinations,Graduate Study,Student Motivation,Careers,College Students,Decision Making,Educational Finance,Entrepreneurship,Career Choice,Costs,Educational Quality,Masters Programs,Marketing,Information Sources,College Choice,Institutional Characteristics

Every month, thousands of individuals from around the globe register on mba.com--the portal to the Graduate Management Admission Test® (GMAT®) exam and information source for prospective students interested in pursuing a graduate management degree. Their registration on mba.com and efforts to prepare for and apply to graduate business school provide one measure of the demand for graduate management education. This &quot;2014 mba.com Prospective Students Survey Report&quot; explores the motivations, behaviors, program choices, and intended career outcomes shared by more than 12,000 individuals who registered on mba.com from October 2012 through September 2013. Survey data collected in 2013 are compared with earlier data collected from more than 71,000 prospective business school students who have responded to mba.com registrants' surveys over the past four years. With survey responses available for all world regions as well as 15 specific countries, this is the largest data resource of its kind. [The following individuals made significant contributions to the publication of this report: Gregg Schoenfeld, Devina Caruthers, Paula Bruggeman, Michelle Sparkman Renz, Tacoma Williams, and Lawrence M. Rudner.]
School-Based Decision Making Handbook. Revised
Author: Kentucky Department of Education
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Based Management,Decision Making,School Responsibility,School Councils,School Policy,State Legislation,Educational Legislation,Resource Allocation,Laws,School Personnel,Boards of Education,Elections,Training,Family Involvement,Community Involvement,Meetings,Committees,Records (Forms),Disclosure,Public Relations,Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Achievement Gap,Budgets,Principals,Personnel Selection

This report by the Kentucky Department of Education states that &quot;the school council shall have the responsibility to set school policy consistent with district board policy which shall provide an environment to enhance the students' achievement and help the school meet the goals established in KRS 158.645 and 158.6451.&quot; The report's 18 chapters describe: (1) School-Based Decision Making Statute (KRS 160.345); (2) Other Kentucky Statutes Related to School Councils Work (KRS 157.360 Staffing Allocations; KRS 158.031 Primary Program; KRS 158.102 Library Media Specialist; KRS 160.347 Removal of SBDM Members; and KRS 160.348 Advanced Placement); (3) Bylaws and Policies; (4) Roles for School-based Decision Making Shareholders; (5) School Councils and Boards of Education; (6) School Council Elections; (7) Requirement for School Council Member Training; (8) Communicating with Families and the Community; (9) Open Meetings; (10) Committees; (11) Consensus Decision Building; (12) Open Records; (13) Communicating with the Media; (14) Personnel and Staffing Allocations; (15) Minority Educator Recruitment and Retention; (16) Achievement Gaps and Planning Requirements; (17) School Councils and Budgets; and (18) Principal Selection Overview.
mba.com Prospective Students Survey. 2016 Survey Report
Author: Graduate Management Admission Council (GMAC)
Date: 2016-00-00
Type: Reports - Research
Subjects: Business Administration Education,Masters Programs,Career Choice,College Choice,Global Approach,Paying for College,Graduate Students,Educational Trends,Graduate Study,College Entrance Examinations,Foreign Countries,Generational Differences,Educational Finance,Institutional Characteristics,Study Abroad,Business Schools

Graduate business programs set admission goals, develop marketing plans, and try to enhance their yield to meet enrollment objectives each year. The mba.com Prospective Students Survey that the Graduate Management Admission Council conducts yearly aims to provide relevant, timely, and actionable information about the prospective candidate pipeline to help schools better connect with prospective students around the world. The &quot;2016 mba.com Prospective Students Survey Report&quot; explores the business school pipeline from the prospective students' point of view, analyzing motivations, intended career outcomes, and program choices shared by 10,017 prospective students in 2015. Their responses are compared with previous respondents from 2009 to 2014. [The following individuals made significant contributions to the publication of this report: Rhonda Daniel, Gregg Schoenfeld, Devina Caruthers, Paula Bruggeman, Tacoma Williams, Matthew Hazenbush, Alex Chisholm, Rebecca Estrada-Worthington, and Robert Alig. For the 2015 report, see ED555860.]
Enforcing Classroom Disorder: Trump Has Not Called off Obama&apos;s War on School Discipline. Issue Brief
Author: Eden, Max
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Discipline Policy,Student Behavior,Behavior Problems,African American Students,Disproportionate Representation,At Risk Students,Suspension,School Districts,Board of Education Role,Educational History,Elementary Secondary Education,School Policy,Government Role,Guidelines,Federal Government

In January 2014, the Obama administration issued a Dear Colleague Letter (DCL) on school discipline. The DCL claimed that: (1) school districts rely excessively on suspensions; (2) black students are suspended at disproportionately high rates primarily because of educators' racial bias; (3) suspensions cause substantial long-term harm to students; and (4) schools should curtail suspensions in favor of new &quot;restorative&quot; approaches that emphasize dialogue over punishment. DCL critics contend that it directly triggered a reduction in school suspensions nationwide, leading to a rise in classroom disorder and violence. Supporters say the DCL is merely a reminder to school districts to administer school discipline in a nondiscriminatory manner. While DCL has helped with reducing suspensions, there is more to the story. As early as 2010, the Obama administration began breaking long-standing precedent by shifting the Office for Civil Rights' (OCR) mission--from ensuring that school districts apply their own discipline policies evenhandedly to pressuring them to adopt the administration's favored progressive discipline policies under threat of losing federal funding. After the DCL was issued, OCR's new mission was formalized and sharply expanded. A Freedom of Information Act request on all disciplinary investigations from January 2009 to October 2017 reveals just how widespread OCR's policy reach was. During this period, at least 350 school districts, serving about one-fifth of all public elementary and secondary school students, were investigated in order to coerce them into changing their discipline policies. The result was a further tightening of federal control over U.S. education, largely without parents' knowledge or teachers' consent, and the imposition of discipline policies that appear to be making America's schools more disorderly and violent. To date, the Trump administration has neither rescinded the DCL nor ended OCR's coercive investigations. As of June 29, 2018, 363 investigations were ongoing in 43 states, of which 79 have been open for four or more years.
2018 Worker Retraining Accountability Report. Research Report 18-6
Author: Washington State Board for Community and Technical Colleges
Date: 2018-09-10
Type: Numerical/Quantitative Data
Subjects: Job Training,Retraining,Employment Programs,State Programs,Dislocated Workers,Vocational Education,Unemployment,Insurance,State Aid,Technical Institutes,Program Evaluation,Enrollment,Job Placement,Labor Turnover,Wages,Outcomes of Education,Income,Salary Wage Differentials,Eligibility

