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WWC Review of the Report “The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring”

September 29, 2012 Comments off

WWC Review of the Report “The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring”

Source: U.S. Department of Education

What is this study about?

The study examined whether InsideTrack, a personalized student coaching service for college students, increased rates of staying in and graduating from college. It determined InsideTrack’s effectiveness by comparing the outcomes of students who were randomly selected through one of 17 lotteries to receive InsideTrack with the outcomes of students who were not selected.

What did the study find?

For students in the seven lotteries that were well-executed, the study found that students assigned to receive InsideTrack were significantly more likely than students in the comparison group to remain enrolled at their institutions six, 12, and 18 months after random assignment. For three lotteries with longer-term follow-up data, there was no significant difference between the groups in enrollment 24 months after random assignment or college completion within four years.

For the full set of 17 lotteries, which includes both those that were well-executed and those in which random assignment was compromised, the results were similar six, 12, and 18 months after random assignment. For the 12 lotteries with longer-term follow-up data, the difference in enrollment between the groups 24 months after random assignment was significantly different.

Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 – First Lo ok (Provisional Data)

September 25, 2012 Comments off

Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 – First Look (Provisional Data)

Source: National Center for Education Statistics

This provisional First Look is a revised version of the preliminary report released August 7, 2012. it presents fully edited and imputed data findings on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.

NCES Releases New Data on Postsecondary Tuition, Fees and Degrees

September 25, 2012 Comments off

NCES Releases New Data on Postsecondary Tuition, Fees and Degrees

Source: National Center for Education Statistics

This provisional First Look is a revised version of the preliminary report released July 12, 2012. it presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.

Just Released — The Nation’s Report Card: Writing 2011

September 14, 2012 Comments off

The Nation’s Report Card: Writing 2011

Source: National Center for Education Statistics

Twenty-four percent of students at both grades 8 and 12 performed at the Proficient level in writing in 2011. The NAEP Proficient level represents solid academic performance for each grade assessed. Students performing at this level have clearly demonstrated the ability to accomplish the communicative purpose of their writing.

Fifty-four percent of eighth-graders and 52 percent of twelfth-graders performed at the Basic level in writing in 2011. The Basic level denotes partial mastery of the prerequisite knowledge and skills that are fundamental for proficient work at each grade.

Three percent of eighth- and twelfth-graders in 2011 performed at the Advanced level. This level represents superior performance.

First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11

August 15, 2012 Comments off

First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11

Source: National Center for Education Statistics

This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11, their overall achievement in reading and mathematics in the fall and spring of kindergarten, and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds.

Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 – First Lo ok (Preliminary Data)

August 7, 2012 Comments off

Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 – First Look (Preliminary Data)

Source: National Center for Education Statistics

This First Look presents preliminary data from the Winter 2011-12 Integrated Postsecondary Education Data System, including data on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.

The National Indian Education Study: 2011

July 25, 2012 Comments off

The National Indian Education Study: 2011

Source: National Center for Education Statistics

The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. The results presented in this report focus on the performance of AI/AN fourth- and eighth-graders on the 2011 National Assessment of Educational Progress in reading and mathematics and on the educational experiences of AI/AN students based on NIES survey data.

Nationally representative samples of approximately 9,600 AI/AN students at grades 4 and 8 participated in the 2011 reading assessment and in the mathematics assessment. Students’ performance in 2011 is compared to earlier assessments in 2005, 2007, and 2009. Average reading and mathematics scores for AI/AN fourth- and eighth-graders in 2011 were not significantly different from the scores in either 2009 or 2005. At both grades 4 and 8, AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 12 states with samples large enough to report results for AI/AN students in both 2009 and 2011, average mathematics scores were lower in 2011 for fourth-graders in Montana and for eighth-graders in Minnesota and Utah. None of the participating states had a significant change in average reading scores from 2009 to 2011 at grade 4 or grade 8.

About 10,200 AI/AN students at grade 4 and 10,300 students at grade 8 participated in the 2011 NIES survey. Surveys were also completed by students’ teachers and school administrations. Results showed how the educational experiences of AI/AN students differed based on the type of school they attended and the proportion of AI/AN students in the school. For example, AI/AN students in BIE schools were more likely to report having some or a lot of knowledge about their AI/AN history, have teachers who reported learning about AI/AN students from living and working in the AI/AN community, and attend schools where members of the AI/AN community visit the school to discuss education issues.

CFPB — Private Student Loans Report

July 23, 2012 Comments off

Private Student Loans Report

Source: Consumer Financial Protection Bureau

The Dodd-Frank Wall Street Reform and Consumer Protection Act requires the Director of the Consumer Financial Protection Bureau and the Secretary of Education to submit a Report on private student loans.

This Report addresses the following topics, as set forth in the Act:

  • The private lenders, their market and their products, as they have evolved and performed over time,
  • The consumers of these products, their characteristics, and shopping, usage and repayment behaviors,
  • Consumer protections, including recent changes and possible gaps,
  • Fair lending compliance information currently available and its implications, and
  • Statutory or legislative recommendations to improve consumer protections.

Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11

July 16, 2012 Comments off

Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11
Source: National Center for Education Statistics

This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.

The Nation’s Report Card: What Every Parent Should Know About NAEP

June 20, 2012 Comments off

The Nation’s Report Card: What Every Parent Should Know About NAEP
Source: National Center for Education Statistics

Parents, have you ever wondered how NAEP fits into the big picture and what its results tell us about education? Are you curious about how NAEP sparks change across the country, and what resources are available for you and your child? Find out all of this information and more in a new brochure that the National Center for Education Statistics (NCES) has developed especially for you!

"The Nation’s Report Card: What Every Parent Should Know about NAEP" is a promotional, plain language brochure that is written to engage all parents. It introduces parents to what NAEP is and why it is valuable. It also offers a glimpse into the types of information that NAEP provides, and the resources parents can use on their own.

The Nation’s Report Card Releases Results from Innovative Science Assessment

June 20, 2012 Comments off

The Nation’s Report Card Releases Results from Innovative Science Assessment
Source: U.S. Department of Education (National Assessment Governing Board)

The National Assessment of Educational Progress (NAEP) is leading the way by measuring how well students apply their understanding of science in real-life contexts. The Nation’s Report Card Science in Action: Hands-On and Interactive Computer Tasks from the 2009 Science Assessment marks the first time that both tasks were included as part of the NAEP science assessment.

Today’s results reveal that America’s fourth, eighth, and 12th graders can conduct science investigations using limited data sets, but many students lack the ability to explain results. The report shows that students were challenged by parts of investigations requiring more variables to manipulate, strategic decision-making in collecting data, and the explanation of why a certain result was the correct conclusion.

The new interactive computer tasks and updated hands-on tasks that involve more open-ended scenarios were administered as part of the 2009 science assessment by the National Center for Education Statistics to a nationally representative sample of more than 2,000 students in each of grades 4, 8 and 12. The findings provide important insights for educators and policymakers who are looking for academic approaches that support careers in science, technology, engineering, and mathematics (STEM) fields, and encourage scientific inquiry.

+ Full Report

Just Released — The Condition of Education 2012

May 24, 2012 Comments off

The Condition of Education 2012Source: National Center for Education Statistics

The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. 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. The 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes.

Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2010-11 – First Look

May 14, 2012 Comments off
Source:  National Center for Education Statistics

This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2010-11 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.

Full Report (PDF)


Reading, Mathematics, and Science Achievement of Language-Minority Students in Grade 8

April 25, 2012 Comments off
Source:  National Center for Education Statistics
This Issue Brief examines 8th-grade achievement in reading, mathematics, and science for language minority students (i.e., those from homes in which the primary language was one other than English) who began kindergarten in the 1998-99 school year. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), which tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998–99 school year. The analyses present a picture of students’ achievement at the end of the study by focusing on students’ scores on the standardized assessments that were administered in the spring of 2007, when most students were in grade 8. Students are categorized into four groups according to language background and English language proficiency. Additionally, assessment scores are reported by three background characteristics—students’ race/ethnicity, poverty status, and mother’s education—that have been found to be related to achievement.

+ Full Report (PDF)

U.S. Department of Education Releases Blueprint to Transform Career and Technical Education

April 20, 2012 Comments off

U.S. Department of Education Releases Blueprint to Transform Career and Technical Education
Source: U.S. Department of Education

Today U.S. Secretary of Education Arne Duncan will visit the Des Moines Area Community College in Ankeny, Iowa, to release the Obama Administration’s blueprint for transforming Career and Technical Education (CTE), by reauthorizing the Carl D. Perkins Career and Technical Education Act of 2006. Secretary Duncan will hold a town hall to discuss how the Administration’s plan will ensure the education system provides high-quality job-training opportunities that reduce skill shortages, spur business growth, encourage new investment and hires, and spark innovation and economic growth.

These imperatives are vital to sustaining the nation’s recovery from the worst economic crisis since the Great Depression. Of jobs added nationwide in the last year, 60 percent went to those with at least a bachelor’s degree, and 90 percent to those with at least some college. Over the next decade, as many as two-thirds of all new jobs will require education beyond high school. In Iowa between 2008 and 2018, jobs requiring postsecondary credentials will grow by about twice as much as jobs for high school graduates and dropouts. Yet educational attainment rates are not keeping up with demand – Iowa’s percentage of bachelor’s degrees is the lowest in the Midwest.

+ Blueprint for Transforming Career and Technical Education (PDF)
+ Summary of the Blueprint (PDF)
+ Expanding Successful Career and Technical Education through Career Academies (PDF)

Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10

April 5, 2012 Comments off

Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10
Source: National Center for Education Statistics

This report presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System (FRSS) surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists. Comparisons with data from the 1999–2000 FRSS arts education study are included where applicable.

