Search Results: (1-15 of 353 records)
|NCES 2020009||Digest of Education Statistics, 2018
The 54th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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.
|REL 2020013||Limited certificated teachers in Washington: Barriers to becoming fully certificated and needed supports
Many states, including Washington, are attempting to address teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in efforts to support these teachers as they seek full certification, Washington policymakers want to understand more about their interests and needs. This study presents the findings of a statewide survey of limited certificated teachers in Washington. Survey results show that more than two-thirds of the limited certificated teachers who completed the survey expressed interest in becoming fully certificated, and many expressed interest in becoming fully certificated in subject areas that currently face staffing shortages. Those who expressed interest in becoming fully certificated identified substantial barriers to doing so, however, including time and financial concerns. This was particularly true for limited certificated teachers of color, who identified a broader range of supports they would need if they were to pursue full certification. These findings have important implications for the state’s effort to address teacher shortages and to increase the diversity of its teacher workforce.
|NCES 2020157||Statewide Longitudinal Data Systems (SLDS) Survey Analysis
Statewide Longitudinal Data Systems grant-funded projects represent one of the most developed and systemic K–12 education data projects in U.S. history. This report reviews what types of K-12 data elements are included in state systems, data linking with other systems, and how the data are used for reporting and decision making.
|REL 2020012||Children's knowledge and skills at kindergarten entry in Illinois: Results from the first statewide administration of the Kindergarten Individual Development Survey
Starting in fall 2017, the Illinois State Board of Education required kindergarten teachers to use an observational kindergarten entry assessment called the Kindergarten Individual Development Survey. This study examined whether the measures formed using the assessment data were valid and reliable and described the means and variation in children's knowledge and skills at school entry. To inform future professional development on data collection and use, the study team also interviewed teachers and administrators about their experience with the assessment.
|NCEE 2020001||National Evaluation of the Comprehensive Centers Program Final Report
Between 2012 and 2018, the U.S. Department of Education invested nearly $350 million in 22 Comprehensive Technical Assistance (TA) Centers operating across the nation. These Centers were charged with delivering TA that builds the capacity of state education agencies (SEAs) to support local educational agencies (LEAs) in improving student outcomes. Centers were given broad discretion in interpreting and enacting this mandate. This evaluation sought to address the open questions about how the Centers designed and implemented the TA, what challenges they encountered, and what outcomes they achieved. With thorough documentation of how this process played out, stakeholders will be in a better position to inform future program improvement.
|NFES 2019160||Forum Guide to Personalized Learning Data
The Forum Guide to Personalized Learning Data is designed to assist education agencies as they consider whether and how to use personalized learning. It provides an overview of personalized learning and describes best practices used by education agencies to collect data for personalized learning; to use those data to meet goals; and to support relationships, resources, and systems needed for the effective use of data in personalized learning. Personalized learning is still a developing prospect in many locations. therefore, the concepts and examples provided are intended to help facilitate idea sharing and discussion.
|REL 2019009||Past and projected trends in teacher demand and supply in Michigan
State and district leaders in Michigan have described a need for better and more comprehensive information on the existence and extent of teacher shortages within the state of Michigan in recent years and projected into the near future. Michigan has experienced challenges matching the active supply of teachers to the demand for the kinds of teachers that districts need. This study aims to provide a systematic understanding of teacher supply, demand, and shortages in Michigan. This study used data from the 2013/14 to 2017/18 school years to examine trends in teacher supply and demand in Michigan, and make projections for the next five years. Data used include personnel, certification, and substitute permit data from the Michigan Department of Education as well as publicly available data from the MI School Data portal and the federal Title II website. Methods used include descriptive statistics and regression analysis to project teacher supply and demand. The study found that total student enrollment in Michigan public schools declined by 2.8 percent between 2013/14 and 2017/18, while the enrollment of English learner students increased by 27.1 percent over the five-year period. The size of the teacher workforce, as measured by teacher full-time equivalents, decreased by 2.1 percent between 2013/14 and 2017/18. The number of newly certified, active teachers decreased by 23.4 percent between 2013/14 and 2017/18. Although the overall active supply of teachers in Michigan public schools is projected to meet the demand over the next five years, shortages are expected in a few subject areas (for example, business education and career and technical education) and regions (for example, the Northwest and Upper Peninsula). Study findings suggest leverage points in teacher retention and certification to address potential teacher shortages. Moreover, efforts to increase the supply of qualified teachers should be focused on those subject areas, regions, and locales where shortages are projected.
