Search Results: (1-15 of 196 records)
|REL 2022128||Impacts of Home Visits on Students in District of Columbia Public Schools
This study examined the impacts of structured relationship-building teacher home visits conducted in grades 1–5 as part of a family engagement program in the District of Columbia Public Schools. Using a matched comparison group research design, the study measured the impacts of the home visits on student disciplinary incidents and attendance. The study found that a home visit before the start of the school year reduced the likelihood of a student having a disciplinary incident in that school year. During the school year following a home visit, 9.27 percent of visited students had a disciplinary incident compared with 12.22 percent of nonvisited comparison students. The study also found that, on average, a home visit slightly improved student attendance. The attendance rate averaged 95.28 percent for visited students and 94.93 percent for nonvisited comparison students.
|REL 2021118||Variations in District Strategies for Remote Learning During the COVID-19 Pandemic
In spring 2020, the COVID-19 pandemic led to an unprecedented and abrupt stoppage of in-person learning in schools across the country. State education agency leaders in Kansas, Nebraska, North Dakota, and Wyoming needed information on proposed strategies in districts’ remote learning plans to ensure continuity and better support remote learning in their states. This study used document analysis to examine proposed strategies related to infrastructure; strategies and supports for instruction; and supports for teachers, students, and parents. Findings are presented separately by district Internet connectivity level, district poverty quartile, and district locale. These findings represent variations in district remote learning plans across the four states included in the study.
The study found that proposed remote learning strategies varied considerably and were often related to district characteristics. For instance, a higher percentage of districts with higher Internet connectivity before the pandemic proposed support for home-based Internet; full student access to devices; technology support; and additional supports for teachers, students, and parents. In addition, a higher percentage of nonrural districts and high-poverty districts proposed supports for students and parents, such as one-on-one meetings between students and teachers and resources for parents on remote learning.
Although district capacity to implement remote learning has likely improved since the start of the pandemic, state education agency leaders can use the findings in this report to consider providing more support to districts with persistent Internet connectivity challenges. Leaders can also use the report to inform additional data collection to examine how remote learning strategies have evolved and to help determine the implications of the shift on student learning.
|NCEE 2021004||State and District Strategies to Reduce Dropouts
The Every Student Succeeds Act (ESSA) encourages states and districts to support students' transitions from one level of schooling to the next to reduce the risk of their dropping out. This snapshot presents findings from national surveys in 2018. Most states and districts are providing some types of transition and dropout prevention services, such as individualized career plans to help students identify and work toward their long-term goals and course offerings to help students who have fallen behind get back on track for graduation. However, many fewer states and districts have early warning systems designed to proactively identify the students most at-risk and in need of services and target such services.
|NCEE 2021011||State and District Use of Title II, Part A Funds in 2019–20
Title II, Part A of the Elementary and Secondary Education Act (ESEA) provides over $2 billion per year to states and districts to support effective instruction through the preparation, recruitment, and training of educators. This report provides a national picture of state and district priorities for Title II-A funds in the 2019–20 school year. The report finds that half of the states and a quarter of districts used the new flexibility provided in the 2015 reauthorization. Districts most often used Title II-A funds to provide professional development. Other common uses included reducing class sizes and recruiting and retaining effective teachers and principals.
|NCES 2021037||Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States, the 50 states, and the District of Columbia: School Year 2018-19
The Public High School 4-year Adjusted Cohort Graduation Rate (ACGR) Table provides data at the national and state level for the fifty states and the District of Columbia to meet reporting requirements of the Every Student Succeeds Act (ESSA). The table displays an overall national rate, a state rate, national and state rates for racial/ethnic groups and other demographics. State data are included for the second time for "Homeless enrolled" and "Foster care." The table represents EDFacts File Specification 150 (Data Group 695), School year 2018–19; As of July 24, 2020.
|REL 2021074||Steps to Develop a Model to Estimate School- and District-Level Postsecondary Success
This tool is intended to support state and local education agencies in developing a statistical model for estimating student postsecondary success at the school or district level. The tool guides education agency researchers, analysts, and decisionmakers through options to consider when developing their own model. The resulting model generates an indicator of a school's or district's contribution to the postsecondary success of its students after contextual factors are accounted for that might be outside a school's or district's control, such as student demographic characteristics and community characteristics. State and local education agencies could use the information generated by the models they develop to help meet federal and state reporting requirements and to inform their own efforts to improve their students’ postsecondary success.
