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Search returned 339 results using Keywords: "Achievement Data"


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1. Achieve, Inc. 2009. Race to the Top: Accelerating college and career readiness in states: Low-performing schools.
States seeking to prepare all high school graduates for college and careers need a strategy for responding to their lowest performing high schools, which are responsible for a disproportionate number of students who graduate unprepared for what’s ahead.
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2. Achieving the Dream. 2010. Achieving the Dream Data Notes: Attendance and completion patterns.
This analysis, which followed students through three regular academic years to identify their varying attendance patterns, may help colleges ?nd ways to reduce the time it takes students to complete their credentials. Determining students’ reasons for changing their enrollment status may help colleges become more sensitive to how they might help students who are intent on their goals, but inconsistent in their pursuit of education.
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3. Achieving the Dream. 2008. Minority males: Race/ethnicity, gender, and student outcomes.
This issue examines the differing developmental needs and enrollment and persistence patterns of Achieving the Dream students by gender, with a focus on male students of color.
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4. ACT. 2007. 2007 ACT College Readiness Report.
ACT presents national and state-level data on the performance of graduating 2007 seniors on ACT tests, including the percentage meeting benchmarks for college readiness in four subject areas. The data presented is disaggregated by race and gender.
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5. ACT, Inc. 2010. A first look at the common core and college and career readiness.
This report provides an estimate of current student performance on the Common Core State Standards, using ACT college- and career-readiness data.
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6. ACT, Inc. 2010. ACT college readiness case study: "You can go to college": Foster High School.
Foster High School, located in Richmond, Texas, is a school with a substantial enrollment of minority students (29 percent Hispanic students, 15 percent African American students) that has made noteworthy strides in improving the academic achievement and the college and career readiness of its students.
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7. ACT, Inc. 2010. Mind the gaps: How college readiness narrows achievement gaps in college success.
ACT is committed to college and career readiness and success for all students and this research report looks at the steps that can be taken to improve college and career readiness and success among underserved populations.
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8. ACT, Inc. 2010. The advanced placement program benefits mainly well-prepared students who pass AP exams.
This issue of ACT's Issues in College Readiness takes a closer look at how more students enrolling in AP courses does not necessarily equate more students having success in college.
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9. Adelman,C. 2009. The Bologna Process for US eyes: Re-learning higher education in the Age of Convergence.
This monograph brings to a broad academic audience in the United States an account and analysis of what European higher education authorities, academic leaders, faculty, and students have accomplished and learned over the first decade of their considerable efforts.
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10. Advisory Committee on Student Financial Assistance. 2009. Access and persistence: Fall 2009.
This issue of Access & Persistence presents additional findings from recent Advisory Committee research on college access and persistence for low- and moderate-income students, the result of analysis of National Center for Education Statistics databases.
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11. Alabama Department of Education. 2006. 2005-2006 Alabama Board of Education Report Card: A State Summary.
This report provides general information on K-12 education in Alabama, as well as information on adequately yearly progress and student academic performance.
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12. Aladjem, D., Birman, B., Orland, M., Harr-Robins, J., Heredia, A., Parrish, T., and Ruffini, S. 2010. Achieving dramatic school improvement: An exploratory study.
This report from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) presents findings about low-performing schools that dramatically improved their performance. The focus of this study is on schools that made significant improvements in student achievement in a relatively short (one- to two-year) time frame as well as at a slower, steadier pace over a longer period.
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13. Aldeman, C. 2010. College- and career-ready: Using outcomes data to hold high schools accountable for student success.
The goal of helping all students become college- and career-ready has become a focal point of American education. But most high school accountability systems are lagging behind, failing to recognize college- and career-ready goals. Most high schools are rated on only two measures: graduation rates and student scores on basic skills tests given in a single year (usually ninth or 10th grade). Fortunately, a growing number of states have the tools to do better.
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14. Aldeman, C. 2010. College and Career Ready (video presentation).
In this video, Policy Analyst Chad Aldeman explains the limitations of current accountability measures and discusses specific examples of schools whose NCLB performance does not reflect their students' post-high-school performance.
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15. Allen, I., and Seaman, J. 2010. Class differences: Online education in the United States, 2010.
This report is the eighth annual report on the state of online learning in U.S. higher education. Data collection is conducted in partnership with the College Board. This year’s study, like those for the previous seven years, is aimed at answering some of the fundamental questions about the nature and extent of online education.
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16. Alliance for Excellent Education. 2009. Short sighted: How America's lack of attention to international education studies impedes improvement.
This report provides recommendations to the U.S. Department of Education and the U.S. Congress for immediately increasing participation in international comparisons that could boost student performance.
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17. Alliance for Excellent Education. 2008. State Cards (statistical snapshots of high school data by state).
State cards provide a statistical snapshot of high schools for each state and the District of Columbia. They include data on funding, teachers' salaries, graduation rates, college readiness, and academic achievement. Where applicable, statewide numbers are compared to the national average and include national rankings.
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18. Alliance for Excellent Education. 2010. The economic benefits of reducing the dropout rate in the nations largest metropolitan areas.
To better understand the various economic benefits that a particular community could expect if it were to reduce its number of high school dropouts, the Alliance for Excellent Education (the Alliance), with the generous support of State Farm®, analyzed the local economies of some of the nation’s largest cities and their surrounding areas.
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19. Almy, S., and Theokas, C. 2010. Not prepared for class: High poverty schools continue to have fewer in-field teachers.
Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers.
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20. Anderson, S., Fitzgerald, R., Bugarin, R., Calderon, S., Porter, K., and Medrich, E. 2004. Gaining ground: High schools closing the achievement gap.
This report presents the results of an analysis of state assessment data designed to identify high schools that are closing the achievement gap between African-American and Hispanic students, on one hand, and white students on the other. The analysis was conducted on data provided by ten states (Arkansas, California, Delaware, Indiana, Kentucky, Missouri, Oregon, South Carolina, Texas, and Wisconsin) and the District of Columbia.
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21. Anderson, S., Medrich, E., and Fowler, D. 2007. Which achievement gap?.
The terms “achievement gap” and “AYP” are often bandied about in this era of NCLB. But is making AYP the same as closing the achievement gap? And shouldn’t we be talking about multiple achievement gaps? The authors explain the finer points of these terms that are driving so much of today’s education policy.
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22. Annie E. Casey Foundation. 2007. 2007 Kids Count Data Book.
This data book provides state profiles of child well-being. Ten key indicators of child well-being are used to rank states according to their conditions that shape kids' lives.
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23. Annie E. Casey Foundation. Annie E. Casey Foundation 2010 Kids Count Data Book .
The 21st annual KIDS COUNT Data Book profiles the status of America’s children on a national and state-by-state basis and ranks states on 10 measures of well-being.
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24. Annie E. Casey Foundation . 2010. Annie E. Casey Foundation 2010 Kids Count Data Book: State Profiles.
Find national data and state-by-state data and rankings on 10 key indicators of child well-being.
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25. Annie E. Casey Foundation. 2008. Closing the achievement gap: School, community, family connections.
This publication includes stories about the Harlem Children’s Zone Practitioners Institute, parent organizing in Texas and Denver, one California school district’s innovative parent engagement policy, and the Annie E. Casey Foundation’s contribution to results measurements in the field of parent and community engagement.
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26. Annie E. Casey Foundation. 2008. KIDS COUNT 2008 Data Book Online.
The Annie E. Casey Foundation has released its annual Kids Count report. The data included within cover a range of topics related to the well-being of children in our society, such as indicators related to health and wellness, educational attainment, and socioeconomic status. State-by-state profiles are also available. http://www.kidscount.org/datacenter/databook.jsp
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27. Arum, R., Roksa, J., & Velez, M. 2008. Learning to reason and communicate in college: Initital report of findings from the CLA longitudinal study.
The Social Science Research Council, in partnership with the Pathways to College Network, has released initial findings from their study of the CLA (Collegiate Learning Assessment)Test.
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28. Attendance Counts. Attendance counts: Advancing student success by reducing chronic absence.
Attendance Counts is a national and state initiative that promotes awareness of the important role that school attendance plays in achieving academic success. It aims to ensure that every school in every state not only tracks chronic absence data for its individual students but also intervenes to help those children and schools.
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29. Aud, S., Fox, M., and KewalRamani, A. 2010. Status and trends in the education of minority groups.
Status and Trends in the Education of Racial and Ethnic Groups examines the educational progress and challenges of students in the United States by race/ethnicity.
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30. Balfanz, R., Almeida, C., Steinberg, A.., Santos, J., and Fox, J. 2009. Graduating America: Meeting the challenge of low-graduation rate high schools.
The federal government has a once-in-a-generation opportunity to stimulate significant progress in solving the nation’s graduation crisis, according to this report from Jobs for the Future and the Everyone Graduates Center.
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31. Balfanz, R., Bridgeland, J., Moore, L., and Fox, J. 2010. Building a grad nation: Progress and challenge in ending the high school dropout epidemic.
The central message of this report is that some states and school districts are raising their high school graduation rates with scalable solutions in our public schools, showing the nation we can end the high school dropout crisis.
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32. Barton, P., and Coley, R. 2010. The black-white achievement gap: When progress stopped.
The report traces the Black-White educational achievement and attainment gaps back to the early 20th century and presents a variety of data in an effort to understand why the gaps stopped closing over the last several decades.
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33. Barton, P., and Cooley, R. 2009. Parsing the achievement gap II.
This Policy Information Report follows up on a 2003 report Parsing the Achievement Gap: Baselines for Tracking Progress. The updated report identifies 16 factors related to academic performance ranging from birth weight and hunger to lead poisoning, parental involvement, and teacher quality.
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34. Barton, P., and Foley, R. 2008. Windows on achievement and inequality.
This report is designed to use data to illuninate many different aspects of student achievement to improve insignt and understanding about problem areas.
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35. Baum, S., Ma, J., and Payea, K. 2010. Education pays 2010.
