Publications & ProductsSearch Results: (16-30 of 149 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2020138 | High School and Beyond Fifth Follow-up Data File
In 2013-14, the University of Texas and NORC collected data from the HS&B sophomore cohort (when most cohort members were in their early 50’s) with support from NCES. This data file provides both cross-sectional as well as the longitudinal data collected over 30 years after the initial base year survey of the cohort of students. |
6/9/2021 |
| NFES 2021058 | Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models
The Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models was developed as a companion publication to the 2018 Forum Guide to Collecting and Using Attendance Data, drawing upon the information included in that resource and incorporating lessons learned by state and local education agencies (SEAs and LEAs) during the coronavirus disease (COVID-19) pandemic. The information is intended to assist agencies in responding to the current need for these data, as well as future scenarios, such as courses with blended/hybrid learning models or natural disaster situations in which extended virtual education is required. |
6/2/2021 |
| REL 2021073 | Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam)
On Guåhan (Guam), the large percentages of students enrolling in non-credit-bearing courses at Kulehon Kumunidåt Guåhan (Guam Community College) and Unibetsedåt Guåhan (University of Guam) have raised concerns about college readiness and early college success. Without adequate research on predictors of college readiness and early success among students on Guåhan, educators and other stakeholders find it difficult to identify and support students at risk of being underprepared for college. This study examined which student characteristics predicted college readiness and early college success among students who graduated from Guåhan high schools and enrolled at Kulehon Kumunidåt Guåhan or Unibetsedåt Guåhan between 2012 and 2015. Students' college readiness and early college success were assessed using three indicators: enrolling in only credit-bearing math and English courses during the first year of college, earning all credits attempted during the first semester of college, and persisting to a second year of college. About 23 percent of students met all three indicators and were thus classified as demonstrating college readiness and early college success. The percentages of students who met each individual indicator varied: 30 percent enrolled in only credit-bearing math and English courses, 43 percent earned all the credits they attempted, and 74 percent persisted to a second year. Various student characteristics predicted meeting all three indicators and each individual indicator. Graduates of John F. Kennedy High School and male students were the most likely to meet all three indicators and were the most likely to enroll in only credit-bearing math and English courses. Completing a high-level math course during high school positively predicted meeting the composite indicator of college readiness and early college success and of enrolling in only credit-bearing math and English courses and earning all credits attempted. A higher cumulative high school grade point average also positively predicted meeting all three indicators and each individual indicator. Kulehon Kumunidåt Guåhan enrollees were more likely than Unibetsedåt Guåhan enrollees to earn all credits attempted during their first semester. |
4/12/2021 |
| REL 2021059 | Using High School Data to Predict College Success in Palau
The purpose of this study was to examine the college success of students who graduated from Palau High School between spring 2013 and spring 2015 and who enrolled at Palau Community College the fall semester immediately following their high school graduation. It also examined the relationships between student characteristics and three college success outcomes. The study’s sample included 234 students. The college success outcomes used in the study were first-year college cumulative grade point average, persistence to a second year of college, and earning an associate degree or certificate. Using existing data, researchers calculated descriptive statistics to describe the percentage of students who met each college success outcome. Multiple logistic regression models determined which student demographic and academic preparation characteristics predicted meeting the college success outcomes. The study results show that 60 percent of all students had a first-year college cumulative grade point average of 2.0 or higher, 56 percent persisted to a second year, and 20 percent earned an associate degree or certificate within three years. Having higher high school grade point averages predicted having higher first-year college grade point averages and being more likely to complete a degree or certificate within three years. Additionally, having higher grade 12 Palau Achievement Test scores, a standardized test administered in the Republic of Palau, predicted being more likely to have a higher first-year college grade point average. High school English course grades also predicted some college success outcomes. Specifically, earning a grade C or higher in grade 9 English predicted completing a certificate or degree within three years, and earning a grade of C or higher in grade 12 English predicted persisting to a second year. Finally, students who enrolled in the Palau High School Construction Technology Career Academy were less likely than students in other career academies to persist to a second year or complete a degree or certificate within three years. These findings suggest that most