Search Results: (1-15 of 83 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2009069 | Parent Involvement Strategies in Urban Middle and High Schools in the Northeast and Islands Region
This report summarizes efforts to develop and pilot test a protocol for collecting information about parent involvement policies, practices, and programs being implemented at the middle and high school levels. The protocol can be used to expand documentation of strategies selected, adapted, and sustained in future years. |
4/27/2009 |
| 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 2009033 | Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades
This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine (1) the amount of time that students’ public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often their children did homework at home in the first, third, and fifth grades. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. The findings indicate that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening, whereas generally children in lower minority schools had teachers who expected less homework. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week. |
12/2/2008 |
| NCES 2009024 | National Household Education Surveys Program of 2001-07 Electronic Codebook, Public-Use Data Files, and User's Manuals
Two surveys were fielded in 2007 as part of the National Household Education Surveys Program (NHES): the School Readiness Survey (SR) and the Parent and Family Involvement in Education Survey (PFI). Three surveys were fielded in 2005: the Early Childhood Program Participation (ECPP), the After-School Programs and Activities (ASPA), and the Adult Education (AE) surveys. The 2003 collections were the Parent and Family Involvement (PFI) and the Adult Education for Work-Related Reasons (AEWR) surveys. Three surveys were also fielded in 2001 as part of NHES. These were earlier versions of the 2005 collections and include the Adult Education and Lifelong Learning Survey (AELL), the Before- and After-School Programs and Activities Survey (ASPA), and the Early Childhood Program Participation Survey (ECPP). The data, data documentation, and software to help search through and convert the data from these surveys into SPSS, SAS, or STATA files are available on CD. Data files and documentation can also be downloaded directly from this website. |
10/27/2008 |
| NCEE 20084028 | A Study of Classroom Literacy Interventions and Outcomes in Even Start
The report, A Study of Classroom Literacy Interventions and Outcomes in Even Start, presents findings from the 2-year implementation of research-based, literacy-focused preschool and parenting education curricula in 120 Even Start Family Literacy projects. The Classroom Literacy Interventions and Outcomes (CLIO) study examined whether the CLIO preschool and parenting education curricula are more effective than existing Even Start instructional services and the extent to which the CLIO parenting education curricula add value to the CLIO preschool curricula. The evaluation found that the CLIO curricula had statistically significant, positive impacts on some of the hypothesized precursors to the development of children’s early literacy skills, including instructional supports for literacy, child social competence, and parenting skills; but did not have statistically significant impacts on the child language development and literacy outcomes. The evaluation also found that the CLIO parenting curricula did not significantly add value to the CLIO preschool curricula with respect to child outcomes. |
9/30/2008 |
| REL 2008059 | Examining American Indian Perspectives in the Central Region on Parent Involvement in Children's Education
This study examines American Indian parents' perceptions of parent involvement in their children's education and factors that may encourage or discourage involvement. |
9/2/2008 |
| NCES 2008051 | Parents’ Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007
This descriptive report presents initial findings on the school readiness of young children, as reported by their parents, from the School Readiness Survey (PFI) of the 2007 National Household Education Surveys Program (NHES). It also incorporates basic demographic information about the population of children ages 3 to 6 who have not yet entered kindergarten, their parents'/guardians' characteristics, and the characteristics of the households in which they live. Topics covered include the participation of young children in preschool or other types of center-based care or education arrangements; parental plans for kindergarten enrollment and parents' beliefs about what they think they should do to prepare their children for school; children’s developmental accomplishments and difficulties, including emerging literacy and numeracy skills; family activities with children in and outside of the home; and children’s television-viewing habits. |
8/12/2008 |
| NCES 2008050 | Parent and Family Involvement in Education, 2006-07 School Year, From the National Household Education Surveys Program of 2007
This descriptive report presents initial findings on parents’ and families’ involvement in their children’s education from the Parent and Family Involvement in Education Survey (PFI) of the 2007 National Household Education Surveys Program (NHES). It also incorporates basic demographic information about the population of students in kindergarten through 12th grade, their parents'/guardians' characteristics, and the characteristics of the households in which they live. Topics covered include parent reports of their involvement in activities at school, their involvement with homework, school communication practices, schools' provision of information on select topics, parent satisfaction with various school characteristics, expectations for their children's educational attainment, and family plans to help pay for postsecondary education. |