This report presents detailed evidence of both individual and societal benefits of higher education.
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36. Beesley, A., Moore, L., and Gopalani, S. 2010. Student mobility in rural and nonrural districts in five Central region states.
This report describes the extent and distribution of student mobility in five Central Region states.
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37. Bensimon, E. 2009. Accountability for equitable outcomes in higher education.
This paper examines the need for increased equity in higher education outcomes for low-income and minority students, and presents recommendations about ways to improve outcomes for these students.
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38. Berends, M., Lucas, S., Sullivan, T., and Briggs, R. 2005. Examining gaps in mathematics achievement among racial-ethnic groups, 1972-1992.
This publication conducts a series of analyses of several family- and school-based factors posited as explaining the minority and nonminority test score trends between the early 1970s and early 1990s.
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39. Bill and Melinda Gates Foundation. 2010. Postsecondary success.
The Bill and Melinda Gates Foundation’s work in the US is focused on two major initiatives: ensuring that a high school education should result in college readiness and that postsecondary education should result in a degree or certificate with genuine economic value. This paper is focused on the postsecondary effort.
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40. Bloom, H., Thompson, S., Unterman, R., Herlihy, C., and Paine, C. 2010. Transforming the high school experience: How New York City's new small schools are boosting student achievement and graduation rates.
This report presents encouraging findings, providing clear and reliable evidence that, in roughly six years, a large system of small public high schools can be created and can markedly improve graduation prospects for many disadvantaged students.
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41. Brand, J., and Xie, Y. 2010. Who benefits most from college? Evidence for negative selection in heterogeneous economic returns to higher education.
This article considers how the economic return to a college education varies across members of the U.S. population. Based on principles of comparative advantage, scholars commonly presume that positive selection is at work, that is, individuals who are most likely to select into college also benefit most from college.
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42. Bridgeland, J., and Moore, L. 2010. Untapped potential: Fulfilling the promise of Big Brother Big Sisters and the bigs and littles they represent.
A primary purpose of this report is to lift up the voices of Bigs and Littles and to paint a more comprehensive picture of the lives that Littles lead and the multiple barriers they face when trying to achieve their goals.
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43. Brinson, D., and Rhim, L. 2009. Breaking the habit of low performance: Successful school restructuring stories.
This report provides five brief profiles of schools that dramatically improved student performance and successfully restructured under federal accountability systems. Three of the five districts replaced the principal, one replaced targeted staff, and one hired additional staff to support the improvement efforts.
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44. Brookings Institution. 2010. State of metropolitan America: On the front lines of demographic transformation.
The State of Metropolitan America is a signature effort of the Brookings Metropolitan Policy Program that portrays the demographic and social trends shaping the nation’s essential economic and societal units—its large metropolitan areas—and discusses what they imply for public policies to secure prosperity for these places and their populations.
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45. Business Higher Education Forum (BHEF). Business Higher Education Forum (BHEF).
BHEF is an organization of Fortune 500 CEOs, prominent college and university presidents, and foundation leaders working to advance innovative solutions to our nation's education challenges in order to enhance U.S. competitiveness.
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46. Byrnes, V., and Ruby, A. 2007. Comparing achievement between K-8 and middle schools: A large empirical study.
The authors of this study conclude that while K-8 schools do perform better in terms of student achievement, the advantage exists for several reasons and may not be easily replicated or represent a solution to the problem of low achieving schools and students in large urban public school districts that serve high-minority and low-poverty student populations.
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47. California Department of Education. 2007. California: State Accountability Report Card 2005-06.
This report summarizes California students' assessment results and disaggregates results by subgroup, as required by NCLB.
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48. Calkins, A., Guenther, W., Belfiore, G., and Lash, D. 2007. The turnaround challenge: Why America's best opportunity to dramatically improve student achievement lies in our worst-performing schools.
This report examines the widespread failure of efforts to improve the nation's lowest performing schools, and offers detailed recommendations to "turn around" low-performing schools.
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49. Campaign for High School Equity. Campaign for High School Equity.
The Campaign for High School Equity is a diverse coalition of national organizations representing communities of color that believe high schools should have the capacity and motivation to prepare every student for graduation, college, work, and life.
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50. Carmichael, S., Martino, G., Porter-Magee, K., and Wilson, W. 2010. The state of state standards - and the Common Core - in 2010.
The K-12 academic standards in English language arts (ELA) and math produced in June 2010 by the Common Core State Standards Initiative are clearer and more rigorous than today’s ELA standards in 37 states and today’s math standards in 39 states, according to the Fordham Institute’s newest study.
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51. Carnevale, A. 2008. College for all?.
This article examines the rise of "college for all" rhetoric in American culture and argues that in addition to preparing young people to be skilled and successful workers, secondary and postsecondary educators also have a responsibility to create good neighbors and good citizens.
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52. Carnevale, A., and Strohl, J. 2010. How increasing college access is increasing inequality, and what to do about it.
This report suggests that we have been underinvesting in postsecondary education and training since the early 1980s, and virtually all the underinvestment has come in the less-selective tiers of four-year colleges and among community colleges. Moreover, there is substantial evidence that we have been disinvesting in public postsecondary institutions relative to private institutions.
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53. Carpenter, C. 2009. Sexual orientation and outcomes in college.
It has been well documented that sexual minority individuals are significantly more likely to be college educated than heterosexual individuals, yet there is very little scholarship on the experiences of sexual minorities in college.
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54. Cataldi, E., Laird, J., and KewalRamani, A. 2009. High school dropout and completion rates in the United States: 2007.
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout, completion, and graduation rates that began in 1988. The report includes discussions of many rates used to study how students complete or fail to complete high school. It presents estimates of rates for 2007 and provides data about trends in dropout and completion rates over the last three and a half decades (1972-2007) along with more recent estimates of on-time graduation.
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55. Center for Evaluation and Education Policy. 2010. Mind the (other) gap: State profiles.
This site provides extensive information gathered by Center for Evaluation and Education Policy (CEEP) staff on the Excellence Gap in all 50 states.
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56. Center for Law and Social Policy (CLASP). Center for Postsecondary and Economic Success (C-PES).
The Center advocates for better policies, more investment, and increased political will to address the national need for increased postsecondary education and credentials, especially among low-income adults and disadvantaged youth.
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57. Center for Law and Social Policy (CLASP). 2010. Five strategies to help low-income adults and youth attain community college credentials.
This publication provides strategies to help low-income youth and adults attain community college credentials.
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58. Center for Law and Social Policy (CLASP). 2010. Recommendations for incorporating postsecondary and workforce data into statewide longitudinal data systems.
These recommendations are intended to inform governors, state legislators, state agencies, leaders in the postsecondary and public workforce systems, and other key stakeholders of the actions needed to build statewide longitudinal data systems that measure the educational transitions, completions, and labor market outcomes of adult students and workers.
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59. Center on Education and the Workforce. Center on Education and the Workforce.
The Georgetown University Center on Education and the Workforce (Center) is an independent, nonprofit research and policy institute that studies the link between education, career qualifications, and workforce demands. Specifically, the Center conducts research, engagement, and outreach to policymakers and practitioners.
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60. Center on Education Policy. 2007. Answering the question that matters most: Has student achievement increased since No Child Left Behind?.
This study evaluates the effectiveness of the No Child Left Behind Act by assessing the extent to which student achievement has increased and achievement gaps have narrowed since the enactment of NCLB in 2002.
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61. Center on Education Policy. 2009. Are achievement gaps closing and is achievement rising for all?.
This report examines testing data from all 50 states to determine if achievement gaps between subgroups of students are narrowing.
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62. Center on Innovation and Improvement. Center on Innovation and Improvement.
The Center on Innovation & Improvement supports regional centers in their work with states to provide districts, schools, and families with the opportunity, information, and skills to make wise decisions on behalf of students.
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63. Center on Reinventing Public Education. Center on Reinventing Public Education.
The Center on Reinventing Public Education (CRPE) was founded in 1993 at the University of Washington. CRPE engages in independent research and policy analysis on a range of K-12 public education reform issues, including choice & charters, finance & productivity, teachers, urban district reform, leadership, and state & federal reform.
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64. ChildStats.gov Forum on Child and Family Statistics. ChildStats.gov Forum on Child and Family Statistics.
This page contains information about tools that are available , on topics including family and social welfare, heath care, education, and behavior.
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65. Christie, K. 2007. The state role in accelerating student growth in low-performing high schools.
This paper examines what has been learned from research into state intervention in low-performing school districts and looks at the subsequent implications for state policy.
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66. Chudowski, N., and Chudowski, V. 2010. State test score trends through 2007-08, Part 5: Are there differences in achievement between boys and girls? .
Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of male and female students. The study includes a national snapshot of 2008 achievement differences in both subjects at grades 4, 8, and in high school.
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67. Chudowski, N., Chudowski, V., and Kober, N. 2009. State test score trends through 2007-08: Are achievement gaps closing and is achievement rising for all?.
This report examines testing data from all 50 states to determine if achievement gaps between subgroups of students are narrowing. The report also looks at the achievement trends of subgroups of students at the elementary school level.
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68. Chudowski, N., Chudowski, V., and Kober, N. 2009. State test score trends through 2007-08: Has progress been made in raising achievement for students with disabilities?.
Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of students with disabilities and highlights the problems with the testing data for these students.
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69. Coalition for Student Achievement. 2009. Smart options: Investing the recovery funds for student success.
This paper lays out five big ideas for investing the one-time recovery funds that, if seized, will enable parents, educators, taxpayers, and students to see real educational results by 2012 and provide the base for more dramatic improvements in the future.
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70. College Board. 2010. 2010 College-bound seniors: Total group profile report.
College-Bound Seniors presents data for high school graduates in the year 2010 who participated in the SAT Program. Students are counted only once, no matter how often they tested, and only their latest scores and most recent SAT Questionnaire responses are summarized. Because the accuracy of self-reported information has been documented and the college-bound population is relatively stable from year to year, SAT Questionnaire responses from these students can be considered accurate.
