Search Results: (1-7 of 7 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 |
| 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 IRCECSC07REV | Caring School Community™ (CSC) (formerly, The Child Development Project)
Caring School Community™ (CSC) is a modified version of a program formerly known as the Child Development Project. The Caring School Community ™ program has been recently revised to eliminate some elements of the Child Development Project that were shown in evaluation studies to be inconsistently or poorly implemented. CSC is a multiyear school improvement program that involves all students in grades K–6. The program aims to promote core values, prosocial behavior, and a schoolwide feeling of community. The program consists of four elements originally developed for the Child Development Project: class meeting lessons, cross-age "buddies" programs, "homeside" activities, and schoolwide community. Class lessons provide teachers and students with a forum to get to know one another, discuss issues, identify and solve problems collaboratively, and make a range of decisions that affect classroom life. Cross-age buddies activities pair whole classes of older and younger students for academic and recreational activities that build caring cross-age relationships and create a schoolwide climate of trust. Homeside activities, short conversational activities that are sent home with students for them to do with their parent or caregiver and then to discuss back in their classroom, incorporate the families' perspectives, cultures, and traditions, thereby promoting interpersonal understanding. Schoolwide community-building activities bring students, parents, and school staff together to create new school traditions. |
4/23/2007 |
| WWC IRCEBDS06REV | Building Decision Skills
Building Decision Skills aims to raise middle and high school students' awareness of ethics, help them gain practical experience in developing core values, and give them practical strategies for dealing with ethical dilemmas. Building Decision Skills consists of 10 lessons that can fill two consecutive weeks of daily lessons or be drawn out over a longer period. Using readings, handouts, and overheads, the teacher covers key concepts. Students are encouraged to think about the key concepts through small-group activities, class discussions, and homework assignments. The program also includes schoolwide components (such as group discussions, seminars, and assemblies). And it can be combined with service learning. |
9/8/2006 |
| WWC IRCECK06 | Connect with Kids
Connect with Kids aims to promote prosocial attitudes and positive behavior of elementary (grades 3–5) and secondary (grades 6–12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. The classroom curriculum is reinforced by a website component and a schoolwide and community outreach components. The program can be incorporated into an existing curriculum or used as a standalone program. The school or teacher decides on the number of character traits covered in each session, so the program duration may vary from one semester to an entire academic year. Connect with Kids aims to promote prosocial attitudes and positive behavior of elementary (grades 3–5) and secondary (grades 6–12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. The classroom curriculum is reinforced by a website component and a schoolwide and community outreach components. The program can be incorporated into an existing curriculum or used as a standalone program. The school or teacher decides on the number of character traits covered in each session, so the program duration may vary from one semester to an entire academic year. |
4/14/2006 |
| NCES 2001072 | The Condition of Education, 2001
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. 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 2001 print edition includes 59 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary 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 quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Also in the 2001 edition is a special focus essay on the access, persistence, and success of first-generation students in postsecondary education. |
5/31/2001 |
| NCES 97055 | Students' Peer Groups in High School: The Pattern and Relationship to Educational Outcomes
This report, using data from a national longitudinal study, examined high school students' peer groups and explored the relationship between the values of peer groups with whom students associated in high school and a broad range of educational outcomes measured during and after high school. |
7/1/1997 |
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