Search Results: (1-15 of 230 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC QRRC0409 | Recess and Classroom Behavior Study
The study analyzed a nationally representative sample of over 10,000 students enrolled in third grade during the 2001–02 school year. These data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS–K). |
4/28/2009 |
| NCES 2009022 | Indicators of School Crime and Safety: 2008
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society. |
4/21/2009 |
| REL 2009067 | Five States' Efforts to Improve Adolescent Literacy
This report describes efforts by five states—Alabama, Florida, Kentucky, New Jersey, and Rhode Island—to improve adolescent literacy. Highlighting common challenges and lessons, the report examines how each state has engaged key stakeholders, set rigorous goals and standards, aligned resources to support adolescent literacy goals, built educator capacity, and used data to measure progress. |
4/6/2009 |
| WWC QRPB0309 | WWC Quick Review: Performance-Based Scholarships Study
The financial incentive program increased the percentage of community college students who were enrolled the second semester after random assignment (65%, compared with 50% for the control group). It also increased the average number of credits they earned during the first two semesters after random assignment (3.9 credits, compared with 2.8 for the control group). |
3/31/2009 |
| WWC QRHS0309 | WWC Quick Review of the Article "Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program"
The study finds that students in the REDI group outperformed control students on one of three measures of language development (effect sizes ranged from –0.07 to 0.15) and two of three measures of emergent literacy skills (effect sizes ranged from 0.16 to 0.39). |
3/31/2009 |
| NCES 2009020 | Digest of Education Statistics, 2008
The 44th 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. |
3/18/2009 |
| NCES 2009006 | ECLS-K Eighth Grade Restricted-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a restricted-use child-level data file, and survey and ECB documentation for the spring eighth grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
3/10/2009 |
| WWC IRDPID09 | I Have a Dream
I Have A Dream is a program that encourages students in low-income communities to complete high school and go on to college. The program guarantees that tuition for higher education will be covered after high school graduation. In addition, it provides participants with tutoring and counseling from elementary school through high school. Each I Have A Dream program sponsors either an entire grade level of students at a low-income public elementary school or an entire cohort of same-age children in a public housing development. These students are tracked over time and encouraged to participate in program activities, such as tutoring, mentoring, counseling, community service, and recreational opportunities. A full-time paid staff member coordinates program activities and serves as a mentor to program participants. A group of sponsors commits to working with the students throughout the life of the program and often provides the program with funding and other resources. The sponsors and other local donors ensure that participants who graduate from high school receive post-secondary education tuition assistance. |
3/10/2009 |
| NCEE 20094047 | Impact Evaluation of the U. S. Department of Education's Student Mentoring Program
The report, Impact Evaluation of the U. S. Department of Education's Student Mentoring Program compares outcomes of students in the fourth through eighth grades who were randomly assigned to either receive or not receive school-based mentoring from one of the U. S. Department of Education's mentoring grantees. Students were compared on seventeen measures across four domains: school engagement, academic achievement, delinquent behavior, and prosocial behavior. The evaluation found that for the full sample of students, the program did not lead to statistically significant impacts on any of the measures. In addition, the evaluation estimated impacts across five subgroups for each of the outcome measures, four of which were found to be statistically significant (i.e., increased self-reported scholastic efficacy and school bonding for girls, increased self-reported future orientation for boys, decreased truancy for students under age 12, and decreased self-reported prosocial behavior for boys). These impact findings are in the context of several key program delivery findings. Thirty-five percent of the students who were assigned to the no-mentoring group received mentoring services, primarily from other providers in the community. Also, 14 percent of the students assigned to the mentoring group never got matched with a mentor. Students assigned to the mentoring group and who did meet with their mentors met (on average) for 1.1 hours per meeting, 4.4 times per month for 5.8 months. |
2/25/2009 |
| WWC 20094045 | Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RtI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress. |
2/18/2009 |
| NCES 2009045 | Public Use Data Files and Documentation (PEQIS 14): Dual Enrollment Programs and Courses for High School Students (NCES 2009-045)
This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students." The survey was conducted by the National Center for Education Statistics, Institute of Education Sciences, using the Postsecondary Education Quick Information System (PEQIS). The study provides information on the topic of dual enrollment of high school students at postsecondary institutions. Dual enrollment, also known as “dual credit,” “concurrent enrollment,” and “joint enrollment,” refers to the participation in college-level courses and the earning of college credits by high school students. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. NCES released the results of the survey in the publication Dual Enrollment of High School Students at Postsecondary Institutions: 2002–03 (NCES 2005-008). In February 2004, questionnaires and cover letters for the study were mailed to the PEQIS survey coordinators at the approximately 1,600 Title IV degree-granting postsecondary institutions in the 50 states and the District of Columbia that compose the PEQIS panel. Coordinators were informed that the survey was designed to be completed by the person(s) at the institution most knowledgeable about the institution's dual enrollment programs and courses. Respondents were given the option of completing the survey online or on paper. Telephone follow-up for survey nonresponse and data clarification was initiated in mid-March 2004, and data collection was completed in June 2004. The overall response rates were 91 percent unweighted and 92 percent weighted. The survey asked respondents to report on the prevalence of college course-taking by high school students at their institutions during the 2002–03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding. Institutions with dual enrollment programs were also asked whether they had programs specifically geared toward high school students at risk of education failure; if they answered yes, they were asked a series of questions about the features of such special programs. |
2/10/2009 |
| WWC IRDPWT09 | Wyman Teen Outreach Program
The Wyman Teen Outreach Program (TOP) is a life skills curriculum for 12- to 17-year-olds that aims to prevent negative youth behaviors, such as school failure and early pregnancy. Trained facilitators deliver the curriculum in weekly classes throughout the school year. Participants discuss topics such as goal-setting, peer pressure, relationship dynamics, values, and communication skills. The program can be integrated with a school's existing curriculum, or offered as an in-school elective, or an after-school program. During the program year, teens enrolled in TOP must also plan and carry out a community service project. These projects require a minimum of 20 hours of service and can include activities such as fund raisers, graffiti removal, tutoring, volunteering at food pantries, petition drives, or other student-initiated activities. |
1/6/2009 |
| WWC IRECECC09 | Curiosity Corner
Curiosity Corner is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units—one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities. |
1/6/2009 |
| NCES 2009300 | Data File: Common Core of Data State Nonfiscal Survey of Public Elementary and Secondary Education: School year 2006-07
This file includes state-level data on the numbers of students by race/ethnicity and grade, numbers of teachers and other categories of instructional, support, and administrative staff members. |
11/24/2008 |
| NCEE 20094036 | Enhanced Reading Opportunities: Findings from the Second Year of Implementation: Report from the Preschool Curriculum Evaluation Research Initiative
The report, Enhanced Reading Opportunities: Findings from the Second Year of Implementation presents findings from an ongoing evaluation of the impact of two supplemental literacy programs — Reading Apprenticeship Academic Literacy (RAAL) and Xtreme Reading (XR) — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the second cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among the students who were randomly assigned to participate in the supplemental literacy programs equivalent to 1 to 2 months of instruction compared to those who did not participate in the programs. Analyzed separately, RAAL had a statistically significant impact on reading comprehension while XR did not have a statistically significant impact on reading comprehension. No statistically significant impacts were found on student’s vocabulary test scores or their use of reading behaviors promoted by the programs. |
11/20/2008 |
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