8/5/2008 |
| NCES 2008079 | Parent Expectations and Planning for College: Statistical Analysis Report
This report uses data from the 2003 National Household Education Surveys Program (NHES) Parent and Family Involvement Survey (PFI) to examine the characteristics associated with the educational expectations parents had for their children and the postsecondary education planning practices families and schools engaged in. The results presented in this report are based on a sample of students in grades 6 through 12 who represented the 28,182,000 students in grades 6 through 12 in the United States in early 2003. The data revealed that roughly nine out of every 10 students (91 percent) in grades 6 through 12 had parents who expected them to continue their education beyond high school, with about two-thirds (65 percent) having had parents who expected them to finish college. Other findings presented in this report show that about one-third (32 percent) of students had parents who perceived that their child’s school did very well at providing information to help their child plan for postsecondary education. Finally, among students whose parents expected them to continue their education after high school, 82 percent had parents who reported that the family was planning on helping to pay for their child’s postsecondary education costs, and among those whose parents reported that the family was planning on helping to pay the costs, 66 percent had parents who reported that they had enough information about postsecondary education costs to begin planning. |
4/22/2008 |
| NCES 2008022 | Digest of Education Statistics, 2007
The 43rd 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. |
3/25/2008 |
| NCES 2008322 | Education Longitudinal Study of 2002/06 Data Analysis System (DAS)
The ELS:2002/06 Data Analysis System (DAS) contains base year, first follow-up, and second follow-up data on a sample of about 16,000 students who were first surveyed as high school sophomores in the spring of 2004. The first follow-up occurred in the spring 2004, when most of the sample members were high school seniors. The second follow-up occurred in 2006 when most of the sample members who attended college were college sophomores. Both those who attended college and those who didn’t are included in the data. Data in the DAS pertain to the courses taken and achievement of the sample members when they were in high school, their family backgrounds and other experiences in high school. For those who considered going to college, there is data on which colleges they applied to, and the acceptances and aid offers they received from those colleges. Other data include the employment experiences of both those who attended college and those who didn't, the earnings and some aspects of the work situation of those who did not attend college, and, for both those who attended college and didn't, data about other life experiences and outcomes, such as military service, volunteer service, and family formation. A data file manual is available as NCES 2007-347. |
1/29/2008 |
| WWC IRDPFT08 | First Things First
First Things First is a reform model intended to transform elementary, middle, and high schools serving significant proportions of economically disadvantaged students. Its three main components are: (1) “small learning communities” of students and teachers, (2) a family and student advocate system that pairs staff members and students to monitor and support progress and that serves as a bridge between the school and family, and (3) instructional improvements to make classroom teaching more rigorous and engaging and more closely aligned with state standards and assessments. |
1/24/2008 |
| NCES 2008346 | Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, high school transcript, second follow-up data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is public use and can be downloaded directly as NCES 2008-346. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
10/16/2007 |
| WWC IRBRSFA07 | Success for All
Success for All (SFA)® is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight. Its underlying premise is that all children can and should be reading at grade level by the end of third grade and then remain at grade level thereafter. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates. A full-time SFA® facilitator employed by the school supports classroom instruction by training teachers, overseeing student assessments, and assisting with decisions about group placement and tutoring. Family Support Teams work on parent involvement, absenteeism, and student behavior. |
8/13/2007 |
| WWC IRECPM07 | Pre-K Mathematics
Pre-K Mathematics is a supplemental curriculum designed to develop informal mathematical knowledge and skills in preschool children. Mathematical content is organized into seven units. Specific mathematical concepts and skills from each unit are taught in the classroom through teacher-guided, small-group activities with concrete manipulatives. Take-home activities with materials that parallel the small-group classroom activities are designed to help parents support their children's mathematical development at home. |
7/30/2007 |
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