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71. College Board. 2007. Advanced placement report to the nation: 2007.
This Report uses a combination of state, national, and AP Program data to provide each U.S. state with context for celebrating its successes, understanding its unique challenges, and setting meaningful and data-driven goals to prepare more students for college success.
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72. College Board. 2006. College bound seniors 2006.
These reports present state-by-state data on the scores received by 2006 high school graduates who participated in the SAT Program.
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73. College Board. 2008. The 4th annual AP report to the nation.
This Report uses a combination of state, national, and AP Program data to provide each U.S. state with context it can use to celebrate its successes, understand its unique challenges, and set meaningful and data-driven goals to prepare more students for success in college.
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74. College Board. 2010. The college completion agenda: 2010 progress report.
This report measures The Commission on Access, Admissions and Success in Higher Education's progress toward their goal of 55 percent of young adults receiving a postsecondary credential by 2025.
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75. CollegeMeasures.org. CollegeMeasures.org.
CollegeMeasures.org provides key outcome measures for 1,576 four-year public and private colleges in the US. The website makes it simple to strategically evaluate the performance of colleges and state systems in order to identify areas for further analysis and focus. Scenario modeling tools are included which make it easy to set targets using comparative data and conduct “what if” analyses in order to see the impacts of potential changes in performance.
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76. Comprehensive School Reform Awards Database, U.S. Department of Education. 2006. State achievement data websites.
This site provides links to school achievement data in each of the fifty states.
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77. Cook, P., MacCoun, R., Muschkin, C., and Vigdor, J. 2007. Should sixth grade be in elementary school or middle school?.
Using administrative data on public school students in North Carolina, [the authors found] that sixth grade students attending middle schools are much more likely to be cited for discipline problems than those attending elementary school. That difference remains after adjusting for the socioeconomic and demographic characteristics of the students and their schools.
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78. Council of Chief State School Officers (CCSSO). Science and mathematics education indicators.
CCSSO collaborates with state departments of education and federal agencies in developing and reporting a system of indicators of the condition of K-12 science and mathematics education.
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79. Courtney, M., Dworsky, A., Lee, J., Raap, M., Cusick, G., Keller, T., Havlicek, J., Perez, A., Terao, S., and Bost, N. 2010. Midwest evaluation of the adult functioning of former foster youth.
The Midwest Evaluation of the Adult Functioning of Former Foster Youth (Midwest Study) is a prospective study that has been following a sample of young people from Iowa, Wisconsin, and Illinois as they transition out of foster care into adulthood. It is a collaborative effort involving Chapin Hall at the University of Chicago; Partners for Our Children at the University of Washington, Seattle; the University of Wisconsin Survey Center; and the public child welfare agencies in Illinois, Iowa, and Wisconsin.
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80. Courtney, M., Hook, J., and Lee, J. 2010. Distinct subgroups of former foster youth during young adulthood: Implications for policy and practice.
In this issue brief, the authors use information provided by young people participating in the Midwest Evaluation of the Adult Functioning of Former Foster Youth to identify distinct subgroups of young adults making the transition to adulthood based on their experiences across several key transition domains.
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81. Demmert, W. Improving academic performance among Native American students: A review of the research literature.
This literature review and annotated bibliography is an expansion of a Center for Research on Education, Diversity, and Excellence (CREDE) project funded by the Office of Educational Research and Improvement (OERI). The original review focused on Native language and cultural programs that supported improved academic performance among Native students. It served as the starting point for this publication, which represents a significant expansion of the original and covers many more topics.
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82. DeVoe, J., Darling-Churchill, K., and Snyder, T. 2008. Status and trends in the education of American Indians and Alaska Natives: 2008.
This report shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance.
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83. Dietz, S. 2010. How many schools have not made adequate yearly progress under the No Child Left Behind Act?.
Drawing on data from state departments of education and other public sources, this report estimates the number and percentage of public schools that did not make adequate yearly progress.
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84. Dixon, A. 2010. Focus on the school calendar.
This report in the SREB Focus series looks at the origins of the 180-day calendar, current instructional requirements in SREB states, opening and closing dates, and recent changes in school calendar flexibility — including the four-day school week and year-round calendar.
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85. Dougherty, C. Using the right data to determine if high school interventions are working to prepare students for college and careers.
This report focuses on identifying students who have large academic preparation gaps entering high school and developing databases that can be used to identify promising interventions for those students.
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86. Douglass, J. 2010. Higher education budgets and the global recession.
This essay provides a moment-in-time review of the fate of higher education among a number of OECD nations and other countries, with a particular focus on the United States, and on California – the largest state in terms of population and in the size of its economy. Preliminary indicators show that most nations are not resorting to uncoordinated and reactionary cutting of funding, and reductions in access in many regions, such as we see in the US.
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87. Douglass, J., and Thomson, G. 2008. The poor and the rich: A look at economic stratefication and academic performance among undergraduate students in the United States.
This paper explores the divide between poor and rich students, first comparing a group of selective US institutions and their number and percentage of Pell Grant recipients and then, using institutional data and results from the University of California Undergraduate Experience Survey, presenting an analysis of the high percentage of low-income undergraduate students within the University of California system.
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88. Dowd, A., Malcolm, L., and Bensimon, E. 2009. Benchmarking the success of Latina and Latino students in STEM to achieve national graduation goals.
This policy report focuses on gaining a better understanding of the determinants of Latina and Latino students’ in obtaining STEM bachelor’s and graduate degrees. The report identifies 25 Hispanic Serving Institutions (HSIs) in five states as potential exemplars of effective practices for increasing the number of Latina and Latino bachelor’s degree holders in science, technology, engineering, and mathematics (STEM).
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89. Duncan, G., Ziol-Guest, K., and Kalil, A. 2010. Early-childhood poverty and adult attainment, behavior, and health.
This article assessess the consequences of poverty between a child's prenatal year and 5th birthday for several adult achievement, health, and behavior outcomes and measures, as late as age 37.
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90. Dworsky, A., and Courtney, M. 2010. Does extending foster care beyond age 18 promote postsecondary educational attainment?.
Although foster youth approaching the transition to adulthood have postsecondary educational aspirations similar to those of young people in the general population, for too many foster youth with these aspirations, a college education remains an unfulfilled dream. The authors explore possible barriers to educational attainment that may confront these young people.
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91. Dworsky, A., and Perez, A. 2010. Helping former foster youth graduate from college: Campus support programs in California and Washington state.
Campus support programs provide financial, academic, and other types of supports to help former foster youth succeed in college. However, relatively little is known about the impact of these programs on college retention or graduation rates. This study lays the groundwork for an impact evaluation by examining program implementation from two different perspectives.
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92. Echevarria, J., and Hasbrouck, J. 2009. Response to Intervention (RTI) and English Learners (ELLs).
For English learners—the fastest growing segment of the school population—the RTI process raises some special issues. Because English learners face the challenge of learning new material, skills, and information in a new language, teachers need to use practices that have been shown to be effective in making instruction understandable for them.
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93. EdSource. 2010. Gaining ground in the middle grades: Why some schools do better.
This study identifies a broad range of traditional and newer middle grades polices and practices, and determining in California which of these differentiate higher- from lower-performing schools serving similar student populations, with performance measured by the state's standards-based tests.
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94. Education Commission of the States. 2010. Chronic early absence: Providing solutions for increasing achievement in the early grades and preventing school drop-out.
This issue of The Progress of Education Reform looks at two recent research studies on the issue of chronic early absence.
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95. Education Commission of the States. 2008. Education Commission of the States: Research studies database.
This unique resource provides research studies on issues such as dropout prevention, high school curriculum, ninth grade transitions, advanced placement, and supports for low-performing schools and districts.
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96. Education Commission of the States. 2010. Improving Hispanic achievement: Implications for state policy.
This ECS Alert contains a sampling of ECS policy tracking, analysis and research syntheses aimed at helping state policymakers work towards improving Hispanic student achievement.
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97. Education Equality Project. Education Equality Project.
The Education Equality Project is a civil rights movement aimed at eliminating the racial and ethnic achievement gap in public education by working to create an effective school for every child.
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98. Education Equality Project. The achievement gap where you live.
This clickable 50-state map provides achievement gap data for each state and the District of Columbia.
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99. Education Trust. 2010. Big gaps, small gaps: Some colleges and universities do better than others in graduating African-American students.
The Education Trust has been digging beneath the averages and looking at data from individual institutions in their College Results Online database. Results indicate that some institutions have horrendous graduation-rate gaps between white and black students—well above the national average, while other institutions have no gaps at all.
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100. Education Trust. 2010. Big gaps, small gaps: Some colleges and universities do better than others in graduating Hispanic students.
This brief calls attention to the colleges and universities that are serving Hispanic students well, as evidenced by small or nonexistent graduation-rate gaps between Hispanic and white students. It also shines a necessary light on institutions with particularly large gaps—the institutions that are not serving these students as effectively as they should.
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101. Education Trust. Dispelling the myth - Online.
This online database lets users search data within states to answer the question: which schools are getting the highest performance or making the most improvement for low-income and minority students?
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102. Education Trust. 2009. Ed Watch 2009.
The Education Trust's Education Watch series assembles some of the most critical indicators of student achievement, attainment, and opportunity, providing a state-by-state snapshot of public education in America.
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103. Education Trust. 2010. Stuck schools: A framework for identifying schools where students need change--now!.
Amid conflicting claims about school turnarounds and growing federal investment in struggling schools, “Stuck Schools: A Framework for Identifying Schools Where Students Need Change—Now!” sheds light on gains, or their absence, in low-performing schools.
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104. Education Trust-West. Education Trust-West.
The Education Trust--West works for the high academic achievement of all students at all levels, kindergarten through college, and to forever close the achievement gaps separating low-income students and students of color from other youth. Their basic tenet is that all children will learn at high levels when they are taught to high levels.
