ethanporcaro/eric-fulltext-meta huggingface dataset:
Not as Hard as You Think: Engaging High School Students in Work-Based Learning
Author: Cahill, Charlotte
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: High School Students,Workplace Learning,Education Work Relationship,Partnerships in Education,Case Studies,Manufacturing Industry,Educational Benefits,Health Services,Barriers,Profiles,Labor Force Development

Employers interested in working with young people are often concerned about possible barriers that may limit youth's access to workplaces, such as labor laws and liability issues. Employers who eagerly partner with educators to provide guest speakers and company tours might nonetheless be hesitant to invite students into workplaces for experiences such as job shadows and especially internships. Addressing employers' concerns head-on is therefore critical to scaling up work-based learning opportunities in states and regions. In reality, federal and state laws and policies do not prevent high school students from participating in meaningful work experiences in professional environments. Employers who familiarize themselves with a few main policies relevant to their sectors can easily remain in compliance while providing enriching and important career and skill development opportunities for youth that have lasting impacts on students, families, and entire communities--not to mention the employer's work and workforce. This brief is intended to allay concerns about perceived barriers to young people's access to workplaces and to highlight the successes of employers who have opened their doors to high school students. The brief profiles employers within the Pathways to Prosperity Network who have found ways to provide young people with meaningful work experiences. These case studies highlight the ways that these employers have managed the logistics of work-based learning and explain the benefits of doing so for employers. [This brief was produced as part of Jobs for the Future's Pathways to Prosperity Network.]
Latino/a and Black Students and Mathematics. The Students at the Center Series
Author: Gutierrez, Rochelle
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: African American Students,Hispanic American Students,Mathematics Achievement,Mathematics Instruction,Achievement Gap,Racial Differences,Ethnic Groups,At Risk Students,Student Centered Learning,Learning Theories,Relevance (Education),Adults,After School Programs,Social Justice,Role,Culturally Relevant Education,Self Esteem,Problem Solving,Teaching Methods,School Community Relationship

Using new perspectives on mathematics as a cultural and social activity and new research on learning outside the school, the authors ask readers to rethink the problem of mathematical achievement for all students, and for Latino/a and black students in particular. The paper argues that doing so will help those students connect how they learn in the classroom to their lives outside of school, and help reduce the &quot;achievement gaps&quot; that exist in our current educational system.
iNACOL's New Learning Models Vision
Author: International Association for K-12 Online Learning
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Online Courses,Elementary Secondary Education,Educational Technology,Competency Based Education,Individualized Instruction,Learner Engagement,Academic Achievement,Educational Attainment

This brief summarizes iNACOL's New Learning Models, which personalize learning using competency-based approaches. Supported by blended and online learning modalities, teachers use technology to differentiate instruction and engage students in deeper learning. By adapting instruction to reflect a student's level of mastery, blended and online models have the potential to keep students engaged and supported as they progress at their own pace. Browse this brief to explore new learning models that lead to higher levels of student learning and attainment.
Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education
Author: Patrick, Susan
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Individualized Instruction,Blended Learning,Competency Based Education,Electronic Learning,Literature Reviews,Academic Standards,Definitions,Instructional Design,Models,Student Centered Learning,Equal Education,Academic Achievement,Technology Uses in Education,Cost Effectiveness,Benchmarking

This paper provides a scan of the literature to expand the knowledge base for the field of online, blended, and competency-based education. Authors seek to integrate the core ideas of personalized learning, blended learning, competency education, and standards. The goal of the paper is to explain the nuances of key terms used across the field of K-12 education related to personalized, blended and competency education, and how the ideas integrate in order to create new learning models. Read this paper to make sense of these terms and discover how they fit together.
NCLB Waivers and Accountability: The Graduation Rate Balancing Act
Author: Young, Kathryn
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Accountability,Compliance (Legal),Graduation Rate,College Readiness,Career Readiness,Academic Achievement,Educational Change,Educational Improvement

