Search Results: (1-15 of 348 records)
|NFES 2019160||Forum Guide to Personalized Learning Data
The Forum Guide to Personalized Learning Data is designed to assist education agencies as they consider whether and how to use personalized learning. It provides an overview of personalized learning and describes best practices used by education agencies to collect data for personalized learning; to use those data to meet goals; and to support relationships, resources, and systems needed for the effective use of data in personalized learning. Personalized learning is still a developing prospect in many locations. therefore, the concepts and examples provided are intended to help facilitate idea sharing and discussion.
|REL 2019009||Past and projected trends in teacher demand and supply in Michigan
State and district leaders in Michigan have described a need for better and more comprehensive information on the existence and extent of teacher shortages within the state of Michigan in recent years and projected into the near future. Michigan has experienced challenges matching the active supply of teachers to the demand for the kinds of teachers that districts need. This study aims to provide a systematic understanding of teacher supply, demand, and shortages in Michigan. This study used data from the 2013/14 to 2017/18 school years to examine trends in teacher supply and demand in Michigan, and make projections for the next five years. Data used include personnel, certification, and substitute permit data from the Michigan Department of Education as well as publicly available data from the MI School Data portal and the federal Title II website. Methods used include descriptive statistics and regression analysis to project teacher supply and demand. The study found that total student enrollment in Michigan public schools declined by 2.8 percent between 2013/14 and 2017/18, while the enrollment of English learner students increased by 27.1 percent over the five-year period. The size of the teacher workforce, as measured by teacher full-time equivalents, decreased by 2.1 percent between 2013/14 and 2017/18. The number of newly certified, active teachers decreased by 23.4 percent between 2013/14 and 2017/18. Although the overall active supply of teachers in Michigan public schools is projected to meet the demand over the next five years, shortages are expected in a few subject areas (for example, business education and career and technical education) and regions (for example, the Northwest and Upper Peninsula). Study findings suggest leverage points in teacher retention and certification to address potential teacher shortages. Moreover, efforts to increase the supply of qualified teachers should be focused on those subject areas, regions, and locales where shortages are projected.
|REL 2019008||Factors related to teacher mobility and attrition in Colorado, Missouri, and South Dakota
This report describes teacher and school characteristics related to teacher movement within and out of public school systems in Colorado, Missouri, and South Dakota. Stakeholders in each of these states expressed interest in better understanding teacher mobility and attrition and related factors. The authors used administrative data provided by state education agencies to examine the characteristics related to the likelihood that teachers would move to different schools or leave state public school systems from 2015/16 to 2016/17. Results suggest that the likelihood of teachers either moving or leaving was most strongly related to age, years of experience in their schools or districts, special education teaching assignments, average salaries, school demographics and performance, and school state accountability designation. Information about factors that contribute to moving and leaving may help decision-makers improve the policy and practices aimed at attracting and keeping teachers.
|REL 2019007||Math course sequences in grades 6–11 and math achievement in Mississippi
The purpose of this study was to examine how students in Mississippi met their mathematics requirements and the extent to which their mathematics sequence is related to student performance and demographic characteristics such as race and ethnicity. The study used data from the Mississippi Department of Education over a six-year period, beginning in 2011/12 and ending in 2016/17. The sample includes all students enrolled in grade 11 in Mississippi public high schools during the 2016/17 school year who had scores on the ACT Mathematics in grade 11 and recorded coursework in grade 6. Sequence analysis was used to summarize and then cluster the mathematics course-taking experience, or mathematics sequence, of these students in grades 6-11. Classification and regression tree analysis facilitated the identification of associations between mathematics sequence, student demographic characteristics, and college-ready performance on the ACT Mathematics in grade 11. Results indicate that membership in a particular mathematics sequence cluster did not improve the classification accuracy of the decision tree predicting risk status over and above the use of student achievement in grade 5 and student race. That these differences have less association with college-ready performance than student grade 5 mathematics achievement suggests a need to focus on prevention efforts before grade 6. Algebra I is often viewed as the gatekeeper course, but it is also possible that mathematics preparation at the elementary level sets a student on the path to taking Algebra I earlier in their mathematics sequence. While this study did not explore the quality of mathematics curriculum and instruction at the secondary level, the results of this study underscore the importance of mathematics instruction at the elementary level.
|NCES 2018070||Digest of Education Statistics, 2017
The 53rd 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.