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105. Education Trust-West. 2010. Keeping the promise of change in California's lowest performing schools.
According to this report by The Education Trust—West, Keeping the Promise of Change, California has thrown more than $265 million over the last six years at its bottom five percent of Title I schools in a series of unproductive “reform” initiatives. These reforms have skimmed the surface of school improvement, while producing minimal gains for the thousands of African-American and Latino students trapped in drop-out factories throughout the state.
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106. Education Trust-West. 2010. No time to delay: Delivering the statewide data systems California's students deserve.
California’s efforts to implement a statewide longitudinal data system are at serious risk. More than ever before, educators and policymakers need reliable, robust data to inform decisions and address achievement gaps.
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107. Education Trust-West. Raising the roof: Explore California public school data.
Searches can be conducted at the district or school level and provide information on achievement gaps, and schools and districts with: low-SES and high test scores, highest test scores overall, high poverty and success on high school exit exams, and more.
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108. Education Week. 2007. Quality Counts 2007: State Highlights Reports.
The State Highlights Reports provide a state-by-state snapshot of performance along the 13 education indicators that make up the "Chance-for-Success Index." The reports also show to what degree state policies are aligning standards along the education pipeline.
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109. Educational Testing Service. 2008. ETS Policy Notes: Addressing achievement gaps: The language acquisition and educational achievement of English-language learners.
This issue of ETS Policy Notes offers an overview of the issues, research, and insights highlighted at the 2008 ETS Addressing Achievemnt Gaps Symposium conference on enhancing the educational achievement of the five million English-language learners in the U.S.
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110. Educational Testing Service (ETS). 2010. The path forward: The future of graduate education in the United States.
The Path Forward discusses the essential role of graduate education in producing a highly skilled workforce in the United States.
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111. Educational Testing Services (ETS). 2009. Hispanicity and educational inequality: Risks, opportunities and the nation's future.
This essay discusses the significance of the growing Hispanic presence through the lens of education.
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112. Engle, J., and Lynch, M. 2009. Charting a necessary path: The baseline report of public higher education systems in the Access to Success initiative.
This baseline report of the Access to Success Initiative shows that low-income and minority students enroll in and graduate from four-year programs at disproportionately lower rates than do other high school graduates in their respective states.
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113. Excelencia in Education. Growing What Works Database.
This database provides information on promising practices at the associate, baccalaureate, and graduate levels at institutions across the country with evidence of effectiveness in improving Latino student success.
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114. Excelencia in Education. 2008. Latinos in elementary education.
This fact sheet provides information on Latino children in elementary education - including demographics, preparation, and educational achievement.
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115. Figlio, D., Rush, M., and Yin, L. 2010. Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning.
This paper presents the first experimental evidence on the effects of live versus internet media of instruction.
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116. Fleishman, S., and Heppen, J. 2009. Improving low performing high schools: Searching for evidence of promise.
This paper surveys a range of strategies that educators have used to improve low-performing high schools.
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117. Flores, E., Painter, G., Harlow-Nash, Z., and Pachan, H. 2009. Que pasa? Are English language learning students remaining in English learning classes too long?.
This study by the Tomás Rivera Policy Institute (TRPI) demonstrates the significant value of ELLs’ transitioning into mainstream English classrooms, and emphasizes the need for action despite the ongoing policy debate over best practices for educating ELLs.
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118. Flynn-Kahn, M., Gaughen, K., and Langford, B. 2010. Ensuring youth transitioning from foster care are connected by 25: Lessons learned from the foster care work group.
This publication describes the rich implementation experiences, promising approaches, and significant accomplishments of the leaders of the Foster Care Work Group (FCWG’s) national demonstration—the Connected by 25 Initiative.
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119. Fogg, N., Harrington, P., and Khatiwada, I. 2009. The tax and transfer fiscal impacts of dropping out of high school in Philidelphia city and suburbs.
Dropping out of high school imposes very high costs on the individual who drops out of school mainly through poor labor market outcomes. Other costs imposed are restricted access to higher education and training and a weaker voice in the political and electoral system.
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120. Foley, E., Mishook, J., Thompson, J., Kubiak, M., Supovitz, J., and Rhude-Faust, M. Beyond test scores: Leading indicators for education.
Leading indicators are a way of viewing and using data to inform systemwide decisions about education. This study builds on existing efforts by school districts to use data-informed decision making by developing further the concept of these indicators.
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121. Frankenberg, E., and Siegal-Hawley, G. 2009. Equity overlooked: Charter schools and civil rights policy.
This paper describes the contours of state legislation relating to charter schools and racial diversity, as well as limited oversight activities to monitor compliance with these policies.
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122. Fry, R. 2007. How far behind in math and reading are English language learners?.
A report which analyzes the achievement of English language learners (ELL).
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123. Fry, R. 2009. The changing pathways of Hispanic youth into adulthood.
Young Latino adults in the United States are more likely to be in school or the work force now than their counterparts were in previous generations.
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124. Fry, R. 2008. The role of schools in the English language learner achievement gap.
When ELL students are not isolated in low-achieving schools, their gap in test score results is considerably narrower, according to a Pew Hispanic Center analysis of newly available standardized testing data for public schools in the five states with the largest numbers of ELL students.
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125. Fry, R. 2010. Hispanics, high school dropouts, and the GED.
Just one-in-ten Hispanic high school drop-outs has a General Educational Development (GED) credential, widely regarded as the best "second chance" pathway to college, vocational training and military service for adults who do not graduate high school. By contrast, two-in-ten black high school drop-outs and three-in-ten white high school drop-outs has a GED, according to a Pew Hispanic Center analysis of newly-available educational attainment data from the U.S. Census Bureau's 2008 American Community Survey.
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126. Fuller, B., Wright, J., Gsicki, K., and Kang, E. 2007. Gauging growth: How to judge No Child Left Behind?.
This article reviews NAEP scores and state assessment test scores from 1992-2006 to review evidence of student academic progress (or lack of progress)during this period, and ask how much, if any, student progress can be attributed to NCLB.
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127. Garcia, T., and L'Orange, H. 2010. Strong foundations: The state of postsecondary data systems.
Strong Foundations: The State of State Postsecondary Data Systems, prepared by the association of State Higher Education Executive Officers (SHEEO), describes existing state postsecondary student-level data systems and provides examples of how they have been used.
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128. Glover, R. Strengthening institutional research and information technology capacity through Achieving the Dream: Principles and practices of student success.
This guide describes basic roles and activities for institutional research (IR) and information technology (IT) to support student success efforts under Achieving the Dream. It also provides guidelines to help colleges review their IR and IT functions, and to determine if each is optimally prepared to meet the college’s data needs under Achieving the Dream.
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129. Goldberger, S., Gerwin, C., and Choitz, V. 2008. Test drive: Six states pilot better ways to measure and compare community college performance.
This policy brief describes a set of indicators that states can use to more effectively track student performance, evaluate the effectiveness of interventions, and learn from the strengths of other community college systems
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130. Gonzales, R. 2009. Young lives on hold: The college dreams of undocumented students.
The current political debate over undocumented immigrants in the United States has largely ignored the plight of undocumented children. Yet children account for 1.8 million, or 15 percent, of the undocumented immigrants now living in this country.
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131. Gorey, K. 2009. Comprehensive school reform: Meta-analytic evidence of black-white achievement gap narrowing.
This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs. That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity.
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132. Greene, J., and Winters, M. 2005. Public high school graduation and college-readiness rates: 1991-2002.
This study calculates high school graduation rates and the percentage of all students who left high school eligible to apply for college from 1991 to 2002.
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133. Hanson, W. and Stampen, J. 2004. Making the nation's investment in student access and success, part 2.
For Part I of this study, authors Stampen and Hansen surveyed more than 200 of the nation's education finance policy analysts and researchers to find out what they felt should be priorities for improving postsecondary access and success. Part II seeks to identify "what works" -- proposals that have a high probability of producing substantial improvements in college access and success.
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134. Hanson, W., and Stampen, J. 2004. Making the nation's investment in student access and success, part I.
For Part I of this study, authors Stampen and Hansen surveyed more than 200 of the nation's education finance policy analysts and researchers to find out what they felt should be priorities for improving postsecondary access and success. Part II seeks to identify "what works" -- proposals that have a high probability of producing substantial improvements in college access and success.
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135. Harris, F., and Bensimon, E. 2009. The Equity Scorecard: A collaborative approach to assess and respond to racial and ethnic disparities in student outcomes.
The Equity Scorecard, a nationally recognized and widely used organizational learning process designed to foster institutional change through the identification and elimination of racial disparities among college students, is described in this chapter.
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136. Heinrich, C., and Holzer, H. 2010. Improving education and employment for disadvantaged young men: Proven and promising strategies.
Low high school graduation rates and sharply declining employment rates continue to plague disadvantaged youth, especially young men. This paper reviews the evidence base on programs and policies such as youth development for adolescents and young teens; programs seeking to improve educational attainment and employment for in-school youth; and programs that try to “reconnect” those who are out of school and frequently out of work, including public employment programs.
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137. Hess, F. 2010. The numbers we need: Bringing balanced scorecards to education data.
Few school districts understand their true costs of recruiting a new teacher. Few can determine whether one professional developer is more cost-effective than another, and few can reliably assess the efficacy of particular programs or staff.
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138. Hess, F., Palmieri, S., and Scull, J. 2010. America's best (and worst) cities for school reform: Attracting entrepreneurs and change agents.
This new study from the Fordham Institute tackles a key question: Which of thirty major U.S. cities have cultivated a healthy environment for school reform to flourish (and which have not)?
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139. Hill, D., and Ushomirsky, N. 2010. Close the hidden funding gaps in our schools.
A hidden funding gap between high-poverty and low-poverty schools persists between schools within the same district. District budgeting policies frequently favor schools with the fewest low-income students. This undercuts the aim of Title I and robs poor children of funds intended to help them.
