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|NCES 2020009||Digest of Education Statistics, 2018
The 54th 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.
|NCES 2019038||Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
|NCES 2018070||Digest of Education Statistics, 2017
The 53rd 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.
|NCES 2017094||Digest of Education Statistics, 2016
The 52nd 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.
|NCES 2018139||High School Longitudinal Study of 2009 (HSLS:09) Second Follow-Up:
A First Look at Fall 2009 Ninth-Graders in 2016
This publication provides descriptive findings from the High School Longitudinal Study of 2009 (HSLS:09) Second Follow-up. HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. The second follow-up was conducted from March 2016 through January 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support.
|REL 2018276||Advanced course offerings and completion in science, technology, engineering, and math in Texas public high schools
The purpose of this study was to explore advanced STEM course offerings in Texas high schools and advanced STEM course taking among high school students to investigate variation in availability and enrollment for different school contexts and student groups. Using statewide longitudinal student records from 2007/08 to 2013/14 the research team examined patterns of course offerings using descriptive statistics from more than 1,500 public high schools in Texas, and student course completion patterns for close to one million students. Analyses revealed that access to advanced STEM courses in Texas has increased over this time period for schools in all locales, for schools with high and low proportions of economically disadvantaged students, and for schools with high proportions of minority students. High schools in urban and suburban areas and schools serving the highest proportions of Black and Hispanic students offered the greatest number of advanced STEM courses. In fact, a larger proportion of Hispanic and Black students in the state attended schools with the highest number of advanced STEM course offerings, compared to White students. However, despite this access to advanced STEM coursework, smaller proportions of Hispanic and Black students completed three or more advanced STEM courses than their White counterparts, even among a subgroup of high performing students based on math state standardized test scores in 8th grade. The findings from this study show that while Hispanic and Black students do lag White students in advanced STEM course completion, it is likely not because of lesser access to these courses. These findings point to a need for increasing Hispanic and Black student enrollment in those advanced courses and identifying mechanisms other than increasing course offerings to do so.
|NCES 2016014||Digest of Education Statistics, 2015
The 51st 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.
|REL 2017205||High school graduation rates across English learner student subgroups in Arizona
This study examined observed and predicted four-year high school graduation rates among native English speakers (students who have never been designated as English learners) and four English learner subgroups in Arizona: long-term English learner students; new English learner students; recently proficient former English learner students; and long-term proficient former English learner students. These student subgroups were determined by the amount of time a student spent as a designated English learner student and when a former English learner student was reclassified as fluent English proficient prior to high school.
The observed four-year high school graduation rate was calculated for each student subgroup as the percentage of students in each student subgroup who graduated within four years of entering grade 9. The predicted four-year high school graduation rate was calculated for each student subgroup using logistic regression, and adjusted for student demographic characteristics and prior achievement.
Results show that the largest difference in observed graduation rates, 36.1 percentage points, occurred between never English learner students and long-term English learner students. When comparing students with similar demographic characteristics only, the differences in predicted graduation rates across the student subgroups were about the same as those in observed graduation rates; however, when comparing students with both similar demographic characteristics and similar prior academic achievement, the gaps in graduation rates across the subgroups narrowed to a maximum of 5.5 percentage points. These results suggest that prior academic achievement, rather than demographic characteristics, explained most of the differences in graduation rates across the student subgroups and may have been a key factor driving graduation outcomes. To improve high school graduation rate for all the students, policymakers and educators might consider differentiating programs and practices for the needs of these English learner subgroups and developing programs that focus on promoting studentsí academic achievement prior to high school. More research is needed about how to help high school English learners (long-term and new English learner students) to learn both academic English and subject matter content knowledge during high school.