|NCES 2018418||Trends in Free Application for Federal Student Aid (FAFSA) Submissions
These Web Tables combine FAFSA submission data released by the U.S. Department of Education’s Office of Federal Student Aid, starting with the 2006–07 application cycle, with other nationally representative data to show variation in FAFSA submissions by region, state or jurisdiction, selected applicant characteristics, and over time. The publication presents two measures of the number of FAFSA submissions per person. One measure divides the number of FAFSA submissions by the number of individuals who are 18 through 24 years old, which approximates the population of potential traditional-age undergraduates. The other measure divides the number of FAFSA submissions by the enrollment of undergraduate and graduate students.
|NCES 2018038||NAEP Mathematics 2017 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2017 mathematics assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2017 to other states/jurisdictions is also displayed.
|NCES 2018039||NAEP Reading 2017 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2017 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2017 to other states/jurisdictions is also displayed.
|REL 2018290||Impact of providing information to parents in Texas about the role of Algebra II in college admission
This study examines the impact of providing parents with an informational brochure about the role of algebra II in college access on students’ grade 11 algebra II completion rates in Texas. One hundred nine schools, covering all 20 Educational Service Center regions in Texas, participated in the study. Parents in the 54 treatment schools were mailed brochures containing information about the role of algebra II in college access and success, as well as information about the new high school graduation options, while parents in the 55 control schools received brochures only about changes in the high school graduation requirements. The study used data from the Texas Education Agency’s Public Education Information Management System, statewide assessment files, and Texas Academic Performance Report files. A multilevel regression model was used to compare algebra II completion rates during grade 11 for students in participating schools that received information about the role of algebra II in college access and students in participating schools that received the alternate brochure. Interaction terms were included in the model in order to look for differential impacts for high-minority or low-income schools. The study found no statistically significant differences in algebra II completion rates during grade 11 between students in treatment in control schools. However, the study did find a statistically significant interaction between school-level treatment and low-income status. While the estimated impacts of the treatment were not statistically significant for students in low-income schools or for students in non-low-income schools, the interaction suggested a less positive impact in the low-income schools. Additional research could help to parse this out. If parents and guardians of students in schools with and without high percentages of low-income students do respond differently to the two types of brochures, this could help TEA to better design and target informational materials for parents and guardians.
|NCES 2017094||Digest of Education Statistics, 2016
The 52nd 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.
|REL 2018284||Teacher certification and academic growth among English learner students in the Houston Independent School District
This study assesses whether a teacher’s certification type (that is, being a certified bilingual teacher or a certified English as a second language [ESL] teacher) and route to certification—alternative, postbaccalaureate, traditional, or additional exam—correlate with academic growth and growth in English proficiency among English learner students in the Houston Independent School District (HISD). The student sample consisted of HISD students in grades 4 or 5 during the 2005/06–2014/15 school years who were classified as English learner students, participated in HISD's bilingual or ESL program in grades 4 or 5, and had Spanish as their home language. Data from the four most recent cohorts (2011/12–2014/15) were used for the analyses of mathematics and reading outcomes using the State of Texas Assessments of Academic Readiness (STAAR) assessment program. All cohorts were used for the analyses of the English proficiency outcomes using the Texas English Language Proficiency Assessment System assessment. The corresponding teacher sample consisted of HISD teachers who taught mathematics or reading to the student sample described. The study used student achievement models, sometimes called value-added specifications, to examine whether specific teacher certification types and routes were associated with larger achievement gains.
For math, having a teacher with bilingual certification was associated with higher student growth in achievement in grade 4 but lower growth in achievement in grade 5 compared with having a teacher without bilingual or English as a second language certification. Having a teacher with bilingual certification through the alternative route was associated with the highest growth in achievement in grade 4 math. For reading, having a teacher with bilingual certification was associated with higher student growth in achievement in grade 4 compared with having a teacher without bilingual or English as a second language certification. Having a teacher with bilingual certification through the traditional route was associated with the highest growth in achievement in grade 4 reading. For English proficiency, having a teacher with bilingual certification through the postbaccalaureate route was associated with the highest student growth in grade 4. Having a teacher with bilingual certification through the alternative route was associated with the highest growth in English proficiency in grade 5.
