Search Results: (1-15 of 17 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009039 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). |
3/25/2009 |
| 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 |
| REL 2008058 | Examining the Links Between Grade 12 Mathematics and Remedial Courses in Nevada Public Colleges and Universities
This study examines the links between Nevada's grade 12 mathematics courses and remedial mathematics courses in Nevada's public colleges and universities. It analyzes remediation rates by students' highest grade 12 mathematics course level and mathematics grade point average and by various student and school characteristics. |
8/5/2008 |
| WWC IRDPAM08 | Accelerated Middle Schools
Accelerated middle schools are self-contained academic programs designed to help middle school students who are behind grade level catch up with their age peers. If these students begin high school with other students their age, the hope is that they will be more likely to stay in school and graduate. The programs serve students who are one to two years behind grade level and give them the opportunity to cover an additional year of curriculum during their one to two years in the program. Accelerated middle schools can be structured as separate schools or as schools within a traditional middle school. |
7/8/2008 |
| WWC IRDPJC08 | Job Corps
Job Corps, a federally funded education and job training program for economically disadvantaged youth, offers remedial education, GED (General Educational Development) preparation, vocational training, job placement assistance, and other supports. Job Corps participants typically reside in a Job Corps center while enrolled in the program and can remain in the program for up to two years. |
4/1/2008 |
| WWC IRBRFFR07 | Failure Free Reading
Failure Free Reading is a language development program designed to improve vocabulary, fluency, word recognition, and reading comprehension for kindergarten through grade 12 students who score in the bottom 15% on standardized tests and who have not responded to conventional beginning reading instruction. The three key dimensions of the program are repeated exposure to text, predictable sentence structures, and story concepts that require minimal prior knowledge. The program combines systematic, scripted teacher instruction, talking software, workbook exercises, and independent reading activities. The program is delivered through small group or individual instruction. |
7/2/2007 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/31/2007 |
| WWC IRBRRR07 | Reading Recovery®
Reading Recovery® is a short-term tutoring intervention program intended to serve the lowest achieving (bottom 20%) first-grade students. According to the Reading Recovery® website, lessons incorporate the program's ten principles: phonological awareness, visual perception of letters, word recognition, phonics/decoding skills, phonics/structural analysis, fluency/automaticity, comprehension, a balanced literacy approach, early intervention, and individual tutoring. Students are chosen for Reading Recovery® by school staff, and selection is based on prior reading achievement, diagnostic testing (the Clay Observation Survey of Early Literacy Achievement), and teacher recommendations. The goals of Reading Recovery® are to promote literacy skills and reduce the number of first-grade students who are struggling to read. The program supplements classroom teaching with one-on-one tutoring sessions, generally conducted as pull-out sessions during the school day. Tutoring, which is conducted by trained Reading Recovery® teachers, takes place daily for 30 minutes over 12–20 weeks. |
3/19/2007 |
| NCES 2006071 | The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
6/1/2006 |
| NCES 2005094 | The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2005 |
| NCES 2004610 | Education Statistics Quarterly-Vol. 5 Issue 4
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES. This issue contains a complete annual index of NCES publications. |
8/19/2004 |
| NCES 2004076 | The Condition of Education in Brief 2004
The Condition of Education 2004 in Brief, contains a summary of 19 of the 38 indicators in The Condition of Education 2004. The topics covered include: trends in full- and half-day kindergarten enrollments, the concentration of enrollment by race/ethnicity and poverty, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading, writing, and mathematics, the percentage of youth neither enrolled or working, event dropout rates, degrees earned by women, trends in science and mathematics coursetaking, out-of-field teaching by school poverty, parental choice of schools, remedial coursetaking in postsecondary education, distance education in postsecondary education, expenditures per student in elementary and secondary education, and the financial aid awarded to students by postsecondary institutions. |
6/1/2004 |
| NCES 2004077 | The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2004 |
| NCES 2002130 | Digest of Education Statistics, 2001
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. |
3/1/2002 |
| NCES 98004 | Indicator of the Month: Remedial Education in Higher Education Institutions
Indicator from the Conditon of Education, 1997. |
1/6/1998 |
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