students achieved the early college success outcomes of earning a first-year college grade point average of 2.0 or higher and persisting to a second year, but that this did not always translate to graduating with a college degree or certificate within three years. Providing additional supports for students in college based on their high school performance, examining supports available for English learners at Palau High school, and reviewing the alignment of the Palau High School Construction Technology Career Academy and the needs of students who plan to attend college could help inform efforts to support the college success of students in Palau. Palau Community College may also want to conduct future studies to examine additional factors at the college, such as the effects of course sequencing or academic counseling services, to improve college success. |
2/16/2021 |
| REL 2021063 | Virginia High School Graduates' Career and Technical Education Credentials: Top Credentials Over Time and Across Student Groups
In Virginia, all high school students can earn either a Standard diploma or an Advanced Studies diploma, the latter being a college preparatory diploma. Starting in 2017, the Virginia Department of Education (VDOE) began requiring students graduating with the Standard diploma to earn a career and technical education (CTE) credential to encourage them to pursue opportunities that enhance their career readiness. This is likely to be particularly important for students graduating with the Standard diploma, as they have been shown to have limited success in postsecondary education. This study examined the CTE credentials Virginia high school graduates most commonly earned from 2011 through 2017. The five most commonly earned CTE credentials in Virginia remained the same during this time period, but the percentage of students earning the Workplace Readiness Skills (WRS) and W!se Financial Literacy Certification credentials increased. Both of these credentials cover broad skills relevant to a wide range of jobs, as opposed to a specific occupation or industry. Although the new CTE requirement applies only to Standard diploma graduates, there were few differences in the top 10 credentials by diploma type, both in terms of which credentials were most common as well as the rates at which students earned these credentials. Regardless of diploma type, in 2017, 9 of the top 10 credentials were broad credentials that were not narrowly aligned to a specific occupation or industry. This study also looked at the top 10 credentials earned by 2017 Standard diploma graduates across a variety of student subgroups, including English learner students, economically disadvantaged students, students with disabilities, and racial/ethnic subgroups. English learner students and students with disabilities earned the top 10 credentials at lower rates than other Standard diploma graduates. Student credential-earning rates differed the most by geographic region, both in terms of which credentials appeared in the top 10 and the percentage of students earning the top 10 credentials. This study highlights the need for additional analyses to help CTE stakeholders and policymakers understand the value of different types of CTE credentials. In particular, Virginia and other states might explore the relative value of broad CTE credentials that apply to a wide range of jobs and have become increasingly prevalent in Virginia compared with CTE credentials that are more narrowly aligned with a specific occupation or industry. |
1/11/2021 |
| NCES 2020125 | Dual or Concurrent Enrollment in Public Schools in the United States
This Data Point examines dual or concurrent enrollment at public schools in the United States with students enrolled in any of grades 9–12. |
12/1/2020 |
| NFES 2020137 | Forum Guide to Cybersecurity: Safeguarding Your Data
The Forum Guide to Cybersecurity: Safeguarding Your Data provides timely and useful best practice information to help education agencies proactively prepare for, appropriately mitigate, and responsibly recover from a cybersecurity incident. It provides recommendations to help protect agency systems and data before, during, and after a cybersecurity incident and features case studies from state and local education agencies. |
10/21/2020 |
| REL 2020031 | How Legacy High School Students Use Their Flexible Time
Legacy High School in Bismarck Public Schools, North Dakota, personalizes education through flexible time, which allows students to choose how they spend a portion of the school day, outside of their regularly scheduled classes. This report describes how students at Legacy High School used their flexible time and whether their use of flexible time varied by demographic characteristics and academic achievement level. The study used data that Legacy High School collected through a survey tool. Results show that students had approximately 80 minutes of flexible time on average per day and spent 19 percent of this time on academic pursuits. These findings did not vary significantly by academic achievement level or demographic characteristics. |
7/21/2020 |
| NFES 2020083 | Forum Guide to Data Governance
The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs. |
7/7/2020 |
| NCES 2020082 | Male and Female High School Students’ Expectations for Working In a Health-Related Field
This Data Point is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. Follow-up surveys were administered to the cohort in 2012 and 2013. It examines students’ expectations for a job in healthcare at age 30 when they were freshmen, and again in the spring of 2012. It provides a description of the percentage of students who expected to have a job in healthcare at age 30 in both 2009 and 2012, those who changed their expectations, and those who did not expect a job in healthcare at either time. It also describes differences between males and females in expectations for a job in healthcare. |