Given the inconsistent results, there are no clear implications for practice. Additional research might investigate alternate methods for identifying which teachers are effective.
|REL 2018289||Trends in Algebra II completion and failure rates for students entering Texas public high schools
The purpose of this study was to examine Algebra II completion and failure rates in Texas for high school students in the grade 9 cohorts of 2007/08 through 2014/15. This period spans (1) the point at which Texas began implementing the 4x4 curriculum that required four courses each in English, math (including Algebra II), science, and social studies and (2) when the state moved to the new Foundation High School Program—which eliminates Algebra II as a math requirement—with the 2014/15 cohort. Using longitudinal student- and district-level administrative data from the Texas Education Agency and district-level responses to a statewide online survey administered during spring 2015, the research team examined Algebra II completion and failure rates, and determined how districts were communicating with parents about the new graduation requirements and whether they would be offering the new Algebra II replacement courses during the first year of implementation. Results indicate that approximately 37 percent of districts reported requiring students to complete Algebra II to graduate from high school. Fewer than half of districts reported that they planned to offer the alternative math courses in the first year of implementing the new graduation requirements. Overall, Algebra II completion and failure rates for the 2014/15 cohort followed the same trend as seen for the seven cohorts graduating under the previous graduation requirements. This study suggests that the third high school math course students took was not immediately influenced by the new graduation requirements. Future research could continue to track additional cohorts of students to determine if student change their course-taking in response to additional changes districts may make in implementing the new graduation requirements or if the increased flexibility in course selection is related to other student outcomes such as dropout rates.
|NFES 2017168||Forum Guide to Reporting Civil Rights Data
The Forum Guide to Reporting Civil Rights Data presents a variety of effective methods through which local education agencies (LEAs) report civil rights data to the U.S. Department of Education’s Office for Civil Rights. In addition, the guide provides examples of how state education agencies can voluntarily help their LEAs with Civil Rights Data Collection (CRDC) reporting. The guide includes an overview of the CRDC, a discussion of the challenges and opportunities in reporting civil rights data, an explanation of the CRDC reporting process, and case studies that examine how specific education agencies report civil rights data.
|REL 2018288||Special education enrollment and classification in Louisiana charter schools and traditional schools
This study is an exploratory analysis of the enrollment rates of students with individualized education programs (IEPs) in the charter school and traditional school sectors. It also examines factors associated with variation in classification and enrollment rates of students with IEPs across these school sectors in the four educational regions of Louisiana with three or more charter schools. Those areas are Region 1, which includes New Orleans; Region 3, which includes Jefferson and five other parishes near New Orleans; Region 5, which includes Ouachita and five surrounding parishes in the northeast corner of the state; and Region 8, which includes Baton Rouge. In the 2013/14 school year, 77 percent of charter students in Louisiana attended school in one of these four regions.
The study found that the enrollment rate of students with IEPs was lower in public charter schools than traditional public schools in the four Louisiana educational regions in the study from 2010/11 through 2013/14. This gap, however, declined from 2.5 percentage points in 2010/11 to 0.5 percentage points in 2013/14. For three of the four study years the gap was largest in schools serving grades K–5, and for all four study years it was smallest in schools serving grades 9–12. In 2013/14 the special education enrollment rate was higher for charter schools than traditional schools at the high school level (a 2.0 percentage point difference). The gap varied by disability type, as enrollments were higher in charter schools for students with emotional disturbance but higher in traditional schools for students with most other disabilities. Charter school enrollment was not clearly associated with the likelihood of being newly classified as requiring an IEP. However, charter school enrollment was associated with an increased likelihood of being declassified as requiring an IEP, though less than 1 percent of students with an IEP in both charter schools and traditional schools were declassified over the study period. The gap in the declassification rate of 0.04 percentage points favoring charter school declassifications over the four years of the study was too small to explain the 2 percentage point reduction in the charter school special education enrollment gap.
The exploratory results signal that, by the 2013/14 school year, charter schools in Louisiana were serving students with IEPs in the high school grades at rates similar to or higher than traditional schools in the state. The findings suggest that public charter schools are less successful at attracting and enrolling students with IEPs into their schools in the early elementary grades. Finally, these findings confirm those of prior studies that charter schools declassify students as no longer requiring special education services at higher rates than do traditional schools, but those rates of declassification remain less than 1 percent over a four-year period.
|NCES 2018052||Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2015-16
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2015-16.