When it comes to state education accountability systems, times are changing fast. This is clearer than ever with the advent of not only waivers from No Child Left Behind (NCLB) but also the multitude of state accountability index systems and &quot;A through F&quot; school-grading systems rolling out across the country. The multiple measures of college and career readiness included in the new systems offer potential benefits over the use of state test scores and graduation rates alone. For example, states can now create a more nuanced and comprehensive view of college and career readiness that might include end-of-course assessments, success on college-level courses, and graduation rates, as well as growth in student achievement. However, if these new indices are to be accurate and meaningful, states must not water down accountability measures within them, particularly accountability measures for improving graduation rates. This brief provides five questions that can help states and districts ensure strong graduation rate accountability, using data already available in state reporting systems.
Outcomes-Based Funding and Stakeholder Engagement. Lumina Issue Papers
Author: Kadlec, Alison
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Sustainability,Outcome Based Education,Stakeholders,Private Financial Support,Program Design,Program Implementation,Educational Policy,Partnerships in Education,Participative Decision Making,Program Attitudes,Needs Assessment,Institutional Characteristics,Higher Education,Financial Policy,Change Strategies,Focus Groups

This paper examines the key aspects of stakeholder engagement that can strengthen the design, implementation and sustainability of outcomes-based funding policies. We seek to help policymakers understand the prevailing starting-point attitudes of institutional stakeholders, primarily college and university administrators, faculty and staff, and the importance of engaging them throughout the policy process. In addition, we recommend specific strategies for effectively engaging these stakeholders based on our work in multiple states and leading research in the field.
Re-Engineering Information Technology: Design Considerations for Competency Education. CompetencyWorks Issue Brief
Author: Glowa, Liz
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Information Technology,Competency Based Education,Instructional Design,Instructional Effectiveness,Student Centered Learning,Academic Standards,Educational Practices,Student Educational Objectives,Progress Monitoring,Information Retrieval,Alignment (Education),Taxonomy,Technology Integration,Management Systems,Information Systems,Common Core State Standards,Profiles,Cognitive Style,Evaluation Methods,Curriculum Evaluation,Elementary Secondary Education,Data Analysis,Mastery Learning

Competency education is student-centric, personalizing student progress so that every child has adequate time and support to reach proficiency every step of the way. Competency education fundamentally changes the way the educational enterprise is organized around student needs, and thus must have a dynamic IT system to support it. Following an introductory essay, &quot;Getting Ahead: Mature IT for Competency Education&quot; by Susan Patrick, President and CEO of the International Association for K-12 Online Learning, this paper demonstrates the importance of analyzing and examining our knowledge of what makes up an effective competency-based information system. While designing competency education systems, it is important to keep student learning at the core, to incorporate interoperability principles, and to use an enterprise architecture approach that enables schools and districts to effectively manage their institutions. These systems need to be able to communicate, to supply the data and support that administrators, educators, and students need in order to know exactly how individual students are progressing based on clear competencies. Based on interviews and research, the ideas in this report build upon the information systems developed by competency education innovators, best practices of systemic approaches to information management, and emerging opportunities. This paper is designed for readers to find the sections that are of most interest to them in their role and to be used to catalyze strategies, support new competency-based instructional models, and inform decision making for continuous improvement. Consider this paper as an opportunity to catalyze conversations in your organization and networks about how IT systems can be designed with student learning at their core. The following are appended: (1) Multiple Initiatives Working on Interoperability, Data Standards, and Technical Services; (2) Writing an RFI or RFP: Competency Education Information Technology Considerations; and (3) Glossary.
Promoting Persistence through Comprehensive Student Supports
Author: McDonnell, Rachel Pleasants
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Academic Persistence,Academic Support Services,Student Personnel Services,Community Colleges,Two Year College Students,Barriers,Nontraditional Students,Partnerships in Education,Academic Advising,Financial Services,Counseling Services,Career Counseling

