Search Results: (31-45 of 62 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRDPCC06 | Check & Connect
Check & Connect is a dropout prevention strategy that relies on close monitoring of school performance, as well as mentoring, case management, and other supports. The program has two main components: “Check” and “Connect.” The Check component is designed to continually assess student engagement through close monitoring of student performance and progress indicators. The Connect component involves program staff giving individualized attention to students, in partnership with school personnel, family members, and community service providers. Students enrolled in Check & Connect are assigned a “monitor” who regularly reviews their performance (in particular, whether students are having attendance, behavior, or academic problems) and intervenes when problems are identified. The monitor also advocates for students, coordinates services, provides ongoing feedback and encouragement, and emphasizes the importance of staying in school. |
9/21/2006 |
| NCSER 20063004 | An Overview of Findings From Wave 2 of the National Longitudinal Transition Study-2 (NLTS2)
In 2001, the U.S. Department of Education funded the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the characteristics, experiences, and outcomes of secondary school students with disabilities as they transition to young adulthood. NLTS2 includes a sample of more than 11,000 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. The sample is nationally representative of youth with disabilities as a group and youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. Data are being collected in five waves over a 9-year period and include information from parents, youth, school staff, and school records. NLTS2 is the only source of information on such key aspects of youths' experiences as their academic achievement, school completion, and postsecondary education and employment. |
9/21/2006 |
| NCES 2006605 | User’s Guide to Computing High School Graduation Rates, Volume 2: Technical Evaluation of Proxy Graduation Indicators
The first volume of this report examines the existing measures of high school completion and the newly proposed proxy measures. This includes a description of the computational formulas, the data required for each indicator, the assumptions underlying each formula, the strengths and weaknesses of each indicator relative to a true cohort on-time graduation rate, and a consideration of the conditions under which each indicator does or does not work. The second volume of this report provides documentation of the technical work that the Department leadership used to select an interim graduation rate. The analysis in volume 2 draws upon the student record data from two states to compute the true cohort on-time graduation rate for each of those states, to compute the proxy graduation measures for each of these states, and to compare the performance of each proxy indicator to that of the true cohort rate. The Averaged Freshman Graduation Rate (AFGR) indicator is the only measure that is consistently among the best performing indicators in each analysis. |
8/24/2006 |
| NCES 2006604 | User’s Guide to Computing High School Graduation Rates, Volume 1: Review of Current and Proposed Graduation Indicators
The first volume of this report examines the existing measures of high school completion and the newly proposed proxy measures. This includes a description of the computational formulas, the data required for each indicator, the assumptions underlying each formula, the strengths and weaknesses of each indicator relative to a true cohort on-time graduation rate, and a consideration of the conditions under which each indicator does or does not work. The second volume of this report provides documentation of the technical work that the Department leadership used to select an interim graduation rate. The analysis in volume 2 draws upon the student record data from two states to compute the true cohort on-time graduation rate for each of those states, to compute the proxy graduation measures for each of these states, and to compare the performance of each proxy indicator to that of the true cohort rate. The Averaged Freshman Graduation Rate (AFGR) indicator is the only measure that is consistently among the best performing indicators in each analysis. |
8/24/2006 |
| NCES 2006030 | Digest of Education Statistics, 2005
The 41st in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Some examples of highlights from the report include the following items. Enrollment in public elementary and secondary schools rose 22 percent between 1985 and 2005. The fastest public school growth occurred in the elementary grades (prekindergarten through grade 8), where enrollment rose 24 percent over this period, from 27.0 million to 33.5 million. Public secondary school enrollment declined 8 percent from 1985 to 1990, but then rose 31 percent from 1990 to 2005, for a net increase of 20 percent. The number of public school teachers has risen faster than the number of students over the past 10 years, resulting in declines in the pupil/teacher ratio. Between 1994 and 2004, the number of full-time college students increased by 30 percent compared to an 8 percent increase in part-time students. During the same time period, the number of men enrolled rose 16 percent, while the number of women enrolled increased by 25 percent. |
