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|User’s Manual for the MGLS:2017 Data File, Restricted-Use Version
This manual provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) restricted-use school and student data files (NCES 2023-131). An overview of MGLS:2017 is followed by chapters on the study data collection instruments and methods; direct and indirect student assessment data; sample design and weights; response rates; data preparation; data file content, including the composite variables; and the structure of the data file. Appendices include a psychometric report, a guide to scales, field test reports, and school and student file variable listings.
|Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
|Alternative Career Readiness Measures for Small and Rural Districts in Texas
This study examined the extent to which Texas high school graduates, particularly graduates in small districts and rural districts, met college, career, and military readiness (CCMR) accountability standards. The study also examined whether graduates who did not meet CCMR accountability standards demonstrated career readiness via alternative career readiness options identified by the Texas Education Agency: career and technical education (CTE) completer, CTE concentrator, CTE explorer, CTE participant, and work-based learner. The study further explored whether graduates who did not meet CCMR accountability standards but who met the alternative career readiness options attained similar postsecondary college and career outcomes to graduates who met career readiness accountability standards.
The study used descriptive statistics to calculate the percentage of 2017–18 high school graduates in each of four mutually exclusive CCMR accountability standard categories: met a college ready accountability standard, met a career ready accountability standard, met a military ready accountability standard, and did not meet CCMR accountability standards. For graduates who did not meet CCMR accountability standards, the study team calculated the percentage of these graduates who demonstrated career readiness via alternative career readiness options. The study team used longitudinal data to compare postsecondary outcomes for graduates who met alternative career readiness options and graduates who met career readiness accountability standards.
|Education Demographic and Geographic Estimates Program (EDGE): School Neighborhood Poverty Estimates, 2016-2017
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program developed school neighborhood poverty estimates to provide an indicator of the economic conditions in neighborhoods where schools are located. These spatially interpolated demographic and economic (SIDE) estimates apply spatial statistical methods to existing sources of income and poverty data developed by the U.S. Census Bureau to produce new indicators with additional flexibility to support educational research. The economic conditions of neighborhoods around schools may or may not reflect the neighborhood conditions of students who attend the schools. However, supplemental information about school neighborhoods may be useful to combine with student-level or school-level information to provide a clearer picture of the overall educational environment.
|Study of the Title I, Part A Grant Program Mathematical Formulas
Study of the Title I, Part A Grant Program Mathematical Formulas examines the distribution of Title I funds to understand how the current formulas affect various types of districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The report compares districts across the 12 NCES geographic locales, ranging from large cities to remote rural areas.
|Education Demographic and Geographic Estimates Program (EDGE): School Neighborhood Poverty Estimates - Documentation
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program developed the spatially interpolated demographic and economic (SIDE) estimates to extract new value from existing sources of poverty data. SIDE uses geographic and statistical modeling to provide estimates of neighborhood poverty around specific geographic locations. The estimates provided in the School Neighborhood Poverty Estimates (SNP) files reflect economic conditions of neighborhoods where schools are physically located.
|Opportunities for teacher professional development in Oklahoma rural and nonrural schools
The purpose of this study was to fill the gap in statewide information about teacher professional development opportunities in Oklahoma and compare the opportunities in rural and nonrural schools. The Regional Educational Laboratory Southwest, along with members of the Oklahoma Rural Schools Research Alliance, developed a survey that measured how professional development is structured, how it is planned, and what supports and barriers teachers may face in accessing professional development. The sampling frame was obtained from the website of the Oklahoma State Department of Education. Principals from 1,609 public elementary and secondary schools in Oklahoma were invited to participate in the online universe survey. The Office of Educational Quality and Accountability administered the survey in spring 2016, and 51.3 percent of the principals completed the survey. A nonresponse bias analysis was conducted, and nonresponse weights were created. All the results were adjusted by the nonresponse weights. In the descriptive results, Oklahoma schools are divided into rural versus nonrural schools using the urban-centric locale classification in the 2013/14 Common Core Data. The results report differences between rural and nonrural schools if they are significant at the p < .05 level based on a t-test and if the difference is at least 5 percentage points. Results indicate that the majority of rural schools in Oklahoma offer multiple types of professional development structures for teachers, such as conferences and workshops. However, rural schools offer fewer types than do nonrural schools. The biggest barrier that keeps both rural and nonrural teachers from attending any type of professional development is scheduling conflicts with other school or professional activities, and the barrier is more prevalent for rural teachers. The findings of this study show that rural schools provide a substantial amount of support for their teachers’ professional development, but the support is less likely in rural schools than in nonrural schools to be provided by peers (e.g., common planning and collaboration time, teacher-led coaching and mentoring, and collaborative learning). Rural schools could look for ways to increase collaborative learning between teachers so that teachers can support and mentor each other. Taking greater advantage of online resources could help rural schools supplement local, in-person professional development.