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140. Hill, N., and Tyson, D. 2009. Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement.
This meta-analysis on the existing research on parental involvement in middle school was conducted to determine whether and which types of parental involvement are related to higher student achievement.
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141. Holzer, H., and Nightingale, D. 2009. Strong students, strong workers: Models for student success through workforce development and community college partnerships.
This paper reviews both the promise of community colleges as a source of skill development for low-income students, as well as the problems that currently limit their success with this population.
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142. Holzman, M. 2004. Public education and black male students: A state report card.
Illustrates widespread disparities in the quality of education received by members of different racial/ethnic groups.
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143. Horn, L. 2009. On track to complete? A taxonomy of beginning community college students and their outcomes 3 years after enrolling: 2003-04 through 2006.
This study uses a classification scheme, the Community College Taxonomy (CCT), to analyze outcomes for beginning community college students according to how "directed" (strongly directed, moderately directed, or not directed) they are toward completing a program of study.
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144. Horn, L., and Li, X. 2010. Changes in postsecondary awards below the bachelor's degree: 1997-2007.
Using data from the Integrated Postsecondary Education Data System (IPEDS), this Statistics In Brief released by The National Center for Education Statistics describes changes in the number and types of awards conferred over the decade between 1997 and 2007.
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145. Hussar, W., and Bailey, T. 2009. Projections of education statistics to 2018.
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2018.
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146. Institute for a Competitive Workforce and U.S. Chamber of Commerce . 2007. Leaders and laggards: A state-by-state report card on educational effectiveness.
This report card grades K-12 schools in all 50 states and the District of Columbia according to nine broad categories, including academic achievement, return on investment, truth in advertising, rigor of standards, and data quality.
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147. Institute for Higher Education Policy (IHEP). 2010. A portrait of low-income young adults in education.
This brief, A Portrait of Low-Income Young Adults in Education, is the first of a new publication series called “Portraits” that draws from the most recent national data to describe the population of low-income young adults—between ages 18 and 26 and whose total household income is near or below the federal poverty level—and situates them in the context of national college completion goals.
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148. Institute of Education Sciences. 2008. Turning around chronically low-performing schools.
The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators aiming to quickly and dramatically improve student achievement in low-performing schools.
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149. Jerald, C. 2009. The value of value-added data.
Educators with access to value-added data are finding many ways to improve their schools. They can analyze students’ learning trajectories to target individual interventions, assess the fairness and efficiency of advanced course placements, and improve professional development programs intended to hone teachers’ skills.
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150. Jerald, C., Haycock, K., and Wilkins, A. 2009. Fighting for quality and equality, too: How states and policymakers can ensure the drive to improve teacher quality doesn't just trickle down to poor and minority children.
This report argues that if state leaders invest resources and energy wisely, they don’t have to choose between excellence and equity. They can improve overall teacher quality and remedy the shameful inequities in access to the single most valuable resource in education—effective teachers.
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151. Jobs for the Future. 2010. Achieving success: The latest news in promoting community college success.
This quarterly newsletter is designed to help Achieving the Dream colleges, partners, state-level stakeholders, and other interested individuals stay abreast of developments in the initiative. Each issue contains updates from the Achieving the Dream states, resources on student success in community colleges, and a focus on a single policy topic of concern to Achieving the Dream college and state teams.
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152. Jobs for the Future. 2010. Vision 2020: Creating opportunity for America's next generation.
To help the nation compete globally, JFF has committed to a goal for the next decade that many of our partners and funders—and President Obama—now share: to “double the numbers” of low-income youth and adults who earn postsecondary credentials. Vision 2020 details JFF’s strategies for achieving that goal.
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153. Jucovy, L., and Herrera, C. 2010. High school mentors in brief: Findings from the Big Brothers Big Sisters school-based mentoring impact study.
Findings from this study suggest that high school volunteers bring inherent strengths to their role as mentors, but these volunteers may also present challenges for programs. The volunteers’ attention and friendship can be an important asset for the many children lacking in peer social skills or experiences. And high school Bigs showed hints of approaching their matches in ways that could potentially be linked to bene?ts for their Littles
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154. Kantrowitz, M. 2010. The impact of loan repayment rates on minority students.
The affordable debt restrictions proposed by the U.S. Department of Education in the Gainful Employment NPRM are likely to have a significant impact on minority students, discriminating against colleges that enroll more minority students. This suggests that the gainful employment proposals might not yield an improvement in outcomes for minority students and may reduce minority student access to a higher education.
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155. KewalRamani, A., Gilbertson, L., Fox, M., & Provasnik, S. 2007. Status and trends in the education of racial and ethnic minorities.
This report provides an overview of the available statistical information on minorities in education, from pre-K through postsecondary and educational outcomes data.The report finds that over the past quarter century, minority students have made gains in key education areas, such as completing high school and earning a college degree. However, gaps in academic performance persist between students of most minority groups and White students.
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156. Killeen, K., and Sipple, J. 2005. Mandating supplemental intervention services: Is New York state doing enough to help all students succeed?.
This study examines the content and implementation of New York state’s policy requiring Academic Intervention Services (AIS) to be provided to every student achieving below grade-level proficiency
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157. Knapp, L., Kelly-Reid, J., and Ginder, S. 2010. Enrollment in postsecondary institutions Fall 2008; graduation rates, 2002 and 2005 cohorts; and financial statistics, 2008 .
This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2009 data collection.
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158. Knight Commission on Intercollegiate Athletics. Knight Commission on Intercollegiate Athletics.
Since 1989, the Knight Commission on Intercollegiate Athletics has worked to ensure that intercollegiate athletics programs operate within the educational mission of their colleges and universities.
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159. Kobrin, J. 2007. Determining SAT benchmarks for college readiness.
This paper examines the relationship between student performance on the SAT Reasoning Test and college GPA.
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160. Kohler, A. and Lazarin, M. . 2007. Hispanic education in the United States.
This statistical brief provides a summary of the key data concerning Latinos in the educational pipeline.
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161. Koretz, D. 2009. How do American students measure up? Making sense of international comparisons.
In response to frequent news media reports about how poorly American students fare compared with their peers abroad, this paper takes a close look at what these comparisons say, and do not say, about the achievement of U.S. high school students.
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162. Kowal, J., Hassel, E., and Hassel, B. 2009. Successful school turnarounds: Seven steps for school leaders.
This brief draws from the cross-sector research base on successful turnarounds to offer seven steps for district leaders to support turnaround principals and maximize their chances of success.
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163. Laird, J., R., Cataldi, E., KewalRamani, A., and Chapman, C. 2008. Dropout and completion rates in the United States: 2006.
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2006, provides data about trends in dropout and completion rates over the last 3 decades (1972– 2006), and examines the characteristics of high school dropouts and high school completers in 2006.
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164. Learning Point Associates. Learning Point Associates: Data for school improvement.
Learning Point Associates is a leader in teaching educators how to use data to achieve the maximum impact in their reform efforts.
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165. Lee, J. 2006. Tracking achievement gaps and assessing the impact of NCLB on the gaps.
This study offers systematic trend analyses of NAEP national and state-level public school fourth and eighth graders’ reading and math achievement results during pre-NCLB (1990-2001) and post-NCLB (2002-2005) periods. It compares post-NCLB trends in reading and math achievement with pre-NCLB trends among different racial and socioeconomic groups of fourth and eighth graders from across the nation and states.
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166. Legal Center for Foster Care and Education. Solving the data puzzle: A "how-to" guide on collecting and sharing information to improve educational outcomes for children in out-of-home care.
This article guides the reader in identifying the data needed to better serve children in out-of-home care. It also sets forth options for how to gather the data in light of existing legal requirements and opportunities.
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167. Lei, P. W., Bassiri, D., & Schultz, E. M. 2001. Alternatives to the grade point average as measures of academic achievement in college.
This study argues that GPA is not an ideal measure of student achievement in college.
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168. Lewis, S., Simon, C., Uzzell, R., Horwitz, A., and Casserly, M. 2010. A call for change: The social and eductational factors contributing to the outcomes of black males in urban schools.
Little work has been done focusing specifically on the academic attainment of Black males in our schools and how it is contributing to the destructive pattern overall. This report tackles the issues head on by conducting a first-time analysis of data from the National Assessment of Educational Progress (NAEP) on how Black males are performing academically.
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169. Livingston, A., and Wirt, J. 2001. The condition of education in brief: 2004.
The Condition of Education 2004 in Brief, contains a summary of 19 of the 38 indicators in The Condition of Education 2004.
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170. Livingston, A., and Wirt, J. 2005. The condition of education in brief: 2005.
The Condition of Education 2005 in Brief contains a summary of 19 of the 40 indicators in The Condition of Education 2005.
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171. Lohse, C.D., and Ockert, S. 2005. American Indian student achievement in Montana public schools: Features of the achievement gap and policy prescriptions.
This report presents the results of an analysis of the performance of American Indian students compared to White students in Montana schools which indicate a significant achievement gap between the two subgroups.
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172. Lopez, M. 2009. Latinos and education: Explaining the attainment gap.
This survey finds that the biggest reason for the gap between the high value Latinos place on education and their more modest aspirations to finish college appears to come from financial pressure to support a family.
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173. Lopez, S. 2009. Gallup student poll national report.
This online survey of students in grades 5-12 assesses hope, engagement and well-being — true indicators of student success that link to grades, test scores, retention and employment.
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174. Loveless, T. 2007. The 2007 Brown Center report on American education: How well are American students learning?.
This is the seventh edition of the Brown Center Report on American Education. As in the past, the report consists of three sections. The first section examines the latest test score data on math and reading achievement. The second section investigates a general theme or trend in education. Section three looks at an issue of policy relevance.
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175. Loveless, T. 2009. The 2008 Brown Center report on American education: How well are American students learning.
