Search Results: (1-9 of 9 records)
|Relationship between State Annual School Monitoring Indicators and Outcomes in Massachusetts Low‑Performing Schools
The Massachusetts Department of Elementary and Secondary Education supports low-performing schools through a process that draws on qualitative and quantitative data from monitoring visits. The data are used to produce ratings for 26 turnaround indicators in four turnaround practice areas relating to school leadership, instructional practices, student supports, and school climate. This study analyzed data on school indicator ratings collected during school years 2014/15–2018/19 from 91 low-performing schools, with a focus on the distribution of the ratings among schools during their first year in the monitoring system and on the relationship of ratings to school outcomes. During the first year in which ratings data were available for a school, a majority of schools were in the two highest rating levels for 21 of the 26 indicators. Schools generally had lower rating levels for indicators in the student supports practice area than in the other three practice areas. Ratings for half the indicators were statistically significantly related to better schoolwide student outcomes and had a practically meaningful effect size of .25 or greater, and none was statistically significantly related to worse outcomes. Two indicators in the leadership practice area (school leaders' high expectations for students and staff and trusting relationships among staff) were related to lower chronic absenteeism rates. Ratings for five indicators in the instructional practices area were related to higher student academic growth in English language arts or math; two of these indicators (use of student assessment data to inform classroom instruction and school structures for instructional improvements) were related to higher growth in both English language arts and math. Ratings for four indicators in the student supports practice area (teacher training to identify student needs, research-based interventions for all students, interventions for English learner students, and interventions for students with disabilities) were related to higher student academic growth in English language arts or math. Two indicators in the school climate practice area (schoolwide behavior plans and adult–student relationships) were related to higher student academic growth in English language arts or math or lower chronic absenteeism rate. Eight indicators were not statistically related to any of the outcomes of interest.
|Stated Briefly: College enrollment patterns for rural Indiana high school graduates
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study examined 1) average distances traveled to attend college, (2) presumptive college eligibility, (3) differences between two-year and four-year college enrollment, (4) differences in enrollment related to differences in colleges' selectivity, and (5) degree of "undermatching" (i.e., enrolling in a college less selective than one's presumptive eligibility suggested) for rural and nonrural graduates among Indiana's 2010 high school graduates. "Presumptive eligibility" refers to the highest level of college selectivity for which a student is presumed eligible for admission, as determined by academic qualifications. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 64,534 students who graduated from high school in 2010. Of the original sample, 30,624 graduates entered a public two-year or four-year college in the fall immediately after high school graduation. Data were analyzed using Chi-square tests, GIS analysis, and hierarchical generalized linear models. Rural and nonrural graduates enrolled in college at similar rates, but rural graduates enrolled more frequently in two-year colleges than nonrural graduates. About one third of rural graduates enrolled in colleges that were less selective than colleges for which they were presumptively eligible. Rural graduates travel farther to attend both two-year and less selective four-year colleges than nonrural graduates.
|How Methodology Decisions Affect the Variability of Schools Identified as Beating the Odds
Schools that show better academic performance than would be expected given characteristics of the school and student populations are often described as "beating the odds" (BTO). State and local education agencies often attempt to identify such schools as a means of identifying strategies or practices that might be contributing to the schools' relative success. Key decisions on how to identify BTO schools may affect whether schools make the BTO list and thereby the identification of practices used to beat the odds. The purpose of this study was to examine how a list of BTO schools might change depending on the methodological choices and selection of indicators used in the BTO identification process. This study considered whether choices of methodologies and type of indicators affect the schools that are identified as BTO. The three indicators were (1) type of performance measure used to compare schools, (2) the types of school characteristics used as controls in selecting BTO schools, and (3) the school sample configuration used to pool schools across grade levels. The study applied statistical models involving the different methodologies and indicators and documented how the lists schools identified as BTO changed based on the models. Public school and student data from one midwest state from 2007-08 through 2010-11 academic years were used to generate BTO school lists. By performing pairwise comparisons among BTO school lists and computing agreement rates among models, the project team was able to gauge the variation in BTO identification results. Results indicate that even when similar specifications were applied across statistical methods, different sets of BTO schools were identified. In addition, for each statistical method used, the lists of BTO schools identified varied with the choice of indicators. Fewer than half of the schools were identified as BTO in more than one year. The results demonstrate that different technical decisions can lead to different identification results.
|How Eight State Education Agencies in the Northeast
and Islands Region Identify and Support Low-Performing
Schools and Districts
This report describes and analyzes how eight state education agencies in the Northeast and Islands Region—those of Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, and Vermont–identify and support low-performing schools and districts under the No Child Left Behind Act of 2001. Focusing on direct state supports and interventions, the report finds that the eight agencies have created supports and rationales to put federally defined accountability principles into practice in response to their specific contexts, local needs, and capacities.
|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.
|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.
|Levers For Change: Southeast Region State Initiatives To Improve High Schools
This descriptive report aims to stimulate discussion about high school reform among Southeast Region states. The report groups recent state activities in high school reform into six "levers for change." To encourage critical reflection, the report places the reform discussion in the context of an evidence-based decisionmaking process and provides sample research on reform activities.
|State Comparisons of Education Statistics: 1969-70 to 1996-97
Compendium of state level elementary, secondary, and higher education statistics at the state level.
|State Indicators in Education 1997
This report includes 34 indicators. These indicators were selected in order to: 1) take advantage of state-level data available in several NCES data sources, as well as some other data sources, most notably the Current Population Survey of the U.S. Census Bureau; and 2) to present a fairly comprehensive view of most relevant aspects of the condition of education in the U.S. states.
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