Search Results: (1-15 of 16 records)
|IES 2020001REV||Cost Analysis: A Starter Kit
This starter kit is designed for grant applicants who are new to cost analysis. The kit will help applicants an a cost analysis, setting the foundation for more complex economic analyses.
|NCES 2020047||U.S. PIAAC Skills Map: State and County Indicators of Adult Literacy and Numeracy
The U.S. PIAAC Skills Map allows users to access estimates of adult literacy and numeracy proficiency in all U.S. states and counties through heat maps and summary card displays. It also provides estimates of the precision of its indicators and facilitates statistical comparisons among states and counties.
|NCES 2019084||Technology and K-12 Education: The NCES Ed Tech Equity Initiative
This interactive brochure provides an overview of the Initiative—including its purpose, goal, and target outcomes.
|NCES 2019085||Technology and K-12 Education: Advancing the NCES Ed Tech Equity Initiative
This infographic outlines the key steps NCES is taking to advance the NCES Ed Tech Equity Initiative.
|NCES 2019086||Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Framework
Check out our new factsheet to learn about the factors most critical to informing ed tech equity in the context of K-12 education!
|NCES 2019087||Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Data Collection Priorities
This factsheet outlines the key subtopics NCES will prioritize in its ed tech equity data collections.
|NFES 2017168||Forum Guide to Reporting Civil Rights Data
The Forum Guide to Reporting Civil Rights Data presents a variety of effective methods through which local education agencies (LEAs) report civil rights data to the U.S. Department of Education’s Office for Civil Rights. In addition, the guide provides examples of how state education agencies can voluntarily help their LEAs with Civil Rights Data Collection (CRDC) reporting. The guide includes an overview of the CRDC, a discussion of the challenges and opportunities in reporting civil rights data, an explanation of the CRDC reporting process, and case studies that examine how specific education agencies report civil rights data.
|REL 2017266||Puerto Rico school characteristics and student graduation: Implications for research and policy
The purpose of the study is to examine the relationship between Puerto Rico’s high school characteristics and student graduation rates. The study examines graduation rates for all public high schools for students who started grade 10 in 2010/11 (in Puerto Rico high school begins in grade 10) and were expected to graduate at the end of the 2012/13 school year, which were the most recent graduation data available. Using data provided by the Puerto Rico Department of Education as well as publicly available data, this study first examined the correlational relationships between graduation rates and two types of variables: student composition characteristics, which are not amenable to change or intervention but help to improve the description of graduation trends in Puerto Rico (for example, the percentage of students who are living in poverty); and school characteristics, which are amenable to change or intervention by officials (for example, the ratio of students per teacher). Regression analyses were used to estimate the conditional association between various characteristics and on-time graduation in Puerto Rico high schools after controlling for other factors. The percentage of students proficient in Spanish language arts was associated with higher graduation rates, after controlling for other school characteristics both overall and by subgroup (males, females, students below poverty, and special education students). After controlling for other characteristics, the percentage of students proficient in mathematics was not associated with graduation rates. Lower student-to-teacher ratios were associated with higher graduation rates for males, students living in poverty, and special education students, after controlling for other school characteristics. The percentage of highly qualified teachers was associated with lower graduation rates overall and for all subgroups except females, after controlling for other school characteristics. Correlations between each school characteristic and graduation rates are also presented in the report. The findings from this study provide a starting point for stakeholders in Puerto Rico who are interested in addressing the low rates of graduation in their high schools and communities through the use of data-driven decision-making.
|REL 2016108||An educator's guide to questionnaire development
Educators have many decisions to make and it’s important that they have the right data to inform those decisions and access to questionnaires that can gather that data. This guide, developed by REL Central and based on work done through separate projects with the Wyoming Office of Public Instruction and the Nebraska Department of Education, provides educators with a process for developing questionnaires. Principals, superintendents, state-level personnel, or other school or district personnel can use this guide when they need to make a decision about an education policy or practice but (1) lack the information needed to make that decision and (2) lack a preexisting questionnaire that can be used to gather the information. This guide can help these educators collect information about attitudes, perceptions, or factual information to inform their decisions.
|NCEE 20154018||Usage of Policies and Practices Promoted by Race to the Top and School Improvement Grants
The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices, including an emphasis on turning around the nation's lowest-performing schools. Despite the sizable investment in both of these programs, comprehensive evidence on their implementation and impact has been limited to date.
This report focuses on two implementation questions: (1) Do states and schools that received grants actually use the policies and practices promoted by these two programs? (2) Does their usage of these policies and practices differ from states and schools that did not receive grants? Answers to these questions provide context for interpreting impact findings that will be presented in a future report.
The first volume of this report details our RTT findings, which are based on spring 2012 interviews with 49 states and the District of Columbia.
The second volume of this report details our SIG findings, which are based on spring 2012 surveys of approximately 470 schools in 60 districts and 22 states.
|REL 2014011||Understanding Program Monitoring: The Relationships Among Outcomes, Indicators, Measures, and Targets
This guide offers a resource for educators, program managers, administrators, and researchers to build capacity in monitoring program outcomes effectively. The guide provides concise definitions of program monitoring components and illustrates the framework for assessing the progress of a program. Examples demonstrating the relationships between outcomes, indicators, measures, benchmarks, baselines, and targets are also included. By following a program monitoring framework, policymakers and practitioners can monitor and evaluate a program to make better data-informed decisions.
This guide is one piece of a four-part series on program planning and monitoring released by REL Pacific at McREL
|REL 2013001||Five Steps for Structuring Data-Informed Conversations and Action in Education
This facilitation guide shows education data teams how to move beyond simply reporting data to applying data to direct strategic action. Using guiding questions, suggested activities, and activity forms, this guide provides education data teams with a framework and the tools and vocabulary needed to support an informed conversation around the data they generate or acquire. The guide walks data teams through five key steps in using data for informed decision making and strategic action: setting the stage, examining the data, understanding the findings, developing an action plan, and monitoring progress and measuring success.
|NBES 20116005||2011 National Board for Education Sciences Annual Report
2011 National Board for Education Sciences Annual Report
|REL 2011105||Title III Accountability Policies and Outcomes For K–12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States
This report overviews key elements of the Title III annual measurable achievement objectives (AMAO) in the South-east Region states for 2007/08: number and type of Title III subgrantees, English language proficiency assessments used, and state and subgrantee performance in meeting AMAO accountability targets.
|REL 2010015||Where Do English Language Learner Students Go to School? Student Distribution By Language Proficiency in Arizona
Research suggests several circumstances in which a school may face greater challenges in effectively teaching its English Language Learner (ELL) students and in closing the achievement gap between ELL students and those who are native English speakers: if it has high concentrations of ELL students; if it has many socioeconomically disadvantaged students; or if it is located in an urban or rural, as opposed to suburban, area. Research also suggests that an open-enrollment program in a district may increase the concentrations of both ELL and socioeconomically disadvantaged students in some schools. This technical brief analyzes Arizona's 2007/08 student-level data to determine how concentrations of ELL students vary across its schools and vary by the school characteristics listed above.
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