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|NCES 2023144||Condition of Education 2023
The Condition of Education 2023 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|WWC 2023004||Good Behavior Game Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Good Behavior Game and provides detailed information about program implementation and cost. Good Behavior Game is a classroom management strategy that aims to help teachers improve student social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules. Based on 16 studies that meet standards, the WWC found strong evidence that Good Behavior Game positively impacted student behavior and promising evidence that Good Behavior Game positively impacted teacher practice, student writing conventions, and student writing productivity. The WWC found uncertain effects on literacy and math achievement, student intrapersonal competencies, and school climate.
|NCEE 2023003||Possible Ways of Increasing College Access Among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging
For adults with low incomes and potential first-generation college-goers, enrolling in college can be challenging. The U.S. Department of Education-funded Educational Opportunity Centers (EOCs) provide supports to help navigate some of the barriers to enrollment, including assistance with completing college and financial aid application processes, academic advising, and personal counseling. This study tested a text messaging program provided as a supplement to EOCs' typical services. The program included a set of personalized, automated text messages focused on how to secure financial aid, complete key college enrollment steps, and navigate other potential barriers to college entry. Clients from 18 EOCs were randomly assigned to receive the text messages in addition to typical EOC services or to receive typical EOC services only. The study compared the Free Application for Federal Student Aid (FAFSA) completion and college enrollment rates of these two groups to determine the effectiveness of the messaging program.
|NCES 2023055||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.
|NCES 2023009||Digest of Education Statistics, 2021
The 57th 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.
|NFES 2023026||Forum Guide to State Education Agency Support for Local Education Agencies in Civil Rights Data Reporting
The Forum Guide to State Education Agency Support for Local Education Agencies in Civil Rights Data Reporting presents a variety of effective methods through which state education agencies (SEAs) can support their local education agencies (LEAs) in reporting civil rights data to the U.S. Department of Education’s Office for Civil Rights. In addition, the guide provides several detailed case studies from states that currently support their LEA reporting.
|NCES 2023040||High School Counseling and College Financial Aid
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. College transcripts and financial aid records were collected in 2017–18 in the Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR).This Data Point investigates whether students who expected to go to college after high school meet with a high school counselor about financial aid and completed the Free Application for Federal Student Aid (FAFSA), and if meetings and completion vary varied by parental education. It also describes whether students who meet with a high school counselor about financial aid received need-based or merit-based grants in college.
|REL 2023145||Examining student group differences in Arkansas’ indicators of postsecondary readiness and success
Regional Educational Laboratory Southwest partnered with the Arkansas Department of Education (ADE) to examine Arkansas’s middle and high school indicators of postsecondary readiness and success, building on an earlier study of these indicators (Hester et al., 2021). Academic indicators include attaining proficiency on state achievement tests, grade point average, enrollment in advanced courses, and community service learning. Behavioral indicators include attendance, suspension, and expulsion. Using data on statewide grade 6 cohorts from 2008/09 and 2009/10, the study examined the percentages of students who attained the readiness and success indicators and the percentages of students who attained postsecondary readiness and success outcomes by gender, race/ethnicity, eligibility for the National School Lunch Program, English learner student status, disability status, age, and district locale. The study also examined whether the predictive accuracy, specificity, and strength of the indicators varied by these student groups.
Three key findings emerged. First, the attainment of indicators of postsecondary readiness and success differed substantially for nearly all student groups, with the number of substantial differences on academic indicators exceeding those on behavioral indicators. The largest number of substantial differences in the attainment of academic indicators were between Black and White students, between students eligible and ineligible for the National School Lunch Program (an indicator of economic disadvantage), and between students who entered grade 6 before and after age 13. Second, attainment of postsecondary readiness and success outcomes varied substantially across student groups, with the largest differences between students with and without a disability. Third, predictive accuracy (the percentage of students with the same predicted and actual outcomes) and strength (the relative importance of a single indicator) were similar across student groups in most cases.
Leaders at ADE and in Arkansas districts can use these findings to identify appropriate indicators of postsecondary readiness and success and to target supports toward student groups who most need them. These findings can help leaders identify and address disparities such as inequitable access to resources and supportive learning environments.
|WWC 2022009||Preparing Young Children for School
This practice guide, developed in conjunction with an expert panel, distills contemporary early childhood and preschool education research into seven easily comprehensible and practical recommendations. The guidance will help to prepare young children to benefit from the learning opportunities they will encounter in school.
|NCEE 2022007||The Effects of an Academic Language Program on Student Reading Outcomes
Helping English learners and economically disadvantaged students read as well as their more advantaged peers is a struggle for many schools. This study tested a promising program to improve fourth- and fifth-grade students' ability to understand the academic language used in school and support their reading achievement. The supplemental program included reading, speaking, and writing activities for students and training for teachers. About 60 schools were randomly assigned to implement the program for one school year or to continue using their typical strategies. The study compared the average reading performance of the two groups to assess the program's effectiveness.
|NCEE 2022008||Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students' Outcomes
To prevent and address students’ problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students and identifying and providing supplemental support to students who need it. About 90 elementary schools were randomly assigned either to participate in the program or to continue with their usual strategies for supporting student behavior. The study compared student and teacher experiences in the two sets of schools to measure the effectiveness of the program.
|NCES 2022144||Condition of Education 2022
The Condition of Education 2022 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|NCES 2021476REV||2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017–18
This First Look publication provides the first results of the 2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC), the most comprehensive national study of student financing of postsecondary education in the United States. The study includes information for about 245,000 undergraduate students and 21,000 graduate students attending 1,900 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. NPSAS:18-AC also provides state-level estimates for undergraduate students in 30 states. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended and institution state (for undergraduate students), and by type of institution, attendance pattern, graduate program, and income level (for graduate students).
|NCES 2022071||Use of Supports among Students with Disabilities and Special Needs in College
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether students informed colleges of their disabilities or special needs and who received accommodations for them. It also describes whether students used academic support services, sought help, or enrolled in remedial courses during college.
|NCEE 2022003||Enhancing the Generalizability of Impact Studies in Education
This guide will help researchers design and implement impact studies in education so that the findings are more generalizable to the study’s target population. Guidance is provided on key steps that researchers can take, including defining the target population, selecting a sample of schools—and replacement schools, when needed—managing school recruitment, assessing, and adjusting for differences between the sample and target population, and reporting information on the generalizability of the study findings.
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