|REL 2016118||Identifying early warning indicators in three Ohio school districts
The purpose of this study was to identify a set of data elements for students in grades 8 and 9 in three Ohio school districts that could serve as accurate early warning indicators of their failure to graduate high school on time and to comparatively examine the accuracy of those indicators. In order to identify the set of indicators with the optimal accuracy for each district, the research team collected student-level data on two cohorts of grade 8 and 9 students in each school district. Datasets used in the analyses included studentsí four-year graduation status (the outcome) and 8th and 9th grade data on attendance, coursework, suspensions, and test score records (the candidate early warning indicators). Logistic regression and Receiver Operating Characteristic (ROC) curve analyses were used to identify the candidate indicators that were the consistent predictors of studentsí failure to graduate on time in each district and to identify the cut points on the original scales that most accurately distinguish students who were at risk of not graduating on time from those who did graduate on time. The analyses were restricted to students who were first-time freshmen within the districts in 2006/07 or 2007/08, and excluded students who entered the district after grade 9. Students in the 2006/07 cohort graduated in 2010, and students in the 2007/08 cohort graduated in 2011. The three districts included in the study varied in size, demographic composition, and locale. Results show that the optimal cut point for classifying students as at risk varied significantly across districts for five of the eight candidate indicators included in the study. Across the three districts and two grades, different indicators were identified as the most accurate predictors of studentsí failure to graduate on time. End-of-year attendance rate was the only indicator that was a consistent predictor for both grades in all three districts. The most accurate indicators in both grade 8 and grade 9 were based on coursework (GPAs and course credits). Consistent with prior literature, failing more than one class and earning one or more suspensions also were strong predictors of failure to graduate on time. On average, indicators were more accurate in grade 9 than in grade 8. Findings illustrate why it is important for districts to conduct local validation using their own data to verify that indicators selected for their early warning systems accurately predict studentsí failure to graduate on time. The methods laid out in this study can be used to help districts identify the best off-track indicators, and indicator cut points, for their particular early warning systems.
|REL 2016137||Dual Enrollment Courses in Kentucky: High School Students' Participation and Completion Rates
Kentucky is using dual enrollment as one strategy to improve access to postsecondary education for its high school students, particularly after passage of Kentucky Senate Bill 1 in 2009, which focused on improving college and career readiness. The Regional Educational Laboratory (REL) Appalachia undertook a descriptive study of participation in and completion of dual enrollment courses for Kentucky students in grades 11 and 12 from 2009/10 through 2012/13. The findings describe the characteristics of students participating in and completing dual enrollment courses, as well as how participation and course completion rates differ based on student, school, and postsecondary characteristics. About 20 percent of the state's public high school students in grades 11 and 12 pursued this opportunity at public postsecondary institutions with about 85 percent of the dual enrollment courses attempted being completed for credit. Participation rates varied by student characteristics, with higher participation rates for students in grade 12, female students, White students, students who were not English language learners, students not eligible to receive free or reduced-price lunch, and those students with the highest grade point averages and ACT scores. Course completion rates varied by student characteristics, with lower completion rates for Black students, students eligible for free or reduced-price lunch, students with C grade point averages or below, and students with low ACT scores. The findings raise important questions about differential course participation rates for students of different race/ethnicities, genders, and family incomes. In addition, online dual enrollment courses were increasingly attempted by students in grades 11 and 12 over time. The increase in students attempting courses online has important implications for the state as staff consider how best to provide access to dual enrollment courses in rural and remote locations where students may have limited access to online services.
|NCES 2016144||The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
|NCES 2016006||Digest of Education Statistics, 2014
The 50th 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.
|REL 2016099||Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District
The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and the likelihood of students completing an advanced course, and whether the nature of this relationship differs between different types of high schools. The REL West study team conducted a series of logistic regressions using records for 26,529 Clark County School District (CCSD) graduates from 43 high schools in 2011 and 2012. Student achievement prior to entering high school was measured using each studentís grade 8 ELA and mathematics scores from Nevada's Criterion-Referenced Test (CRT).
The results indicate that among students with similar levels of prior achievement, students have a greater likelihood of completing an honors English language arts course if they attend a magnet high school than if they attend a comprehensive high school, but there is no statistical difference between school types in the likelihood of students completing an honors mathematics course. Also, there is a stronger relationship between past achievement and the likelihood of completing an Advanced Placement course for students in the comprehensive high schools compared to those in magnet high schools. However, this was not the case for the relationship between past achievement and the likelihood of completing an honors course.
|NCES 2015015||Trends in High School Dropout and Completion Rates in the United States: 1972-2012
This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report includes national estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes state-level data on event dropout rates and the percentage of students who graduate within four years of starting ninth grade (adjusted cohort graduation rates). Data are presented by a number of characteristics including race/ethnicity, sex, and socioeconomic status.
|NCES 2015144||The Condition of Education 2015
The Condition of Education 2015 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. In addition, 3 spotlight indicators are featured that describe selected issues of current policy interest.
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