+ Full Report (PDF)

Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected Cohorts, 2002-2007

March 28, 2012 Comments off

Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected Cohorts, 2002-2007
Source: National Center for Education Statistics

This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2011 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2009-10 academic year; Enrollment for fall 2010; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2004 at 4-year institutions or in 2007 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2002 at 4-year institutions or in 2006 at less-than-4-year institutions; and Finance for fiscal year 2010.

+ Full Report (PDF)

Preparing and Credentialing the Nation’s Teachers: The Secretary’s Eighth Report on Teacher Quality Based on Data Provided for 2008, 2009, and 2010

March 7, 2012 Comments off

Preparing and Credentialing the Nation’s Teachers: The Secretary’s Eighth Report on Teacher Quality Based on Data Provided for 2008, 2009, and 2010 (PDF)
Source: U.S. Department of Education

This eighth report on the features of America’s teacher preparation and initial state credentialing presents data states reported to the U.S. Department of Education (Department) in October 2008, October 2009 and October 2010. For purposes of this report, the term “state” refers to the entities required to report as states, that is, any of the states of the United States, as well as the Commonwealth of Puerto Rico, the District of Columbia, Guam, American Samoa, the United States Virgin Islands, the Commonwealth of the Northern Mariana Islands and the Freely Associated States (the Republic of the Marshall Islands, the Federated States of Micronesia and the Republic of Palau). While for purposes of defining who must report a “state” includes the other entities, for purposes of presentation of data in this report other entities will be reported separately from the 50 states. Title II of the Higher Education Act (HEA) of 1965, as amended in 2008 by the Higher Education Opportunity Act (HEOA), like its predecessor, requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher certification or licensure, kindergarten through 12th grade (see appendix 1). Because the 2008 reauthorization changed both a number of state reporting requirements and the content of this annual report, and states reasonably needed time to adjust their own data collection and reporting procedures, this three-year period was by necessity a transition period. For this reason, the Department determined that the public would be better served by providing a report on these three years at one time.

New Data from U.S. Department of Education Highlights Educational Inequities Around Teacher Experience, Discipline and High School Rigor

March 6, 2012 Comments off

New Data from U.S. Department of Education Highlights Educational Inequities Around Teacher Experience, Discipline and High School Rigor

Source: U.S. Department of Education

Minority students across America face harsher discipline, have less access to rigorous high school curricula, and are more often taught by lower-paid and less experienced teachers, according to the U.S. Department of Education’s Office for Civil Rights (OCR).

In an event at Howard University attended by civil rights and education reform groups, federal education officials today released new data from a national survey of more than 72,000 schools serving 85% of the nation’s students. The self-reported data, Part II of the 2009-10 Civil Rights Data Collection (CRDC), covers a range of issues including college and career readiness, discipline, school finance, and student retention.

Education Secretary Arne Duncan said the CRDC findings are a wake-up call to educators at every level and issued a broad challenge to work together to address educational inequities.

"The power of the data is not only in the numbers themselves, but in the impact it can have when married with the courage and the will to change. The undeniable truth is that the everyday educational experience for many students of color violates the principle of equity at the heart of the American promise. It is our collective duty to change that,” Duncan said.

Among the key findings are:

  • African-American students, particularly males, are far more likely to be suspended or expelled from school than their peers. Black students make up 18% of the students in the CRDC sample, but 35% of the students suspended once, and 39% of the students expelled.
  • Students learning English (ELL) were 6% of the CRDC high school enrollment, but made up 12% of students retained.
  • Only 29% of high-minority high schools offered Calculus, compared to 55% of schools with the lowest black and Hispanic enrollment.
  • Teachers in high-minority schools were paid $2,251 less per year than their colleagues in teaching in low-minority schools in the same district.

Assistant Secretary for Civil Rights Russlynn Ali said that for the first time, this survey includes detailed discipline data, including in-school suspensions, referrals to law enforcement, and school-related arrests.

+ Civil Rights Data Collection

Analysis of State Bullying Laws and Policies

February 29, 2012 Comments off

Analysis of State Bullying Laws and Policies
Source: U.S. Department of Education

Key Findings

  • Forty-six states have bullying laws and 45 of those laws direct school districts to adopt bullying policies. However, three of the 46 states prohibit bullying without defining the behavior that is prohibited.
  • Thirty-six states include provisions in their education codes prohibiting cyberbullying or bullying using electronic media. Thirteen states specify that schools have jurisdiction over off-campus behavior if it creates a hostile school environment.
  • Forty-one states have created model bullying policies, 12 of which were not mandated to do so under law. Three other states, including Hawaii, Montana, and Michigan, also developed model policies in the absence of state bullying legislation.
  • Among the 20 school district bullying policies reviewed in this study, districts located in states with more expansive legislation produced the most expansive school district policies. However, several school districts in states with less expansive laws also substantially expanded the scope and content of their policies beyond the minimum legal expectations.
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