6/9/2020 |
| NCES 2020034 | Health and STEM Career Expectations and Science Literacy Achievement of U.S. 15-Year-Old Students
This report uses U.S. data from the Program for International Student Assessment (PISA), a nationally representative study of 15-year-old students. This brief details the percentage, and reports the average score, of students who foresee either a career in health fields or in science, technology, engineering, and math (STEM) fields. The report analyzes career expectations and science achievement by gender, race/ethnicity, immigration status, and a measure of socioeconomic status. |
6/2/2020 |
| NCES 2020117 | Trends in High School Dropout and Completion Rates in the United States: 2019
The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes 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 data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates). This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. |
1/14/2020 |
| NCES 2020166 | Highlights of U.S. PISA 2018 Results Web Report
This web report provides key comparative information on the reading, mathematics, and science literacy performance of 15-year-old students in the United States and 77 other participating education systems. The Program for International Student Assessment (PISA) is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on students as they are nearing the end of compulsory schooling. PISA is conducted every 3 years, with 2018 being the latest round. In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed. In addition to national average scores, PISA also provides insight into the percentage of students who reach each of the PISA proficiency levels. |
12/3/2019 |
| NCES 2020777 | Highlights of the 2017 U.S. PIAAC Results Web Report
Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this web report highlights results for U.S. adults from the most recent 2017 data collection in comparison with the combined 2012/14 data collection. PIAAC is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults’ education, work experience, and other background characteristics. This web report provides overall results for all three PIAAC domains, as well as results for the following key variables: gender, age, race/ethnicity, educational attainment, current employment status, nativity, and self-reported health status. Changes in demographics as well as changes in performance within each of the variables between 2012/14 and 17 are discussed. |
11/15/2019 |
| REL 2019011 | The postsecondary education and employment pathways of Minnesota public high school graduates: Investigating opportunity gaps
In Minnesota, as in many other states, not all students have access to the types of educational experiences in high school that are likely to lead to high-paying jobs. If Minnesota policymakers and practitioners are to be well positioned to reduce achievement gaps that lead to different career and college outcomes, they must have reliable data on the postsecondary pathways Minnesota public high school graduates take, as well as information about differences in pathways and outcomes for different groups of students. Members of the Midwest Career Readiness Research Alliance collaborated with Regional Educational Laboratory Midwest to conduct a study that describes the postsecondary pathways of Minnesota public high school graduates, including the pathways graduates take within one year of high school graduation and their degree attainment and employment outcomes six years later. The study also examined differences in initial pathways, degree attainment, and employment outcomes for students with different characteristics. Using data from the Minnesota Statewide Longitudinal Education Data System, the study examined the initial postsecondary pathways of Minnesota public high school students who graduated from high school between 2008 and 2015. The study also examined the college certificate and degree attainment and employment outcomes of Minnesota public high school students who graduated from high school between 2008 and 2010. The study describes differences in initial postsecondary pathways, college certificate and degree attainment, and employment for students from different groups. The study found that within one year of high school graduation, nearly all Minnesota public high school graduates were enrolled in college or employed. There were differences in initial postsecondary pathway by student characteristics but not by rurality. Graduates who had disabilities, graduates who had limited English proficiency, Hispanic graduates, and American Indian/Alaska Native graduates were the most likely to be neither employed nor enrolled in college within one year of high school graduation. Six years after high school graduation, 48 percent of graduates had not earned a college certificate or degree. Thirty-seven percent of graduates had earned a bachelor’s degree or higher, 11 percent of graduates had earned an associate’s degree, and 4 percent of graduates had earned a college certificate. In addition, six years after high school graduation, 71 percent of graduates were employed, and their median annual earnings were $22,717. Finally, there were differences in college certificate and degree attainment, employment, and earnings by student characteristics. These differences remained when comparing graduates who participated in the same initial postsecondary pathway. |
9/9/2019 |
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