Search Results: (1-10 of 10 records)
|Drawing across school boundaries: How federally-funded magnet schools recruit and admit students
A key goal of many magnet programs is to improve student diversity in schools. This snapshot, based on surveys completed by most of the more than 160 schools recently funded by the U.S. Department of Education's Magnet Schools Assistance Program (MSAP) grants and interviews with their district coordinators, describes how MSAP-funded magnet schools recruit and admit students. Schools report using a variety of strategies to recruit students, targeting those the schools believe are likely to exercise choice. These schools are most likely to give preference in admissions to siblings of students already enrolled in the magnet and students in nearby neighborhoods or schools.
|Development and Examination of an Alternative School Performance Index in South Carolina
The purpose of this study was to examine the extent to which the measures that make up each of the three separate accountability indices of school performance in South Carolina could be used to create an overall, reliable index of school performance. Data from public elementary, middle, and high schools in 2012/13 were used in confirmatory factor analysis models designed to estimate the relations between the measures under different specifications. Four different factor models were compared at each school level, beginning with a one-factor model and ending with a bi-factor model. Results from the study suggest that the measures which currently are combined into three separate indices of school performance can instead be combined into a single index of school performance using a bi-factor model. The reliability of the school performance general factor estimated by the bi-factor model ranged from .89 to .95. Using this alternative school performance rating, the study found that approximately 3 percent of elementary schools, 2 percent of middle schools, and 3 percent of high schools were observed to statistically outperform their predicted performance when accounting for the school’s demographic characteristics. These schools, referred to as schools beating the odds, were found in most of the demographic profiles which represent South Carolina schools. The results of this study can inform decisions related to the development of new accountability indices in South Carolina and other states with similar models.
|Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
|Public-Use Data Files and Documentation (FRSS 96): Alternative Schools and Programs for Public School Students at Risk of Educational Failure, 2007-08
This file contains data from an initial 2008 fast-response survey titled "District Survey of Alternative Schools and Programs: 2007-08" and a short follow-up survey. Together, these surveys provide national estimates on the availability of alternative schools and programs for students at risk of educational failure in public school districts during the 2007–08 school year. The initial survey asked about alternative schools and programs administered by the district. The follow-up survey expanded the coverage by asking about students enrolled in the district who attended alternative schools and programs administered by an entity other than the district. NCES released the results of the initial and follow-up surveys in the First Look report Alternative Schools and Programs for Public School Students At Risk of Educational Failure: 2007–08.
Questionnaires and cover letters for the initial study were mailed to the superintendent of each sampled school district in August 2008. The weighted response rate was 96 percent. Questionnaires and cover letters for the follow-up study were mailed in April 2009 to all respondents who completed the initial 2007–08 survey. Completed questionnaires were received from 99 percent of districts that responded to the initial 2007–08 survey.
The initial survey asked respondents to report on the availability and number of district-administered alternative schools and programs. The initial survey also asked about enrollment in district-administered alternative schools and programs, entry and exit procedures, and curriculum and services offered. The follow-up survey asked whether any students enrolled in the district attended an alternative school or program administered by an entity other than the district. The follow-up survey also requested the number of students enrolled in the district who attended alternative schools and programs administered by an entity other than the district and the type of entity that administered the alternative school or program. For both the initial and follow-up surveys, alternative schools and programs were defined as those that are designed to address the needs of students that typically cannot be met in regular schools. The students who attend alternative schools and programs are typically at risk of educational failure (as indicated by poor grades, truancy, disruptive behavior, pregnancy, or similar factors associated with temporary or permanent withdrawal from school).
|Alternative Schools and Programs for Public School Students At Risk of Educational Failure: 2007-08
This First Look report presents data from a recent district Fast Response Survey System (FRSS) survey about alternative schools and programs available to students during the 2007-08 school year. Alternative schools and programs are specifically designed to address the educational needs of students at risk of school failure in a setting apart from that of the regular public school. They can be administered by the district or an entity other than the district. The study includes information on the availability and number of alternative schools and programs, the number of students enrolled in alternative schools and program, and district policy on returning students to a regular school.
|Education Longitudinal Study of 2002 Base Year to Second Follow-up Public-use Data
These data are a Public-Use version of the ELS:2002/06 Restricted-use Base Year to Second Follow-up data (NCES 2008-346) released previously. These data can be downloaded using a new “EDAT” web application on the NCES website. The application allows users to download the data files they need for research in one of six statistical programming languages and then select the variables they need to perform that research. ELS:2002/06 is a nationally representative longitudinal survey of 16,200 high school sophomores in 2002, who were interviewed again in 2004 when most were seniors, and again in 2006 when many were sophomores in college or in the workforce. Data are included on the academic and other aspects of the environment of the schools in which these students were enrolled, as well as peer and parental influences. At the college level, data on the extent of college search, expectations, and choice processes prior to college enrollment, as well as information about subsequent pathways into and out of various types of postsecondary institutions are included. The initial entry of these youth into adulthood is then traced with respect to employment, living patterns, family formation, volunteerism, and military service. The last data collection in the survey will be in 2012, when most of the sample members who went to college will have left college and entered the workforce.
|Examining Independent Study High Schools in California
This examination of California's independent study high schools--alternative schools in which 75 percent or more of students in grades 9-12 are enrolled in full-time independent study--describes enrollment trends since 2001/02 and the number and characteristics of schools and students as well as teacher qualifications in 2006/07.
|Evaluation of the DC Opportunity Scholarship Program: Second Year Report on Participation
On May 5, 2006, NCEE released the congressionally mandated Evaluation of the DC Opportunity Scholarship Program: Second Year Report on Participation. The report updates information from the April 2005 report to Congress on the schools and students who applied to and became participants in the program over the first two years of implementation.
|District Survey of Alternative Schools and Programs (FRSS 76): Public Use Data Files
This file contains data from a 2001 quick-response survey, “District Survey of Alternative Schools and Programs” (FRSS 76). The survey was completed by district-level personnel most knowledgeable about alternative schools and programs. These officials were asked about availability of public alternative schools and programs, enrollment, staffing, and services for students at risk of educational failure. Questions covered location of programs, enrollment, procedures for handling exceeded capacity, exit and entry policies and procedures, staffing, curriculum and services offered, and district background information.
|Public Alternative Schools and Programs for Students At Risk of Education Failure: 2000-01
In the past two decades, public concern about violence, weapons, and drugs on elementary and secondary school campuses, balanced with concern about sending disruptive and potentially dangerous students “out on the streets,” has spawned an increased interest in alternative schools and programs. Yet, little research has so far been conducted on alternative education on a national basis. The 2001 “District Survey of Alternative Schools and Programs,” conducted by the National Center for Education Statistics (NCES) through its Fast Response Survey System (FRSS), is the first national study of public alternative schools and programs to provide data on topics related to the availability of public alternative schools and programs, enrollment, staffing, and services. The focus of the study is on alternative schools and programs that serve students who are at risk of educational failure, as indicated by poor grades, truancy, disruptive behavior, suspension, pregnancy, or similar factors associated with early withdrawal from school. The study presents a snapshot of alternative schools and programs for at-risk students during the 2000–01 school year.
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