The watchword of this year’s Brown Center Report is caution—caution in linking state tests to international assessments—“benchmarking” is the term—caution in proceeding with a policy of “algebra for all eighth graders,” caution in gleaning policy lessons from the recent progress made by urban schools.
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176. Lovitt, T., and Emerson, J. 2008. Foster youth who have succeeded in higher education: Common themes.
Casey Family Programs interviewed eight former foster youth who recently graduated from college. Their perspectives on going to college and obtaining a degree despite numerous barriers presents an opportunity learn how other young adults like them might be better supported.
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177. Luebchow, L. 2009. Equitable resources in low income schools: Teacher equity and the Federal Title 1 comparability requirement.
So long as comparability regulations allow school districts to be deemed "comparable" even though experienced teachers are unevenly distributed, low-income students will continue to be disadvantaged in the classroom
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178. Lumina Foundation for Education. 2010. A stronger nation through higher education: Why Americans must achieve a "big goal" for college attainment.
In February 2009, Lumina issued its first Stronger Nation report on higher education attainment in the U.S. and in individual states. This new version of A Stronger Nation, to be updated annually, is the first to report progress toward Lumina's Big Goal of increasing the proportion of the population holding a high-quality post-secondary degree to 60 percent by the year 2025. This report also refines the methodology used to calculate higher education attainment, particularly at the state and county levels. The report includes individual profiles for all 50 states.
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179. MacInnes, G. 2010. What educators should learn from ER.
The short-term effect of tougher standards will be a wider achievement gap between poor and affluent students, more frustration among urban high school teachers and students, and even higher drop-out rates. While the goal of higher and more rigorous standards is a sensible one, it will make the concurrent task of reforming the lowest-performing schools even more challenging.
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180. Malcolm, L., Dowd, A., and Yu, T. 2010. Tapping HSI-STEM funds to improve Latina and Latino Access to STEM professions.
This report examines the most commonly used forms of financial aid and college financing strategies among Latino STEM bachelor's degree holders. It looks at students who earned associate's degrees and attended Hispanic-Serving Institutions (HSIs) in comparison with those who did not. The report suggests that one way of expanding the pipeline of Latino students in STEM fields is to increase research opportunities at community colleges and HSIs, where most of them are enrolled.
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181. Manwaring, R. 2010. Restructuring 'restructuring': Improving interventions for low-performing schools and districts.
Some believe that President Obama and Duncan have taken a heavy-handed approach to turn schools aroun. But to move beyond tinkering to genuine reform, they’ll have to confront the sobering reality of NCLB implementation: When it comes to taking meaningful action on behalf of students trapped in failing schools, the hard work has barely begun.
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182. Mather, M., and Foxen, P. 2010. America's future: Latino child well-being in numbers and trends.
This report was produced by the National Council of La Raza (NCLR) and the Population Reference Bureau (PRB). This data book offers a comprehensive overview of the state of Latino children by integrating a range of key factors and outcomes in the areas of demography, citizenship, family structure, poverty, health, education, and juvenile justice.
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183. Mattern, K., Shaw, E., and Xiong, X. 2009. The relationship between AP exam performance and college outcomes.
This study focused on the relationship between students’ performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2, and a score of 3 or higher).
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184. McCall, M.S., Hauser, C., Cronin, J., Kingsbury, G.G., and Houser, R. 2006. Achievement gaps: An examination of differences in student achievement and growth.
This report uses longitudinal data to examine the "achievement gap" in reading and mathematics between students from poorer schools and those in wealthier schools and minority students (African-American and Hispanic) and non-minority students.
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185. McKinsey & Company. 2009. The economic impact of the achievement gap in America's schools.
This report is designed to shed light on the price of current educational practices. The report finds that the underutilization of human potential in the United States is extremely costly to both individuals and the economy as a whole.
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186. Milesi, C., Lansing, J., Claussen Bell, K., Goerge, R. and Stagner, M. 2010. Postsecondary educational trajectories of urban youth: Addressing vulnerabilities and barriers to enrollment and persistence.
This issue brief explores the educational trajectories of Chicago youth from high school to college. The researchers track the range of pathways that they follow through postsecondary education and suggest policies and programs that have the potential to support these young adults as they pursue their postsecondary educational goals.
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187. Miller, B. 2010. The course of innovation: Using technology to transform higher education.
This report examines innovations in technology with the potential to simultaneously improve student learning and reduce skyrocketing higher education costs.
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188. Miller, M. 2009. Achieving a wealth of riches: Delivering on the promise of data to transform teaching and learning.
This brief addresses why using data represents a significant shift for most teachers in how they perform their jobs, explains the importance of using multiple types of data to affect learning, details the infrastructure necessary to encourage teachers‘ use of data, and provides federal policy recommendations.
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189. Mills, K. 2010. Altered state: How the Virginia community college system has used Achieving the Dream to improve student success.
This brief provides an in-depth look at how one state system—the Virginia Community College System—took advantage of its participation in Achieving the Dream to advance its success agenda. The experience of Virginia, a first-round Achieving the Dream state, describes concrete strategies for moving a data-driven student success policy agenda at the state level.
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190. Moore, C., and Shulock, N. 2010. Divided we fail in LA: Improving completion and closing racial gaps in the Los Angeles community college district.
At the request of Alliance for a Better Community, an organization dedicated to enhancing opportunities for Latinos to ensure the well-being of the Los Angeles region, this report summarizes student progress over 6 years for over 18,000 students in the Los Angeles Community College District (LACCD). It examines student progress through intermediate outcomes (called “milestones”) and on to the completion of certificates, degrees and transfers.
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191. Moore, L., Bridgeland, J., and DiLulio, J. 2010. Closing the college completion gap: A guidebook for the faith community.
A degree beyond high school has become an essential element of opportunity in America and is a proven pathway out of poverty. Faith-based institutions committed to addressing social injustice and poverty should consider the power of keeping more young people on track to obtain such a degree.
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192. Mullin, C. 2010. Just how similar? Community colleges and the for-profit sector.
Whereas community colleges and for-profit institutions both provide postsecondary educational opportunities, they are different in a host of dimensions. This brief describes some of those differences—not to win a debate or suggest public policy, but to show why comparisons made between the community colleges and for-profit institutions are more limited than some may suggest.
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193. National Center for Education Statistics. DataLab.
This site provides guided table generators (one creating simple tables and one creating more complex tables) enabling users to access frequently used variables in many NCES studies of students, teachers, schools, and postsecondary institutions.
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194. National Center for Education Statistics. Annual. Digest of education statistics.
The Digest of Education Statistics provides statistical information covering American education from prekindergarten through graduate school.
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195. National Center for Education Statistics. NAEP State Pofiles.
State Profiles presents key data about each state's performance in the National Assessment of Educational Progress (NAEP) in mathematics, reading, writing, and science for grades 4 and 8.
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196. National Center for Education Statistics. 2006. National Center for Education Statistics.
The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education.
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197. National Center for Education Statistics. 2010. The Condition of Education 2010.
This website is an integrated collection of the indicators and analyses published in The Condition of Education 2000–2010.
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198. National Center for Education Statistics. 2007. The digest of education statistics, 2007.
The Digest, now available from the U.S. Department of Education’s National Center for Education Statistics, is a compilation of statistical information from pre-kindergarten through graduate school.
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199. National Center for Education Statistics (NCES). 2006. Condition of education 2006.
Presents indicators of important developments and trends in American education.
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200. National Center for Education Statistics (NCES). Integrated Postsecondary Education Data System (IPEDS).
IPEDS gathers information from every college, university, and technical and vocational postsecondary institution that participates in the federal student financial aid programs. The Higher Education Act of 1965, as amended, requires that institutions that participate in federal student aid programs report data on enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid.
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201. National Center for Education Statistics (NCES). NAEP High school transcript study (HSTS).
The NAEP High School Transcript Study (HSTS) periodically surveys the curricula being offered in the nation’s public and private high schools and the course-taking patterns of graduating seniors.
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202. National Center for Education Statistics (NCES). NCES PowerStats.
This site enables users to: produce complex tables, run linear and logistic regressions, and choose from many data sets, each with thousands of variables.
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203. National Center for Education Statistics (NCES). 2001. Outcomes of learning: Results from the 2000 program for international student assessment of 15 year-olds in reading, mathematics, and science literacy.
This report provides initial findings from the first cycle of the Program for International Student Assessment (PISA).
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204. National Center for Education Statistics (NCES). 2010. The National Indian Education Study.
The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native students in the United States.
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205. National Center for Public Policy and Higher Education. 2008. Measuring up 2008: Online state report cards.
Measuring Up 2008 features 50 state-by-state report cards.
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206. National Center for Public Policy and Higher Education (NCPPHE). 2000, 2002, 2004, 2006. Measuring up.
These national and state report cards for higher education include statistical measures and overall grades in six areas: Preparation, Participation, Affordability, Completion, Benefits, and Learning.
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207. National Center for Public Policy and Higher Education and the Southern Regional Education Board. 2010. Beyond the rhetoric: Improving college readiness through coherent state policy.
This brief addresses the state policy dimensions of college readiness. It identifies the key issues and problems associated with the college readiness gap, which is a major impediment to increasing the numbers of college students who complete certificates or degrees.
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208. National Center of Educational Statistics (NCES). National Assessment of Education Progress (NAEP): The nation's report card.
The website of the National Assessment of Education Progress (NAEP) contains test score data, state profiles, and links to issue-specific NAEP-related studies.
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209. National Center on Secondary Education and Transition (NCSET): . National Center on Secondary Education and Transition (NCSET): Creating opportunities for youth with disabilities to achieve successful futures.
The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.
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210. National Collegiate Athletic Association (NCAA). 2009. 2009 NCAA Division I Academic Progress Rate (APR) Reports by School.
Search this website by institution name to view the academic performance of different NCAA teams through the Academic Progress Rate (APR), a real-time measure of how many of a team’s scholarship athletes are on track to receive a degree.
