Publications & ProductsSearch Results: (46-55 of 55 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2010204 | Getting Ready for College: Financial Concerns and Preparation Among the High School Senior Class of 2003−04
These Issue Tables draw on data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which parents and students were concerned about college affordability and financial aid availability. The tables also examine whether parents made financial preparations to pay for their children’s education and whether students applying to college also applied for financial aid and, if not, their reasons for not applying. The tables present estimates for all students and by a wide range of student, family, and high school characteristics. |
4/27/2010 |
| NCES 2010338 | Education Longitudinal Study of 2002 Base Year to Second Follow-up Public-use Data
These data are a Public-Use version of the ELS:2002/06 Restricted-use Base Year to Second Follow-up data (NCES 2008-346) released previously. These data can be downloaded using a new “EDAT” web application on the NCES website. The application allows users to download the data files they need for research in one of six statistical programming languages and then select the variables they need to perform that research. ELS:2002/06 is a nationally representative longitudinal survey of 16,200 high school sophomores in 2002, who were interviewed again in 2004 when most were seniors, and again in 2006 when many were sophomores in college or in the workforce. Data are included on the academic and other aspects of the environment of the schools in which these students were enrolled, as well as peer and parental influences. At the college level, data on the extent of college search, expectations, and choice processes prior to college enrollment, as well as information about subsequent pathways into and out of various types of postsecondary institutions are included. The initial entry of these youth into adulthood is then traced with respect to employment, living patterns, family formation, volunteerism, and military service. The last data collection in the survey will be in 2012, when most of the sample members who went to college will have left college and entered the workforce. |
3/17/2010 |
| REL 2010085 | Processes and Challenges in Identifying Learning Disabilities Among English Language Learner Students in three New York State Districts
To help districts accurately identify students who are English language learners and also have learning disabilities, this study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are English language learners. Using interviews with district and school personnel and documents from state and district web sites, the study finds both similarities and differences in practices, with more differences in the prereferral process than in the referral process. It identifies eight challenges to the identification of learning disabilities in English language learner students: difficulties with policy guidelines; different stakeholder views about timing for referral of English language learner students; insufficient knowledge among personnel involved in identification; difficulties providing consistent, adequate services to English language learner students; lack of collaborative structures in prereferral; lack of access to assessments that differentiate between second language development and learning disabilities; lack of consistent monitoring of struggling students who are English language learners; and difficulty obtaining students' previous school records. Further analysis suggests five interrelated elements that appear to be important for avoiding misidentification of learning disabilities among students who are English language learners: adequate professional knowledge, effective instructional practices, effective and valid assessment and interventions, interdepartmental collaborative structures, and clear policy guidelines. |
2/16/2010 |
| NCES 2010203 | The High School Senior Class of 2003−04: Steps Toward Postsecondary Enrollment
This set of Issue Tables draws upon data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which students in the senior class of 2003−04 took various steps toward postsecondary enrollment. These steps include preparing for and taking college entrance tests, seeking information about college entrance requirements, and applying for college admission. The tables present estimates for all students and by a wide range of student, family, and high school characteristics. |
2/16/2010 |
| NCES 2010170REV | Postsecondary Expectations and Plans for the High School Senior Class of 2003−04
This set of Issue Tables draws on data from the Education Longitudinal Study of 2002 (ELS:2002) to highlight the postsecondary expectations and plans of the senior class of 2003−04. These tables examine the highest level of education that students expected to attain and that parents expected their children to attain; look at students’ postsecondary plans after high school; explore various reasons that some students do not plan to enroll in college; reveal how frequently students discussed going to college with their parents; and show the number of their friends who plan to attend a 2- or 4-year college after high school. Estimates in all tables are presented for all students and by a wide range of student, family, and high school characteristics. |
1/20/2010 |
| NCES 2010169 | Academic Preparation for College in the High School Senior Class of 2003−04
This set of issue tables uses data from the Education Longitudinal Study of 2002 (ELS:2002) to look at the academic preparation for college among the 2003−04 high school senior class. Indicators of academic preparation include academic coursetaking, Advanced Placement (AP) or International Baccalaureate (IB) coursetaking, grades, mathematics performance, high school completion status, and college remediation. The tables show various indicators for all students and by a wide range of student, family, and high school characteristics. |
1/20/2010 |
| WWC 20094066 | Helping Students Navigate the Path to College: What High Schools Can Do
Access to higher education remains a challenge for many students who face academic and informational barriers to college entry. This guide targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college. |
9/15/2009 |
| WWC IRDPHS09 | High School Puente Program
The High School Puente Program aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities. The program consists of the following components: 1) a 9th- and 10th-grade college preparatory English class that incorporates Mexican-American/Latino and other multicultural literature; 2) a four-year academic counseling program for students; and 3) student leadership and mentoring activities with volunteers from the local community. High School Puente is open to all students and is targeted to students from populations with low rates of enrollment at four-year colleges. Students are identified for the program at the end of their 8th-grade year through an application and selection process. Each High School Puente site is implemented by a team consisting of an academic counselor and an English teacher. These team members receive intensive initial training in program methodologies, along with ongoing training and support for as long as they implement the program. In addition to High School Puente, the Puente Program has a community college program model. The community college program does not fall within the WWC Dropout Prevention protocol. |
7/28/2009 |
| REL 2008036 | What States Can Learn About State Standards and Assessment Systems from No Child Left Behind Documents and Interviews with Central Region Assessment Directors
The purpose of this study is to describe the No Child Left Behind requirements for state standards and assessment systems. It examined official documents and peer review decision letters and included interviews with state assessment directors in the Central Region to highlight the challenges states face in developing and implementing approved systems. |
4/7/2008 |
| NCES 1988675 | Sophomore Cohort Postsecondary Education Transcript Study. High School and Beyond. Technical Report.
Procedures are described that were used to collect and process postsecondary school transcripts for a subsample of members of the younger (i.e. 1980 sophomore) cohort of the High School and Beyond study who attended postsecondary institutions at any time after leaving high school. Five chapters are as follows: (1) introduction (the National Center for Education Statistics Longitudinal Studies Program, relationships between High School and Beyond and the National Longitudinal Study of the High School class of 1972, history of High School and Beyond, related studies, other files, and scope of the Postsecondary Education Transcripts Study); (2) data collection (objectives, mailings, results); (3) data preparation (objectives, data organization, computer-assisted data entry (CADE), and data quality management); (4) data processing (machine editing, organization and content of the data file, merging records, and a cautionary note on the use of credits and grades data in the postsecondary transcripts database); and (5) sample design and implementation (base year sample design, 1980 sophomore cohorts sample design, the Senior and the Sophomore Cohort Postsecondary Education Transcript Study sample, sample weights, and standard errors and design effects). Exhibits include research design for National Education Longitudinal Studies and sample CADE screens. Appended are (1) a list of endorsing institutions with the content of school transcript request packages, and (2) a list of course subject codes in numerical order. Tables are included.(SM) |
4/12/1988 |
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