The Worker Retraining (WRT) program is a key strategy in meeting the economic and workforce needs of Washington's workers and employers. Funded through the state legislature, the aim of WRT is to ensure dislocated and other unemployed workers have access to education and training that will help them reattach to the labor market in jobs and careers supporting themselves, their families, and their communities. This program works closely with the broader workforce development system across Washington to respond quickly to large lay-offs, support Unemployment Insurance claimants in getting retrained, helping workers who are displaced due to natural disasters or major restructuring of the economy, and working with unemployed populations with significant barriers to employment. Funding for the program flows through the State Board for Community and Technical Colleges to all Washington state community and technical colleges (CTCs). In measuring the ability of the CTC system to meet the goals of the program, colleges and the system as a whole are monitored along the following criteria: (1) enrollments; (2) completions; (3) job placement and job retention; and (4) wages and wage recovery.
The Pennsylvania Promise: Making College Affordable and Securing Pennsylvania&apos;s Economic Future
Author: Price, Mark
Date: 2018-01-00
Type: Reports - Research
Subjects: Paying for College,Access to Education,Educational Finance,State Aid,Tuition,Fees,High School Graduates,College Bound Students,College Students,Family Income,Grants,State Colleges,Community Colleges,Work Study Programs,Adult Education,Student Financial Aid

Raising incomes and increasing opportunity hinges critically on access to post-secondary education and training. If Pennsylvania does not expand access to higher education to more of its citizens, the authors argue, the Commonwealth's economy will suffer and living standards will lag growth elsewhere. With a modest and smart investment, Pennsylvania can build a more prosperous future for its citizens and reinvigorate the American Dream in every corner of the Keystone State. This report proposes that if the Commonwealth invested $1 billion a year, it could: (1) cover two years of tuition and fees for any recent high school graduate enrolled full-time at one of the Commonwealth's 14 public community colleges; (2) cover four years of tuition and fees for any recent high school graduate with a family income less than or equal to $110,000 per year accepted into one of the 14 universities in the State System of Higher Education; (3) provide 4 years of grants ranging from $2,000 up to $11,000, depending on family income, for students accepted into a state-related university; and (4) provide free college tuition and fees for adults without a college degree, with priority going to those seeking in-demand skills and industry-recognized credentials, as well as college credit.
Moldova Preschool and General Education: Transitioning to a Decentralized Service Delivery Model. Selected Issues
Author: Hoftijzer, Margo
Date: 2018-02-00
Type: Reports - Research
Subjects: Foreign Countries,Preschool Education,General Education,Educational Change,Administrative Organization,Delivery Systems,Governance,School Based Management,Outcomes of Education,Theory Practice Relationship,Educational Legislation,Democracy,Accountability,Federal Legislation,National Curriculum,Federal Government,Government Role,School Responsibility,School Effectiveness,Educational Finance,Expenditures,Educational Policy,Teacher Recruitment,Compensation (Remuneration),Teacher Evaluation,Faculty Development,Educational Improvement

Moldova's public expenditures on education as a share of GDP and total public sector spending are higher than in most countries in the European Union (EU) and the Organization for Economic Cooperation and Development (OECD). Moldova's challenges to improve the quality and efficiency of education provision need to be addressed in a context of declining student numbers, and persistent inequities between population groups. This report identifies key challenges to the adequate delivery of pre-school and general education related to the decentralized governance mechanism. They relate both to the (de jure) regulatory framework that spells out the mandates of national and local level administrations and school management, and to (de facto) weaknesses in the implementation of these mandates. These challenges are summarized. The remainder of this section further describes the key challenges, and recommends policy directions and areas for further analysis to support evidence-based decision-making in the future. These recommendations are also summarized at the end of this chapter.
MCCCD Governing Board Outcomes and Metrics: 2016-17 Monitoring Report
Author: Maricopa County Community Colleges District (MCCCD), Office of Institutional Effectiveness
Date: 2017-12-05
Type: Reports - Evaluative
Subjects: Community Colleges,Outcomes of Education,College Transfer Students,Labor Force Development,Economic Development,Developmental Studies Programs,Community Development,Global Approach,Citizen Participation,Academic Persistence,Time to Degree,Graduation Rate,Associate Degrees,Certification

This Governing Board Monitoring Report utilizes the Board outcome metrics to gauge institutional effectiveness in the Maricopa County Community College District (MCCCD). It examines outcomes in the areas of university and transfer education, workforce and economic development, developmental education, community development, and civic and global engagement. This report provides data on new Governing Board Outcome statements adopted in 2016-2017 for Workforce and Economic Development, Developmental Education, and Community Development and Global and Civic Engagement. Some new metrics in this report have had limited time for programmatic implementation to impact outcomes.