This publication was developed to support the colleges Jobs For the Future (JFF) works with through Accelerating Opportunity, as well as other institutions in search of strategies to enhance their capacity to provide comprehensive supports. The goal of this paper is to provide clarity on what it means to provide comprehensive support services, share what research says about effective practice, and provide some examples of cost-effective strategies that colleges are using to provide this high level of support. We focus on the barriers faced by underprepared learners, the types of supports they need, and the challenges to providing comprehensive supports. We then explore promising strategies and provide two examples of colleges that have developed effective approaches to providing supports. Finally, we offer recommendations for improving the quality and availability of supports for underprepared learners. [This report was written with Monique Sheen. It was produced as part of Jobs for the Future's Accelerating Opportunity initiative.]
Moving Forward: Strengthening Your State's Capacity to Bring Innovation to Scale. Policy Bulletin
Author: Clancy, M. Colleen
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Capacity Building,Educational Innovation,Educational Change,Community Colleges,State Programs,Academic Achievement,Outcomes of Education,Leadership Role,Stakeholders,Improvement

Evidence-based innovations developed locally can have a powerful and broad impact on a state's student success agenda, but only when a system is in place for accelerating the diffusion of innovation across institutional lines. State leadership is key to bringing effective practices to scale. That is what is happening in North Carolina, Texas, and Virginia, which are using both existing and new resources to support and build on the efforts of their colleges. This brief describes how the three states have improved their capacity to accelerate change and pursue a student success agenda, presenting a systemic four-step process to assess the strengths of the existing state infrastructure and determine what needs to be done to enhance, diffuse, and sustain it. [This report was produced as part of the Postsecondary State Policy Network, an initiative led by Jobs for the Future in conjunction with the Achieving the Dream National Reform Network.]
Access and Equity for All Learners in Blended and Online Education
Author: Rose, Raymond
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Access to Education,Equal Education,Blended Learning,Electronic Learning,Public Education,Federal Legislation,Educational Legislation,Elementary Secondary Education,Disabilities,Civil Rights Legislation,Educational Opportunities,Web Based Instruction,Academic Standards,Instructional Design,Teacher Role,Administrator Role,Progress Monitoring,Delivery Systems,Educational Policy,Gender Discrimination,Sex Fairness

Online education has become an accepted part of the educational landscape over the past two decades. Digital resources are the norm in classrooms. The expectation is that all students will benefit from technology some way. In order for that to be the case, however, sometimes more overt action is needed to ensure that all students do in fact get full benefit of digital resources and online learning. Equity in education has been a basic tenet of public education in the United States, made explicit by civil rights legislation beginning with passage of Title VI of the Civil Rights Act of 1964 and the 1965 Elementary and Secondary Education Act (ESEA). Subsequently, Section 504 of the Rehabilitation Act of 1973, the 1990 Americans with Disabilities Act, and the Individuals with Disabilities Education Act in 2004 ensured civil rights protection for people with disabilities. Unfortunately, legislation alone does not guarantee that all students will be provided with the access and equity necessary to take full advantage of the educational opportunities all students are entitled to. The increasing role of technology to deliver content and instruction presents challenges for all educational programs, including blended and online learning. The goal of this publication is to raise awareness amongst educators, especially those in the blended and online community, of the importance of ensuring that all students are able to take advantage of all educational opportunities available to them. Its purpose is to provide guidance, direction, and resources to help programs meet their moral, ethical, and legal obligations to best ensure all students have access to the educational opportunities provided for them in online and digital learning. Four appendices are included: (1) Federal and State Legal Requirements for Equal Education Opportunity and Access; (2) List of links to guidance documents issued by OCR that provide detailed information about issues of access (3) List of resources; and (4) Information on screen readers.
Making On-the-Job Training Work: Lessons from the Boeing Manufacturing On-the-Job Training Project
Author: Kobes, Deborah
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: On the Job Training,Manufacturing,Labor Force Development,Program Effectiveness,Manufacturing Industry,Cooperation,Models,Employers,Employees,Outcomes of Education

