REL Report Examines the Title I Supplemental Educational Services Program in the Appalachia Region
Under the No Child Left Behind (NCLB) Act of 2001, students from low-income households are eligible for extra academic assistance if they attend a Title I school that has not made adequate yearly progress for at least three consecutive years. Supplemental educational services usually involve individual or small-group tutoring beyond regular school hours in reading and math. This 2006-2011 REL Appalachia at CNA report, A Descriptive Study of Enrollment in Supplemental Educational Services in the Four REL Appalachia Region States, examines the 2007/08 Title I supplemental educational services program by school locale in the Appalachia Region. The study examines enrollment rates, the number of tutoring hours contracted for and attended, and variation in the type of instruction provided.
Nationally, many public school students fail to graduate from high school. Those most at risk for not graduating continue to be non-White students living in low-income, urban areas. To learn what dropout prevention programs and policies low-income school districts with high racial/ethnic minority student populations in the Northeast and Islands Region are implementing, (Myint-U. et al. 2009) constructed an interactive database covering nine pilot districts. This REL Northeast and Islands Technical Brief, Updating a Searchable Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region, builds on the Myint-U. et al. (2009) report, describing updates to the database in 2011 and characteristics of new, discontinued, and sustained programs since 2006/07.
Approximately 45 percent of fourth graders and 86 percent of eighth-graders in the nation had teachers who reported putting a heavy emphasis on algebra and functions in 2011, an increase for both grades as compared to 2009. (Read more)
In 2010, fourth graders scored higher than in any previous geography assessment. (Read more)
Data Snapshot
2009 graduates earned an average of 3 credits more over the course of their high school education than 1990 graduates. This translates to about 420 additional hours of instruction during their high school careers.
Fifty-seven percent of eighth-grade AI/AN students in public schools and 55 percent in BIE schools indicated that they planned to go to college full time after high school.