|REL 2019008||Factors related to teacher mobility and attrition in Colorado, Missouri, and South Dakota
This report describes teacher and school characteristics related to teacher movement within and out of public school systems in Colorado, Missouri, and South Dakota. Stakeholders in each of these states expressed interest in better understanding teacher mobility and attrition and related factors. The authors used administrative data provided by state education agencies to examine the characteristics related to the likelihood that teachers would move to different schools or leave state public school systems from 2015/16 to 2016/17. Results suggest that the likelihood of teachers either moving or leaving was most strongly related to age, years of experience in their schools or districts, special education teaching assignments, average salaries, school demographics and performance, and school state accountability designation. Information about factors that contribute to moving and leaving may help decision-makers improve the policy and practices aimed at attracting and keeping teachers.
|REL 2019007||Math course sequences in grades 6–11 and math achievement in Mississippi
The purpose of this study was to examine how students in Mississippi met their mathematics requirements and the extent to which their mathematics sequence is related to student performance and demographic characteristics such as race and ethnicity. The study used data from the Mississippi Department of Education over a six-year period, beginning in 2011/12 and ending in 2016/17. The sample includes all students enrolled in grade 11 in Mississippi public high schools during the 2016/17 school year who had scores on the ACT Mathematics in grade 11 and recorded coursework in grade 6. Sequence analysis was used to summarize and then cluster the mathematics course-taking experience, or mathematics sequence, of these students in grades 6-11. Classification and regression tree analysis facilitated the identification of associations between mathematics sequence, student demographic characteristics, and college-ready performance on the ACT Mathematics in grade 11. Results indicate that membership in a particular mathematics sequence cluster did not improve the classification accuracy of the decision tree predicting risk status over and above the use of student achievement in grade 5 and student race. That these differences have less association with college-ready performance than student grade 5 mathematics achievement suggests a need to focus on prevention efforts before grade 6. Algebra I is often viewed as the gatekeeper course, but it is also possible that mathematics preparation at the elementary level sets a student on the path to taking Algebra I earlier in their mathematics sequence. While this study did not explore the quality of mathematics curriculum and instruction at the secondary level, the results of this study underscore the importance of mathematics instruction at the elementary level.
|NCES 2018070||Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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.
|NCES 2018418||Trends in Free Application for Federal Student Aid (FAFSA) Submissions
These Web Tables combine FAFSA submission data released by the U.S. Department of Education’s Office of Federal Student Aid, starting with the 2006–07 application cycle, with other nationally representative data to show variation in FAFSA submissions by region, state or jurisdiction, selected applicant characteristics, and over time. The publication presents two measures of the number of FAFSA submissions per person. One measure divides the number of FAFSA submissions by the number of individuals who are 18 through 24 years old, which approximates the population of potential traditional-age undergraduates. The other measure divides the number of FAFSA submissions by the enrollment of undergraduate and graduate students.
|NCES 2018038||NAEP Mathematics 2017 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2017 mathematics assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2017 to other states/jurisdictions is also displayed.
|NCES 2018039||NAEP Reading 2017 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2017 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2017 to other states/jurisdictions is also displayed.
|REL 2018290||Impact of providing information to parents in Texas about the role of Algebra II in college admission
This study examines the impact of providing parents with an informational brochure about the role of algebra II in college access on students’ grade 11 algebra II completion rates in Texas. One hundred nine schools, covering all 20 Educational Service Center regions in Texas, participated in the study. Parents in the 54 treatment schools were mailed brochures containing information about the role of algebra II in college access and success, as well as information about the new high school graduation options, while parents in the 55 control schools received brochures only about changes in the high school graduation requirements. The study used data from the Texas Education Agency’s Public Education Information Management System, statewide assessment files, and Texas Academic Performance Report files. A multilevel regression model was used to compare algebra II completion rates during grade 11 for students in participating schools that received information about the role of algebra II in college access and students in participating schools that received the alternate brochure. Interaction terms were included in the model in order to look for differential impacts for high-minority or low-income schools. The study found no statistically significant differences in algebra II completion rates during grade 11 between students in treatment in control schools. However, the study did find a statistically significant interaction between school-level treatment and low-income status. While the estimated impacts of the treatment were not statistically significant for students in low-income schools or for students in non-low-income schools, the interaction suggested a less positive impact in the low-income schools. Additional research could help to parse this out. If parents and guardians of students in schools with and without high percentages of low-income students do respond differently to the two types of brochures, this could help TEA to better design and target informational materials for parents and guardians.
|NCES 2017094||Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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.