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211. National Collegiate Athletic Association (NCAA). NCAA Division I Head Coach Academic Progress Rate (APR) Portfolio.
Academic Progress Rate (APR) and employment data submitted by institutions for individual head coaches may be accessed through this searchable database.
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212. National Commission on Asian American and Pacific Islander Research in Education. 2008. Asian Americans and Pacific Islanders: Facts, not fiction: Setting the record straight.
This report focuses on three pervasive and core fictions about the Asian American and Pacific Islander community, which are examined in the context of empirical data. In addition, three issues of emerging importance are presented to highlight new conversations that are surfacing among educators on college campuses.
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213. National Comprehensive Center for Teacher Quality. 2009. Prevention of disproportionate special education representation using response to education (RTI).
This paper addresses the phenomenon of special education disproportionality and the implementation of prevention through response-to-intervention processes and decision making.
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214. National Governors Association. 2009. Measuring student achievement at postsecondary institutions.
This Issue Brief offers state leaders a formula for measuring systemwide student achievement at postsecondary institutions.
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215. National Opportunity to Learn Campaign. National Opportunity to Learn Campaign.
The Opportunity To Learn (OTL) Campaign seeks to instill a new framework for systemic education reform. The power of the underlying concept lies in its movement building around a fundamental value—that all children have a right to the four core resources research has shown are needed to give them a fair and substantive opportunity to learn: access to highly effective teachers, early childhood education, college preparatory curricula, and equitable instructional resources.
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216. National Postsecondary Education Cooperative. National Postsecondary Education Cooperative.
National Postsecondary Education Cooperative (NPEC) was established by NCES in 1995 as a voluntary organization that encompasses all sectors of the postsecondary education community including federal agencies, postsecondary institutions, associations and other organizations with a major interest in postsecondary education data collection. NPEC's mission is to "promote the quality, comparability and utility of postsecondary data and information that support policy development at the federal, state, and institution levels".
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217. Neild, R., and Boccanfuso, C. 2010. Untapped potential: Early labor market outcomes of dropouts and graduates from Philadelphia's public schools.
This report builds upon Unfulfilled Promise, a research report issued by Johns Hopkins University and Philadelphia’s Project U-Turn collaborative, which concluded that approximately 5,000 students in each cohort of first time ninth-graders in Philadelphia public schools leave high school before earning a high school diploma.
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218. New America Foundation. 2008. Federal education budget project.
The Budget Project Website includes funding, demographic, and achievement data for every state and school district in the country. For each district, the website includes data on No Child Left Behind Act (NCLB) Title I funding, Individuals with Disabilities Education Act (IDEA) special education funding, average per pupil expenditure, student poverty, and NCLB achievement scores.
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219. Noeth, R., Rutkowski, D., and Schleich, B. 2010. College admissions tests as measures of accountability.
A special report issued by CEEP cautions that the growing trend of using college admission and placement exams in measuring high school student achievement may in some cases produce misleading and inappropriate results. The use of college admission tests is emerging as the centerpiece of high school accountability systems in a few states. There has been little independent analysis and evaluation of its appropriateness and validity for all constituents.
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220. Offenstein, J., and Shulock, N. 2010. Taking the next step: The promise of intermediate measures for meeting postsecondary completion goals.
In this report, Jeremy Offenstein and Nancy Shulock assess the state of the emerging field of defining, measuring, reporting, and rewarding student progress in achieving “intermediate measures of success.” Taking the Next Step distinguishes between milestones that must be attained in order to get to completion and success indicators that increase a student’s chances of completion.
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221. Organisation for Economic Co-operation and Development. 2009. Education at a glance 2009: OECD indicators.
The 2009 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.
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222. Organisation for Economic Cooperation and Development (OECD). 2007. PISA 2006 Science Competencies for Tomorrow's World.
This recent report from the OECD provides a comprehensive international picture of science learning today.
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223. Organisation for Economic Co-operation and Development (OECD). 2008. Education at a glance 2008: OECD indicators.
The 2008 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.
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224. Padgette, H., Deich, S., and Lane, R. 2010. Strengthening partnerships and building public will for out-of-school time programs.
This guide highlights three key strategies that mayors and other city leaders can use to promote partnerships and build public will in support of out-of-school time programs.
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225. Pathways to College Network (PCN). A shared agenda: A leadership challenge to improve college access and success: Executive summary.
This publication summarizes the Pathways to College Network's Shared Agenda for improving college access and success.
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226. Pathways to College Network (PCN). College Access and Success State Data Website.
This site provides state-specific data and resources for each of the 50 states and the District of Columbia in areas related to postsecondary access and success.
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227. Pathways to College Network (PCN). Frequently asked questions about college access and success.
This publication addresses common questions related to college access and success, such as: what is the achievement gap? Is college the best option for all students? And can we afford to send all students to college?
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228. Pathways to College Network (PCN). Pathways to College Network.
The Pathways to College Network is an alliance of national organizations that advances college opportunity for underserved students by raising public awareness, supporting innovative research, and promoting evidence-based policies and practices across the K-12 and higher education sectors.
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229. Pathways to College Network (PCN). The facts: Postsecondary access and success.
This factsheet explains why ensuring access to postsecondary education is vital to our nation's health.
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230. Pell Institute for the Study of Opportunity in Higher Education. 2008. Moving beyond access: College success for low-income, first generation students.
Using data from the U.S. Department of Education datasets, this report describes the ways in which the low-income, first generation college student population participates in higher education, including persistence and degree attainment rates, and compares their participation to other students, including those who are neither low-income nor first-generation.
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231. Peters, C., Dworsky, A., Courtney, M., and Pollack, H. 2010. Extending foster care to age 21: Weighing the costs to government against the benefits to youth.
This issue brief provides preliminary estimates of what the potential costs to government and the benefits to young people would be if states extend foster care to age 21.
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232. Pew Hispanic Center. 2009. Between two worlds: How young Latinos come of age in America.
This report takes an in-depth look at Hispanics who are ages 16 to 25, a phase of life when young people make choices that—for better and worse—set their path to adulthood. For this particular ethnic group, it is also a time when they navigate the intricate, often porous borders between the two cultures they inhabit—American and Latin American.
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233. Pfeiffer, D. 2009. The opportunity illusion: Subsidized housing and failing schools in California.
This report finds that the government's largest program for building subsidized housing in California places new homes in areas with very weak schools unlikely to prepare the children attending them for higher education and a future in California's economy.
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234. Phillips, G.W. 2007. Linking NAEP achievement levels to TIMSS.
This study statistically links NAEP standards to the Trends in International Mathematics and Science Study (TIMSS), which is given every few years to students in more than three dozen countries.
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235. Plucker, J., Burroughs, N., and Song, R. 2010. Mind the (other) gap!: The growing excellence gap in k-12 education.
The purpose of this report is to review national and state assessment data for the existence of “excellence gaps,” differences between subgroups of students performing at the highest levels of achievement.
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236. Plucker, J., Cable, K., and Spradlin, T. 2010. Alternative schools: What's in a name?.
This brief will describe the origins of alternative schools, different structures of alternative schools and programs, and student achievement, particularly in Indiana. Furthermore, this brief addresses how stereotypes affect alternative schools and their students as well as whether alternative schools support and/or segregate specific groups of students.
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237. Posselt, J., Bastedo, M., Jaquette, O., and Bielby, R. 2010. Access without equity: Longitudinal analysis of institutional stratification by race and ethnicity: 1972-2004.
While expanding postsecondary enrollment since the mid 20th century has been well documented in prior research, we have less clarity on how individuals are allocated to different types of post-secondary institutions. In this paper, using a dataset constructed from four NCES databases (NLS, HSB, NELS and ELS), the authors track changes since 1972 in recent high school graduates’ enrollment in postsecondary institutions of varying selectivity.
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238. Programme for International Student Assessment (PISA). 2010. The high cost of low educational performance: The long-run economic impact of improving PISA outcomes.
This report uses recent economic modeling to relate cognitive skills – as measured by PISA and other international instruments – to economic growth. The relationship indicates that relatively small improvements in the skills of a nation’s labor force can have very large impacts on future well-being.
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239. Provasnik, S., Gonzales, P., and Miller, D. 2009. U.S. performance across international assessments of student achievement: Special supplement to The Condition of Education 2009.
This Special Supplement to The Condition of Education 2009 looks closely at information gathered from recent international studies that U.S. students have participated in: the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS).
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240. Public Impact. 2008. School turnaround teachers: Competencies for success.
This guide “seeks to clarify the most critical competencies—or patterns of thinking, feeling, speaking and acting—that enable people to be successful in attempts to transform schools from failure to excellence quickly and dramatically”.
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241. Rampey, B., Dion, G., and Donahue, P. 2009. The nation's report card: NAEP 2008: Trends in academic progress.
This report presents the results of the NAEP long-term trend assessments in reading and mathematics, which were most recently given in the 2007–08 school year to students at ages 9, 13, and 17. Nationally representative samples of over 26,000 public and private school students were assessed in each subject area.
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242. Rampey, B., Lutkus, A., and Wiener, A. 2006. National Indian education study part I: The performance of American Indian and Alaska Native fourth- and eighth-grade students on NAEP 2005 reading and mathematics assessments.
This report presents the performance results of American Indian/Alaska Native students at grades 4 and 8 on the 2005 National Assessment of Educational Progress in reading and mathematics for the nation, for regions, and for selected states.
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243. RAND. 2009. Are charter schools making a difference? A study of student outcomes in eight states.
This study found no evidence that charter schools substantially affect achievement in nearby traditional public schools. However, in this first study to examine how charter schools affect long-term student attainment, the authors found that charter– high school students had a higher probability of graduating and attending college.
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244. RAND. 2007. How educators in three states are responding to standards-based accountability under No Child Left Behind.
Among the key findings from this report: most superintendents considered three improvement strategies most important: using data for decisionmaking, aligning curriculum with state standards, and focusing on low-performing students, and teachers changed their instruction in both desirable and undesirable ways in response to NCLB.