|Online and Distance Learning in Southwest Tennessee: Implementation and Challenges
The purpose of this study was to increase the understanding among members of the Southwest Tennessee Rural Education Cooperative (SWTREC), a coalition of superintendents from 12 districts (half of which are rural) surrounding Memphis, about the online and distance-learning courses offered by schools that compose the Cooperative. Data for this report were collected through an online questionnaire administered by districts in the SWTREC in April 2013 and completed by one person from each participating school. Seventeen of the twenty-one high schools within the SWTREC districts responded to the survey. More than 80 percent of responding schools reported offering online or distance-learning courses in school year 2012/13. On average, schools provided more online than distance-learning courses, and they had higher enrollments in online courses. Both online and distance-learning courses were used to provide students with access to dual enrollment courses. Schools that offered online courses most often identified the opportunity for students to accelerate credit accumulation as a "very important" reason for offering the courses. Technological limitations – both the availability of technology and restricted periods when technology was available – were barriers schools perceived in offering online and distance-learning courses.
|College Enrollment and Persistence in Rural Pennsylvania Schools
The purpose of this study was to examine the college enrollment and persistence rates of rural high schools in Pennsylvania; the types of postsecondary institutions in which students from such schools enroll; and the student, school, and college characteristics associated with enrollment and persistence outcomes. The study used extant data from the National Student Clearinghouse, the National Center for Education Statistics, and the Pennsylvania Department of Education. In phase I, descriptive statistics were conducted to compare rural and non-rural immediate and delayed college-going rates, persistence rates, and types of postsecondary enrollment. In phase II, variations among Pennsylvania rural schools with higher and lower college-going rates were examined by grouping schools into quartiles based on college enrollment rates, then comparing the characteristics of the different quartiles. In phase III, multivariate logistic regression analyses were conducted to examine the individual and combined influence of student-, school-, and college-level variables on college enrollment and persistence rates. Results indicate that rural high schools have higher rates of enrollment than city schools, but lower rates than suburban and town schools; rural schools located in closer proximity to urban areas have better postsecondary outcomes than more remote rural schools; rural schools with higher rates of economically disadvantaged students tend to have lower enrollment and persistence rates; and, regardless of locale, Pennsylvania high schools send the large majority of their students to public 4-year colleges and in-state colleges. Results suggest that the lower enrollment and persistence rates are associated with factors identified in the literature as key influences, particularly poverty. Educators and policymakers should focus attention on economically disadvantaged rural students to improve college enrollment and persistence.
|A Focused Look At Rural Schools Receiving School Improvement Grants
The Study of School Turnaround is a set of case studies of the school improvement process in a purposive sample of 35 schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (school years 2010-11 to 2012-13). This evaluation brief focuses on the nine SIG schools that were in rural areas and how respondents in these schools perceived their rural context to influence specific turnaround activities. Key findings that emerged from the rural case study data collected in spring 2012 include:
|Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students
This report presents findings from a randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students' algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K–12 students and to calls from policymakers to provide students with adequate pathways to advanced coursetaking sequences in mathematics (National Mathematics Advisory Panel 2008).
|An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools
Students entering high school face many new academic challenges. One of the most important is their ability to read and understand more complex text in literature, mathematics, science, and social studies courses as they navigate through a rigorous high school curriculum. The Regional Educational Laboratory (REL) Northwest conducted a study to examine the effectiveness of a teacher professional development program called Project CRISS, which stands for Creating Independence through Student-owned Strategies. Through Project CRISS, high school teachers learn how to apply research-based learning principles and reading/writing strategies in all major subject or content areas using materials, training, and follow-up support provided by the developer. The ultimate goal of Project CRISS is to help students learn new ways to read and comprehend, practice reading and writing strategies in different classes, and eventually internalize and use successful reading and writing strategies independently, leading to improved reading comprehension.