The need to build a more robust workforce development pipeline is evident in the hundreds of thousands of job openings in our nation's advanced manufacturing industry. Rapid technological change has created a severe skills gap, compounded by a pending wave of retirements due to the aging of the workforce. These challenges are particularly problematic for small manufacturers, whose limited resources and tight production schedules make it difficult to recruit and train new workers. Investment in industry-driven on-the-job training (OJT) can be an effective workforce development strategy in this economy. Employers participating in on-the-job training benefit from financial incentives when they bring on employees to teach trainees the skills they need to succeed in specific positions at the firms. There is an expectation that these employers will keep successful trainees as permanent workers at the completion of the training. This brief explores one promising OJT model: the Boeing Manufacturing On-the-Job Training Project, funded by The Boeing Company and managed by the National Fund for Workforce Solutions.
Rewarding Dual Enrollment in Performance-Based Funding Formulas: How States Can Create Incentives for College to High School Partnerships
Author: Struhl, Ben
Date: 2013-08-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,Funding Formulas,Incentives,Public Colleges,Universities,High Schools,Educational Finance,College School Cooperation,Partnerships in Education,College Readiness,Performance Based Assessment,Educational Policy

Far too few students who enter college succeed in earning a certificate or degree. States are developing a range of strategies to increase college completion rates. Performance-based funding is an increasingly popular way for states to fund public colleges and universities: Produce more graduates; get more funding. The author suggests that in addition, states should invest this funding in colleges that partner with high schools on dual enrollment programs that better prepare future college goers. This report makes the case for using this particular funding to sustain these programs and highlights how four states are already doing so. Most performance-based funding strategies target improved outcomes for students already enrolled in college, and do not create incentives for reaching back to work with high school students to prepare them for college without the need for remediation. However, four innovative states have incorporated incentives for colleges to collaborate with high schools on college readiness. This report looks at the experiences of these four states--Indiana, Louisiana, Tennessee, and Texas--and their performance-based funding
Reauthorizing the Higher Education Act: Opportunities to Improve Student Success. Additional Submitted Testimony from Lashawn Richburg-Hayes, MDRC, to the Senate Committee on Health, Education, Labor, and Pensions
Author: Richburg-Hayes, Lashawn
Date: 2015-08-19
Type: Reports - Evaluative
Subjects: Higher Education,Success,Student Improvement,Hearings,Federal Legislation,Educational Policy,Enrollment Management,Academic Support Services,Finance Reform,Student Personnel Services,Incentive Grants,Change Strategies,Evidence Based Practice

MDRC is pleased to have this opportunity to provide additional information for the consideration of Chairman Alexander, Ranking Member Murray, and members of the Committee on ways research can be used to improve the academic success of low-income college students. The goal of this additional testimony is to reiterate the second recommendation in the testimony of Dr. Lashawn Richburg-Hayes to &quot;encourage innovation paired with research, especially rigorous evaluation.&quot; The testimony of Senators and witnesses at the August 5, 2015 hearing provided a number of promising ideas that are operationally feasible and whose outcomes seem encouraging, but that have not yet been subjected to rigorous evaluation based on WWC standards. In addition, other evaluated programs that were mentioned produced small effects at best on outcomes identified by the Institute of Education Sciences (IES) as key markers of collegiate progress. In a time of limited resources, building reliable evidence before making major investments is essential to the long-term goal of increasing college completion. This additional testimony is intended to emphasize the importance of building into the reauthorization of the Higher Education Act incentives for innovation, coupled with requirements for rigorous evaluation through randomized experiments whenever feasible. This testimony identifies opportunities in two areas--financial aid and student support services--and offers caution in the area of performance funding for higher education. A summary of recommendations is included.
Annotation and Classification of Argumentative Writing Revisions
Author: Zhang, Fan
Date: 2015-06-04
Type: Speeches/Meeting Papers
Subjects: Notetaking,Classification,Persuasive Discourse,Revision (Written Composition),Sentences,Essays,Reliability,Writing Strategies,Writing Evaluation,Predictor Variables,Writing Improvement,High School Students,Writing Assignments,Scores,Regression (Statistics)

This paper explores the annotation and classification of students' revision behaviors in argumentative writing. A sentence-level revision schema is proposed to capture why and how students make revisions. Based on the proposed schema, a small corpus of student essays and revisions was annotated. Studies show that manual annotation is reliable with the schema and the annotated information helpful for revision analysis. Further-more, features and methods are explored for the automatic classification of revisions. Intrinsic evaluations demonstrate promising performance in high-level revision classification (surface vs. text-based). Extrinsic evaluations demonstrate that our method for automatic revision classification can be used to predict a writer's improvement.