Publications & ProductsSearch Results: (31-45 of 59 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC QRTH0112 | WWC Quick Review of the Report "Transforming the High School Experience: How New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates"
The study examined whether winning an admissions lottery for a small school of choice improved high school students' progress toward graduation and graduation rates. |
1/31/2012 |
| NCES 2011033 | The Condition of Education 2011
The Condition of Education 2011 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education, in addition to a closer look at postsecondary education by institutional level and control. 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 2011 print edition includes indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/26/2011 |
| WWC QRMPC1214 | WWC Quick Review of the Report "The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report"
The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report—This study examined whether students in Milwaukee who use a voucher to attend private school have greater mathematics and reading achievement than students who attend public schools. This quick review has been updated with a revised WWC study rating based on information provided by the study authors regarding baseline equivalence of the analysis samples. The WWC study rating was changed to meets WWC Evidence Standards with Reservations. The study authors found no significant differences between math and reading achievement of students who used a voucher to attend private school and comparison students from Milwaukee Public Schools. |
12/14/2010 |
| WWC QRMP0808 | The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report
This study examined whether students who use a voucher to attend private school have greater mathematics and reading achievement than students who attend public schools. The study analyzed data on more than 2,200 elementary and middle school students from public and private schools in Milwaukee. The authors found no significant differences between math and reading achievement of students who used a voucher to attend private school and of comparison students from Milwaukee Public Schools. The WWC does not consider these results to be conclusive because it could not verify from data presented in the study whether the voucher- and comparison-group students were initially equivalent in math and reading achievement. The WWC rated the research described in this report as not consistent with WWC evidence standards and cautioned that, in addition to its concern about pre-study equivalency, some voucher participants had been in private schools for several years before the matching occurred; therefore, differences in test scores do not capture the full impact of the voucher program. |
9/8/2010 |
| NCES 2010028 | The Condition of Education 2010
The Condition of Education 2010 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 special section on high-poverty schools. 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 2009 print edition includes 49 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/27/2010 |
| NCES 2010004 | Trends in the Use of School Choice: 1993 to 2007
This report uses data from the National Household Surveys Program (NHES) to present trends that focus on the use of and users of public schools (assigned and chosen), private schools (church- and non church-related), charter schools, and homeschoolers between 1993 and 2007. |
4/8/2010 |
| WWC QRED0210 | WWC Quick Review of the Report "Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years"
The study examined whether the Opportunity Scholarship Program, which offers vouchers to students to attend private schools, improved the reading and math achievement of low-income students. The study analyzed data on about 1,500 K-12 students in the District of Columbia who applied for vouchers through the program in either 2004 or 2005. Each year, if the number of eligible applicants exceeded the number of vouchers available, vouchers were awarded through a random lottery. The study measured the effect of the program by comparing the achievement of students who were offered a voucher through the lottery to the achievement of students who entered the lottery but were not offered a voucher. Student achievement in reading and math was measured using a standardized test administered three years after the lottery was conducted. |
2/23/2010 |
| NCES 2009081 | The Condition of Education 2009
The Condition of Education 2009 summarizes important developments and trends in education using the latest available data. The report presents 46 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. The 2009 print edition includes 46 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/28/2009 |
| NCEE 20094050 | The Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous impact evaluation of what is now called the DC Opportunity Scholarship Program (OSP). The study's latest report, Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years, measures the effects of the Program on student achievement in reading and math, and on student and parent perceptions of school satisfaction and safety. The evaluation found that the OSP improved reading, but not math, achievement overall and for 5 of 10 subgroups of students examined. The group designated as the highest priority by Congress - students applying from "schools in need of improvement" (SINI) - did not experience achievement impacts. Students offered scholarships did not report being more satisfied or feeling safer than those who were not offered scholarships, however the OSP did have a positive impact on parent satisfaction and perceptions of school safety. This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship. |
4/3/2009 |
| NCEE 20084023 | Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous impact evaluation of what is now called the DC Opportunity Scholarship Program. The study's latest report, Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years, found no significant differences in student achievement between those who were offered scholarships to attend a participating private school and those who were eligible for, but were not offered (as assigned by a lottery) a scholarship. However, being offered a scholarship may have improved reading test scores among three subgroups of relatively more advantaged students: those who had not attended a School in Need of Improvement (SINI) school when they applied to the program, those who had relatively higher pre-program academic performance, and those who applied in the first year of program implementation. Students in the program did not report being more satisfied or feeling safer than those who were not in the program. However, the program did have a positive impact on parent satisfaction and perceptions of school safety. This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship and when estimating the effects of attending private school versus public school, regardless of whether an Opportunity Scholarship Program scholarship was used. |
6/16/2008 |
| NCES 2008031 | The Condition of Education 2008
The Condition of Education 2008 summarizes important developments and trends in education using the latest available data. The report presents 43 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. The 2008 print edition includes 43 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/29/2008 |
| NPEC 2008850 | Deciding on Postsecondary Education
The report examined the data and the information that potential students use and need in making decisions about postsecondary education. Special emphasis was given to underserved students (non-traditional aged, minority, and students of low- and moderate- socioeconomic status) participating in the college search and decision making process. Qualitative data were gathered and analyzed from 11 focus groups with 90 participants in eight states. Secondary data were collected via a review of over 80 sources in the research literature. The literature review indicated that parents, guidance counselors, mainstream media, college brochures, and institutions are primary sources for information about college. For each group of focus group participants, cost, major/program of study, and convenience/location were major determinants in the college search, application, and matriculation processes. Online web-based resources are quickly gaining prominence among current and recent high school graduates who participated in the focus groups. Findings from this research suggest the need for comprehensible information, additional resources, and improved assistance for prospective college students and their families. |
12/11/2007 |
| NCEE 20074009 | Evaluation of the DC Opportunity Scholarship Program: Impacts After One Year
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous evaluation of what is now called the DC Opportunity Scholarship Program (OSP), to assess the impact of the program on academic achievement, school safety, and other outcomes. The impact evaluation is a randomized controlled trial that compares outcomes of eligible public school applicants randomly assigned to receive or not receive a scholarship through a series of lotteries. |
6/21/2007 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. 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 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/31/2007 |
| NCES 2007045 | Trends in the Use of School Choice: 1993 to 2003
Opportunities for school choice in the United States have expanded since the 1990s. This report uses data from the National Household Surveys Program (NHES) to present trends that focus on the use of and users of public schools (assigned and chosen), private schools (church- and non church-related), and homeschoolers between 1993 and 2003. The percentage of students enrolled in their assigned public school decreased from 80 percent to 74 percent between 1993 and 2003, while this decrease was nearly offset by an increase in chosen public school enrollment from 11 to 15 percent between 1993 and 2003. During this same time period, enrollment in church-related private schools remained stable at 8 percent and enrollment in non church-related private schools increased from 1.6 to 2.4 percent. This report also presents data on parental perceptions of public school choice availability and associations between the public and private school types children were enrolled in and parental satisfaction with and involvement in the schools. About one-half of all students have parents who reported that public school choice was available in their community, with one-quarter of students attending assigned public schools having parents who considered enrolling them in a school other than the one they were currently attending, while 17 percent of all students and 27 percent of Black students attended a school other than their parent’s first-choice school. Generally, there were no parental involvement differences detected between students enrolled in assigned and chosen public schools. Parents of students in private schools reported more direct involvement in their children’s schools than parents of students enrolled in other types of schools. |
11/28/2006 |
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