|NCEE 2021006||State and District Use of Title II, Part A Funds in 2018-19
Title II, Part A of the Elementary and Secondary Education Act (ESEA) provides over $2 billion per year in funding to states and districts to support effective instruction through the preparation, recruitment, and training of educators. The 2015 reauthorization of ESEA, as the Every Student Succeeds Act (ESSA), provided greater flexibility for states and districts in how they use Title II A funds, by expanding the option to transfer funds to other ESEA programs, authorizing states to set aside additional funds for training principals and other school leaders, and authorizing new allowable uses of the funds. This report describes the use of those flexibilities and provides a national picture of state and district priorities for Title II A funds in the 2018-19 school year. The report finds that districts most often used Title II A funds to provide professional development. Other common uses included reducing class sizes and recruiting and retaining effective teachers and principals. Half of the states and a quarter of districts used the new flexibility provided under ESSA. Subsequent rounds of these annual surveys will show the evolving responses of states and districts to the new ESSA provisions.
|NCES 2021009||Digest of Education Statistics, 2019
The 55th 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 2021066||Alternative Career Readiness Measures for Small and Rural Districts in Texas
This study examined the extent to which Texas high school graduates, particularly graduates in small districts and rural districts, met college, career, and military readiness (CCMR) accountability standards. The study also examined whether graduates who did not meet CCMR accountability standards demonstrated career readiness via alternative career readiness options identified by the Texas Education Agency: career and technical education (CTE) completer, CTE concentrator, CTE explorer, CTE participant, and work-based learner. The study further explored whether graduates who did not meet CCMR accountability standards but who met the alternative career readiness options attained similar postsecondary college and career outcomes to graduates who met career readiness accountability standards.
The study used descriptive statistics to calculate the percentage of 2017–18 high school graduates in each of four mutually exclusive CCMR accountability standard categories: met a college ready accountability standard, met a career ready accountability standard, met a military ready accountability standard, and did not meet CCMR accountability standards. For graduates who did not meet CCMR accountability standards, the study team calculated the percentage of these graduates who demonstrated career readiness via alternative career readiness options. The study team used longitudinal data to compare postsecondary outcomes for graduates who met alternative career readiness options and graduates who met career readiness accountability standards.
|REL 2021014||Continuous Improvement in Education: A Toolkit for Schools and Districts
Continuous improvement processes engage key players within a system to focus on a specific problem of practice and, through a series of iterative cycles, test changes, gather data about the changes, and study the potential influence of these changes on outcomes of interest (Bryk et al., 2015). This practitioner-friendly toolkit is designed to provide an overview of Continuous Improvement processes in education, with a focus on the use of Plan-Do-Study-Act (PDSA) cycles (Langley, Moen, Nolan, Nolan & Norman, 2009). It also offers related tools and resources that educational practitioners can use to implement continuous improvement processes in their own schools, districts, or agencies.
The toolkit includes a customizable workbook, reproducible templates, and short informational videos. The toolkit begins with an introduction to continuous improvement, followed by customizable content for a series of meetings that guide a team of educators through the process of identifying a common problem, generating a series of evidence-based change practices to test and study, testing those change practices, collecting and analyzing data, and reflecting on and using evidence to identify next steps.
The toolkit leads educational practitioners through a series of PDSA cycles, designed explicitly for an educational setting. Real-world case examples illustrate the process in an educational context.
|NCES 2020009||Digest of Education Statistics, 2018
The 54th 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 2019016||Study of the Title I, Part A Grant Program Mathematical Formulas
Study of the Title I, Part A Grant Program Mathematical Formulas examines the distribution of Title I funds to understand how the current formulas affect various types of districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The report compares districts across the 12 NCES geographic locales, ranging from large cities to remote rural areas.
|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 2019031||Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS): Methodological Report, NCES 2019-031
This report summarizes the methodological findings of a pilot study that was designed to test the feasibility of collecting eighth-grade student transcript and course catalog data via electronic submissions.
The transcript data of eighth-grade students from Trial Urban District Assessments (TUDA) schools that participated in the NAEP 2017 eighth-grade mathematics and reading assessments were collected.
|NCES 2019052||Documentation to the 2016-17 Common Core of Data (CCD) Universe Files (2019-052)
These data files provide new data for the universe of public elementary and secondary schools and agencies in the United States in school year 2016–17.