Search Results: (1-15 of 126 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 |
| WWC IRDPMC09 | Middle College High School
Middle College High Schools are alternative high schools located on college campuses that aim to help at-risk students complete high school and encourage them to attend collvege. The four-year program offers a project-centered, interdisciplinary curriculum with an emphasis on team teaching, individualized attention, and the development of critical thinking skills. Students are also offered support services, including specialized counseling, peer support, and career experience opportunities. In recent years, some Middle College High Schools have converted to the Early College High School model, which offers students a five-year, accelerated course of study during which they can earn an associate degree or two years of college credits, in addition to a high school diploma. This review focuses only on the four-year Middle College High School model. |
3/17/2009 |
| NCES 2009314 | The NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Public-Use Data File: School Year 2005–06, Final File 1b
This public-use data file publishes data on dropouts and high school completers at the local education agency (LEA) or school district level. These data were collected as part of the Common Core of Data (CCD) component of the Department of Education's Education Data Exchange Network (EDEN) Collection System. The High School Dropout count, rate, and associated enrollment are provided on this file. Counts of 1, 2, and 3 have been recoded as -3. Counts that approach or exceed the total membership of a district have been recoded as -4. These changes have been done to prevent disclosure. High school completion totals are presented for both regular high school diploma recipients and for other high school completers. The Average Freshman Graduation Rate, and the components needed to compute this rate are also provided. |
3/16/2009 |
| NCES 2009315 | The NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Restricted-Use Data File: School Year 2005–06, Final File 1b
This restricted-use data file publishes data on dropouts and high school completers at the local education agency (LEA) or school district level. These data were collected as part of the Common Core of Data (CCD) component of the Department of Education's Education Data Exchange Network (EDEN) Collection System. Data presented on this file have not been suppressed or coarsened in any way. Dropout data is presented by grade, race/ethnicity, and gender for grades 7 through 12. Dropout counts, rates, and associated enrollment variables are provided on this file. High school completion data is presented by race/ethnicity and gender for both regular high school diploma recipients and for other high school completers. The Average Freshman Graduation Rate, and the components needed to compute this rate are also provided. |
3/16/2009 |
| NCES 2009316 | NCES Common Core of Data State
Dropout and Completion Data File:
School Year 2005–06, Final File Version 1b
This public-use data file publishes data on dropouts and high school completers at the state level. These data were collected as part of the Common Core of Data (CCD) component of the Department of Education's Education Data Exchange Network (EDEN) Collection System. Data presented on this file have not been suppressed or coarsened in any way. Dropout data is presented by grade, race/ethnicity, and gender for grades 9 through 12. Dropout counts, rates, and associated enrollment variables are provided on this file. Dropout data presented on this file was aggregated from the district level. Counts, rates, and enrollment figures are presented only if the reported data accounted for 80 percent or more students in the state. High school completion data is presented by race/ethnicity and gender for both regular high school diploma recipients and for other high school completers. The Average Freshman Graduation Rate, and the components needed to compute this rate are also provided. |
3/16/2009 |
| 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 |
| NCES 2009021 | Mini-Digest of Education Statistics, 2008
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2008. |
3/4/2009 |
| WWC IRDPTD09 | Talent Development Middle Grades Program
TDMG is a whole school reform approach for large middle schools that face serious problems with student attendance, discipline, and academic achievement. The program includes both structural and curriculum reforms. It calls for schools to reorganize into small "learning communities" of 200 to 300 students who attend classes in distinct areas of the school and stay together throughout their time in middle school. In addition to structural changes, schools adopting the program purchase one or more curricula that are intended to be developmentally appropriate and to engage students with culturally relevant content. For students who are behind in reading and math, the program provides additional periods devoted to these subjects that include group activities and computer-based lessons. To improve implementation, each school is assigned a team of "curriculum coaches" trained by the developer to work with school staff on a weekly basis to implement the program. In addition, teachers are offered professional development training, including monthly sessions designed to familiarize them with the program and demonstrate effective instructional approaches. |
3/3/2009 |
| NCES 2009035 | Course Credit Accrual and Dropping Out of High School, by Student Characteristics
This Statistics in Brief uses data from the Education Longitudinal Study of 2002 (ELS:2002) to examine the number of credits earned by high school students and the relationship between course credit accrual and dropping out. Findings indicate that high school dropouts earned fewer credits than did on-time graduates within each year of high school, and the cumulative course credit accrual gap increased with each subsequent year. The pattern of dropouts earning fewer credits than on-time graduates remained across all examined student and school characteristics (student sex, race/ethnicity, and socioeconomic status, school location, and sophomore class size). However, the size of the cumulative course credit accrual gap between on-time graduates and dropouts varied within academic years for males versus females, Blacks and Hispanics versus Whites, and students attending city high schools versus students attending suburban, town, and rural high schools. For example, the cumulative gap between on-time graduates and 12th-grade dropouts in 2001-02 and 2002-03 was larger for males than for females, indicating that male 12th-grade dropouts were further behind their on-time peers in cumulative course credits accrued than were female 12th-grade dropouts. This Brief replaces "Course Credit Accrual and Dropping Out of High School" (NCES 2007-018). |
2/3/2009 |
| 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 |
| NCES 2008084 | Status and Trends in the Education of American Indians and Alaska Natives: 2008
This report examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education. It shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance. |
9/30/2008 |
| WWC 20084025 | Dropout Prevention
Geared toward educators, administrators, and policymakers, this guide provides recommendations that focus on reducing high school dropout rates. Strategies presented include identifying and advocating for at-risk students, implementing programs to improve behavior and social skills, and keeping students engaged in the school environment. |
9/23/2008 |
| WWC TRDP08 | Dropout Prevention Topic Report
Dropout prevention interventions are school- and community-based initiatives that aim to keep students in school and encourage them to complete their high school education. To be included in the What Works Clearinghouse (WWC) review, interventions have to operate within the United States and include dropout prevention or dropout recovery as one of their primary objectives. The interventions reviewed provide a mix of services, such as counseling, monitoring, school restructuring, curriculum redesign, financial incentives, and community services to mitigate factors impeding academic success. The review focuses on three outcome domains: staying in school, progressing in school, and completing school. As of September 2008, the WWC looked at 84 studies of 22 dropout prevention interventions that qualified for review. Of these, 23 studies of 16 interventions meet WWC evidence standards--11 without reservations and 12 with reservations. The six other interventions have no studies that meet WWC eligibility or evidence screens. |
9/23/2008 |
| NCES 2008353REV | Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year. |
9/19/2008 |
| NCES 2008053 | Dropout and Completion Rates in the United States: 2006
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2006 and provides data about trends in dropout and completion rates over the last three decades (1972-2006), including characteristics of dropouts and completers in these years. Report highlights include: The averaged freshman graduation rate (AFGR), which provides an estimate of the percentage of public high school students who graduate with a regular diploma 4 years after starting 9th grade, was 74.7 percent for the class of 2005. Students living in low-income families were approximately four times more likely to drop out of high school between 2005 and 2006 than were students living in high-income families. In October 2006, approximately 3.5 million civilian noninstitutionalized 16- through 24-year-olds were not enrolled in high school and had not earned a high school diploma or alternative credential. |
9/3/2008 |
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