8/10/2006 |
| NCES 2006062 | Dropout Rates in the United States: 2002 and 2003
This report continues the dropout rate report series. The report is based on several sources of data and provides details on high school dropouts and high school completers for 2002 and 2003. Apart from provide characteristics of dropouts and completers in these years, the report also provides information about trends in high school dropout and completion rates going back to the 1970s. Among other findings, the report shows that young people (16-24 year olds) of Hispanic origin have been more likely to be out of high school without a high school credential than young White- and Black, non-Hispanics over the past 30 years. |
6/22/2006 |
| NCSER 2005NLTS2 | Facts From NLTS2: High School Completion by Youth with Disabilities
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2 entitled Facts From NLTS2: High School Completion by Youth with Disabilities. There has been an increase over time in the percentage of youth with disabilities who complete high school. However, this mark of success is much more common for some youth than others. Those with sensory or orthopedic impairments finish school at much higher rates, for example, than youth with multiple disabilities or emotional disturbances. Whether youth with disabilities finish or drop out of high school is associated with marked differences in their experiences in the early postschool years. A high school diploma gives graduates with disabilities access to a college education that is unavailable to most dropouts. Although the two groups are equally likely to be working for pay after school, dropouts work longer hours, on average, thereby generating greater income. |
5/24/2006 |
| NCES 2006331 | Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Restricted-Use Data File: School Year 2002-03. Preliminary File
This preliminary file contains the numbers of 2002-03 diploma recipients and the numbers of other high school completers for each public school district in the United States reported to NCES on the 2003-04 Common Core of Data. The final file will include dropout data as well. Your organization must apply for and be granted a restricted use data license in order to obtain these data. |
5/19/2006 |
| NCES 2006005 | Digest of Education Statistics, 2004
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. |
10/12/2005 |
| NCES 2005050 | Youth Indicators, 2005: Trends in the Well-Being of American Youth
Youth Indicators contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning. |
7/29/2005 |
| NFES 2005802 | Forum Guide to Education Indicators
The Forum Guide to Education Indicators provides encyclopedia-type entries for 44 commonly used education indicators. Each indicator entry contains a definition, recommended uses, usage caveats and cautions, related policy questions, data element components, a formula, commonly reported subgroups, and display suggestions. The document will help readers better understand how to appropriately develop, apply, and interpret commonly used education indicators. |
7/22/2005 |
| NCES 2005113 | Programs and Plans of the National Center for Education Statistics, 2005 Edition
This report summarizes NCES's current statistical programs, major publications, and plans for future work. The publication includes descriptions, timelines, and plans for all of the NCES data collections, such as the Common Core of Data, the Integrated Postsecondary Education Data System, and the National Assessment of Educational Progress. Also included are descriptions of NCES center-wide programs and services such as training, technology, and customer service. |
5/24/2005 |
| NCES 2005025 | Digest of Education Statistics, 2003
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. |
12/30/2004 |
| NCES 2005016 | Trends in Educational Equity of Girls & Women: 2004
This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences. This report serves as an update of an earlier publication, Trends in Educational Equity of Girls & Women (NCES 2000-030), which was prepared for Congress in 2000. |
11/19/2004 |
| NCES 2005026 | Educational Attainment of High School Dropouts 8 Years Later
This issue brief examines the educational outcomes of students who were ever classified as high school dropouts by 8 years after when most of their 1988 cohort of 8th graders would have completed high school. Some students who drop out return a short time later to earn a diploma, some may pursue an alternative credential such as a General Educational Development (GED) certificate, and others may enroll in a postsecondary institution without having earned a high school credential. Using data on public and private school students from the National Education Longitudinal Study of 1988 (NELS:88), examines the educational attainment of the 21 percent of 1988 eighth-graders who had dropped out of high school at least once since eighth grade. |
11/8/2004 |
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