Search Results: (31-45 of 207 records)
|School discipline data indicators: A guide for districts and schools
Disproportionate rates of suspension for students of color are a local, state, and national concern. In particular, African American, Hispanic/Latino(a), and American Indian students experience suspensions more frequently than their White peers. Disciplinary actions that remove students from classroom instruction undermine their academic achievement and weaken their connection with school. This REL Northwest guide is designed to help educators use data to reduce disproportionate rates of suspension and expulsion based on race or ethnicity. It provides examples of selecting and analyzing data to determine whether racial disproportionality exists in a school or district's discipline practices. The guide also describes how to apply the Plan-Do-Study-Act continuous improvement cycle to inform intervention decisions and monitor progress toward desired outcomes.
|Growth mindset, performance avoidance, and academic behaviors in Clark County School District
Previous research strongly suggests that beliefs regarding the nature of ability and the payoff to effort (academic mindsets) and the related actions (academic behaviors) play an important role in supporting student success. Not much is known about the distribution of these beliefs among teachers and students in different academic contexts. This study examined the distribution of reported academic mindsets and behaviors in Nevada’s Clark County School District. The analysis revealed that most students reported beliefs that are largely consistent with a growth mindset. However, reported beliefs and behaviors differed significantly depending on students' English learner status, race/ethnicity, grade level and prior achievement. For example, Black and Hispanic students reported lower levels of growth mindset than White students. English learner students reported significantly lower levels of growth mindset and higher levels of performance avoidance than their non-English learner counter parts. Lower achieving students reported significantly lower levels of growth mindset and significantly higher levels of performance avoidance than their higher achieving peers. Teachers reported greater beliefs in growth mindset than students, and their beliefs regarding growth mindset did not, for the most part, vary significantly depending on the characteristics of the students attending their schools.
|Analyzing student-level disciplinary data: A guide for districts
The purpose of this report is to help guide districts in analyzing their own student-level disciplinary data to answer important questions about the use of disciplinary actions. This report, developed in collaboration with the Regional Educational Laboratory Northeast and Islands Urban School Improvement Alliance, provides information to district personnel about how to analyze their student-level data and answer questions about the use of disciplinary actions, such as whether these actions are disproportionately applied to some student subgroups, and whether there are differences in student academic outcomes across the types of disciplinary actions that students receive. This report identifies several considerations that should be accounted for prior to conducting any analysis of student-level disciplinary data. These include defining all data elements to be used in the analysis, establishing rules for transparency (including handling missing data), and defining the unit-of-analysis. The report also covers examples of descriptive analyses that can be conducted by districts to answer questions about their use of the disciplinary actions. SPSS syntax is provided to assist districts in conducting all of the analyses described in the report. The report will help guide districts to design and carry out their own analyses, or to engage in conversations with external researchers who are studying disciplinary data in their districts.
|Exploring district-level expenditure-to-performance ratios
Districts across the nation are seeking ways to increase efficiency by maintaining, if not improving, educational outcomes using fewer resources. One proxy for school district efficiency is an expenditure-to-performance ratio, for example a ratio of per pupil expenditures to student academic performance. Using state education department data from an example state in the Regional Educational Laboratory Northeast & Islands Region, researchers created six different expenditure-to-performance ratios and investigated how districts' inclusion in the highest quartile on districts rankings varied according to the expenditure and performance measures used to calculate each ratio. By demonstrating the variability in district rankings depending on the ratio being examined, this guide provides states and districts with evidence to suggest that state policymakers should carefully consider the examination of expenditure and performance measures that are most relevant to their questions of interest when investigating district efficiency.
|Documentation for the 2011-12 Schools and Staffing Survey
The Schools and Staffing Survey (SASS) collects data on public, private, and Bureau of Indian Education elementary and secondary schools across the nation. The Documentation report provides information about all phases of SASS, from survey questionnaire revisions to survey data collection and all phases of data processing. The associated data files for the 2011-12 SASS are available in restricted-use version only.
|A Guide to Calculating District Expenditure-to-Performance Ratios Using Publicly Available Data
Districts across the nation are seeking ways to increase efficiency by maintaining, if not improving, educational outcomes using fewer resources. One measure that is sometimes used as a proxy for school district efficiency is an expenditure-to-performance ratio, for example a ratio of per pupil expenditures to student academic performance. This guide shows states and districts how to use publicly available data about district-level expenditures and student academic performance to create six expenditure-to-performance ratios. By illustrating the steps needed to calculate different expenditure-to-performance ratios, the guide also provides states and districts with a straightforward strategy for exploring how conclusions about district efficiency may vary, sometimes substantially, depending on which types of expenditures and which measures of performance are considered. The guide is based on a recent Regional Educational Laboratory (REL) Northeast and Islands project conducted for the Northeast Rural Districts Research Alliance and uses state education department data from one state in the REL Northeast and Islands region. Through the illustration of the steps necessary for calculating expenditure-to-performance ratios, the guide provides states and districts with a set of steps they can use to explore districts' resource use. Particularly given the descriptive nature of the expenditure-to-performance ratios, the guide also summarizes both the implications for and the limitations of their use.
|Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014-15
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2014-15.
|Stated Briefly: Identifying early warning indicators in three Ohio school districts
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The purpose of this study was to identify a set of data elements for students in grades 8 and 9 in three Ohio school districts that could serve as accurate early warning indicators of their failure to graduate high school on time and to comparatively examine the accuracy of those indicators. In order to identify the set of indicators with the optimal accuracy for each district, the research team collected student-level data on two cohorts of grade 8 and 9 students in each school district. Datasets used in the analyses included students' four-year graduation status (the outcome) and 8th and 9th grade data on attendance, coursework, suspensions, and test score records (the candidate early warning indicators). Logistic regression and Receiver Operating Characteristic (ROC) curve analyses were used to identify the candidate indicators that were the consistent predictors of students' failure to graduate on time in each district and to identify the cut points on the original scales that most accurately distinguish students who were at risk of not graduating on time from those who did graduate on time. The analyses were restricted to students who were first-time freshmen within the districts in 2006/07 or 2007/08, and excluded students who entered the district after grade 9. Students in the 2006/07 cohort graduated in 2010, and students in the 2007/08 cohort graduated in 2011. The three districts included in the study varied in size, demographic composition, and locale. Results show that the optimal cut point for classifying students as at risk varied significantly across districts for five of the eight candidate indicators included in the study. Across the three districts and two grades, different indicators were identified as the most accurate predictors of students’ failure to graduate on time. End-of-year attendance rate was the only indicator that was a consistent predictor for both grades in all three districts. The most accurate indicators in both grade 8 and grade 9 were based on coursework (GPAs and course credits). Consistent with prior literature, failing more than one class and earning one or more suspensions also were strong predictors of failure to graduate on time. On average, indicators were more accurate in grade 9 than in grade 8. Findings illustrate why it is important for districts to conduct local validation using their own data to verify that indicators selected for their early warning systems accurately predict students' failure to graduate on time. The methods laid out in this study can be used to help districts identify the best off-track indicators, and indicator cut points, for their particular early warning systems.
|Self-study guide for implementing high school academic interventions
This Self-study Guide for Implementing High School Academic Interventions was developed to help district- and school-based practitioners plan and implement high school academic interventions. It is intended to promote reflection about current district and school strengths and challenges in planning for implementation of high school academic interventions, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and decrease the number of students failing to graduate from high school on time.
|Examining the validity of ratings from a classroom observation instrument for use in a district's teacher evaluation system
The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains. The study analyzed principals' observations of 713 elementary, middle, and high school teachers in Washoe County School District (Reno, NV). The findings support the use of a single, summative score to evaluate teachers, one that is derived by totaling or averaging all 22 ratings. The findings do not support using domain- or component-level scores to evaluate teachers' skills, because there was little evidence that these scores measure distinct aspects of teaching. The information that the total score provides predicts the learning of teachers' students. While the relationship is moderate, it is evidence to support interpreting the observation score as an indicator of teachers' effectiveness in promoting learning.
|Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|How do school districts mentor new teachers?
This report provides a snapshot of school district policies for mentoring new teachers in five REL Central states (Kansas, Missouri, Nebraska, North Dakota, and South Dakota). State education agencies collected survey data from school districts on: who provides mentoring; how mentoring time changes after the first year; whether mentors are expected to observe their mentees; whether mentors are required to get training; whether mentors are paid stipends for their work; and district barriers to implementing mentor programs. Respondents from nearly 1,000 school districts, including superintendents and other district administrative leaders, completed the survey. The report also provides suggested next steps for district and state leaders to consider in light of the survey findings and current research.
|State, District, and School Implementation of Reforms Promoted Under the Recovery Act: 2009-10 through 2011-12
This report, based on surveys completed by all 50 SEAs and the District of Columbia (DC) and nationally representative samples of districts and schools during spring 2011 and 2012, examines implementation of the key education reform strategies promoted by the Recovery Act in 2011–12, the extent to which implementation reflected progress since Recovery Act funds were first distributed, and challenges with implementation. Findings showed variation in the prevalence and progress of reform activities across the areas of reform assessed and by state, district, or school level. Implementation progress was most consistent across the areas of reform at the state level. At all levels, implementation challenges related to educator evaluation and compensation were common.
|Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2013-14
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2013-14.
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