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245. Regional Education Laboratory Northeast and Islands . 2010. Do high school grade configurations affect student achievement and outcomes?.
Reference Desk researchers found a number of resources that address the topic of high school grade configuration. The findings from one study “imply that as the grade level of transition to high school is raised, high school dropout rates increase…."
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246. Regional Education Laboratory Northeast and Islands . 2010. How do middle-school grade configurations impact student achievement and behavior?.
This entry addresses the research on grade configurations for the middle grades.
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247. Regional Education Laboratory Northeast and Islands . 2010. How does extended learning time impact student achivement?.
This Digest entry highlights a request for information about models for extended school years and extended school days, and how those models may impact student achievement. Some of the resources include afterschool programs in the body of research on extended day models.
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248. Regional Education Laboratory Northeast and Islands . 2010. What does research say about 21st century skills?.
This Digest presents information on educating students to prepare them to be competitive in the 21st century. As one resource states: “Although definitions vary, most lists of 21st century skills include those needed to make the best use of rapidly changing technologies; the so called ‘soft skills’ that computers can’t provide like creativity; and those considered vital to working and living in an increasingly complex, rapidly changing global society” (Walser, 2008).
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249. Regional Education Laboratory Northeast and Islands . 2010. What role do school leaders play in turning around low-performing schools?.
The REL Northeast and Islands Reference Desk receives a variety of questions related to the America Recovery and Reinvestment Act of 2009 (ARRA). This Digest examines what the research says about the roles of school leaders—both teachers and administrators—in turning around low-performing schools
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250. Regional Education Laboratory Northeast and Islands (REL-NEI). 2010. Effects of state-mandated standardized tests on student achievement.
Following an established Reference Desk research protocol, REL-NEI conducted a search for research reports as well as descriptive and policy-oriented briefs and articles to answer the question "What are the effects on curriculum when a state mandates that all students must take a standardized test?"
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251. Regional Education Laboratory Northeast and Islands (REL-NEI). 2010. Impact of homework on student achievement.
Following an established Reference Desk research protocol, REL-NEI conducted a search for research reports as well as descriptive and policy-oriented briefs and articles to answer the question "What is the current research on the effect of homework on student achievement?"
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252. REL Northeast & Islands. 2009. Achievement gap patterns of grade 8 American Indian and Alaska Native students in reading and mathematics.
This report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students.
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253. REL Northeast & Islands. 2009. How state education agencies support data-driven decision-making in districts and schools.
This report documents the way eight state education agencies (SEAs) in the Northeast and Islands region support Data-driven decision-making (DDDM) in districts and schools. It also describes some of the service providers that work with these SEAs to support educators in their DDDM practices.
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254. Reyna, R. 2010. Complete to compete: Common college completion metrics.
Increasing degree completion at America’s public colleges and universities is pivotal for the nation’s economic competitiveness and longterm economic growth. To meet this goal in a time of unprecedented fiscal strain, policymakers and higher education leaders need comprehensive, consistent performance metrics to shape funding strategies and pinpoint areas for improvement.
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255. Rouse, C. E., Hannaway, J., Goldhaber, D., and Figlio, D. 2007. Feeling the Florida heat? How low-performing schools respond to voucher and accountability pressure.
This paper identifies new evidence from a five-year survey examined a census of public schools in Florida, along with administrative data on student performance.
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256. Rowan, A., Hall, D., and Haycock, K. 2010. Gauging the gaps: A deeper look at student achievement.
This report reveals the pitfalls of measuring achievement gaps just one way. The report suggests four measures for more accurately assessing gaps.
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257. Rowan, B., Correnti, R., Miller, R., and Camburn, E. 2009. School improvement by design: Lessons from a study of comprehensive school reform programs.
This report discusses a particular type of design-based assistance to local schools—assistance that is offered by organizations known as Comprehensive School Reform providers.
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258. Santiago, D., and Callan, P. 2010. Ensuring America's future: Benchmarking Latino college completion to meet national goals: 2010 to 2020.
This benchmarking guide provides a clear framework and public baseline for tracking our nation's college degree completion goal disaggregated by race/ethnicity. The framework includes two sets of metrics using existing data: 1) projections of degree completion needs, and 2) analysis of current equity gaps in degree completion. The guide also includes contextual information about Latinos in the educational pipeline and the equity gap between Latinos and whites in achievement by state.
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259. Santiago, D., Kienzl, G., Sponsler, B., and Bowles, A. 2010. Ensuring America's future: Federal policy and Latino college completion.
Achieving the nation's educational attainment goals is impossible without significant improvements in the postsecondary completion rates of Latino students. Taking into account the current population projections, educational attainment levels, and economic reality, this brief aligns a focus on Latino college degree completion with federal policy to address the emerging national agenda to accelerate degree completion.
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260. Santiago, D., Lopez, E., and Skoloda, M. 2009. 2009 What works for Latinos in higher education.
Given the importance of college degree completion for U.S. society and economic competitiveness, meeting the country's future human capital and workforce needs make it imperative to improve outcomes for Latino students. As public attention is focused on achievement gaps in education, educators and policymakers search for what they can do to improve education outcomes for Latino students.
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261. Santiago, D., Lopez, E., and Skoloda, M. 2009. What works for Latino students.
Given the importance of college degree completion for U.S. society and economic competitiveness, meeting the country's future human capital and workforce needs make it imperative to improve outcomes for Latino students. As public attention is focused on achievement gaps in education, educators and policymakers search for what they can do to improve education outcomes for Latino students.
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262. Schleicher, A. 2007. PISA 2006: OECD Briefing notes for the United States.
This briefing note summarizes U.S. results from the latest PISA assessment, carried out in 2006 with an extensive two-hour test comprising both open-ended and multiple choice tasks in science, reading and mathematics.
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263. Schneider, M. 2010. Finishing the first lap: The cost of first-year student attrition in America's four-year colleges and universities.
This report focuses on the high costs associated with the large number of students who do not return for a second year at the college where they first enroll.
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264. SchoolMatters. 2006. SchoolMatters.
SchoolMatters is a searchable database of student performance and demographic information on all public K-12 schools in the United States. Searches can be conducted by school name, zip code, or district name. Demographic and K-12 performance information is also available by state.
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265. Schott Foundation. 2010. Yes we can: The Schott state report on black males and education (national and state reports).
This report reveals that the overall 2007/8 graduation rate for Black males in the U.S. was only 47 percent. Half of the states have graduation rates for Black male students below the national average. The report highlights concerns that New York's graduation rate for its Regents diploma is only 25 percent for Black male students. New York City, the district with the nation's highest enrollment of Black students, only graduates 28 percent of its Black male students with Regents diplomas on time.
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266. Schott Foundation for Public Education. 2008. Given half a chance: The Schott 50 state report on public education and black males.
The Schott Foundation for Public Education has published the latest report in their series on Black Males and education. This report ranks states on the graduation rates of black males in their high schools.
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267. Schott Foundation for Public Education. 2009. National opportunity to learn campaign: Lost opportunity: A 50 state report on the opportunity to learn in America.
In its Lost Opportunity report, the Schott Foundation for Public Education establishes an “initial” metric for determining the Opportunity to Learn for students. The Schott Foundation provides a state-by-state comparison of both academic proficiency (as illustrated by the percentage of students scoring at or above proficient on the eighth grade National Assessment of Educational Progress - NAEP reading exam) and access to high-performing schools (as measured by the Schott Foundation’s Opportunity to Learn Index, or OTLI).
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268. Schott Foundation for Public Education. 2009. National opportunity to learn campaign: State data and analysis.
Provides information in PDF form for each of the 50 states on areas related to opportunities to learn for disadvantaged students, including access to: high quality early education, highly qualified teachers, well-funded instructional materials, and college preparatory curricula.
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269. Schott Foundation for Public Education. 2010. Yes we can: The Schott 50-state report on public education and black males.
Simply stated, Yes We Can is a clear indication that the face and fate of Black males largely depends on the systemic opportunities provided in your state or community. Does your community provide opportunities to become a physician or to be pushed out? Opportunities to be locked up or opportunities to learn? Opportunities to have a state or locally sponsored mentor or a state or locally sponsored parole officer?
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270. Shettle, C., Roey, S., Mordica, J., Perkins, R., Nord, C., Teodorovic, J., Lyons, M., Averett, C, Kastberg, D., and Brown, J. 2007. America's high school graduates: Results from the 2005 NAEP high school transcript study.
This report presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received.
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271. Silicon Valley Community Foundation. 2010. Time to act: Closing the racial achievement gap.
This brief presents five essential policy recommendations to address the racial achievement gap and the systemic inequities in schools that contribute to it. Recognizing that motivation, school engagement and academic performance can decline as students move into middle and high school, these policy recommendations are aimed at these crucial transition points.
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272. Smerdon, B., & Cohen, J. 2007. Baltimore city's high school reform initiative: Schools, students, and outcomes.
This report presents findings from the first detailed study of Baltimore's 5 year high school reform.
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273. Smith, C., Miller, A., and Bermeo, C. Bridging the gaps to success: Promising practices for promoting transfer among low-income and first generation students: An in-depth study of six exemplary community colleges in Texas.
This study of six Texas community colleges with demonstrated success at transferring low-income and first-generation college students – many of them African American and Latino—is particularly relevant for anyone interested in and committed to access and opportunity.
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274. Snipes, J., Williams, A., Horwitz, A., Soga, K., & Casserly, M. 2007. Beating the odds: An analysis of student performance and achievement gaps on state assessments – Results from the 2005-2006 school year.
The seventh edition of “Beating the Odds” examines urban student achievement and achievement gaps in math and reading for the 2005-06 school year.
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275. Soares, L. 2010. The power of the education-industry partnership: Fostering innovation in collaboration between community colleges and businesses.
The only way to develop curriculum and instruction models that deliver the necessary skill set to large numbers of Americans is for business and education leaders to build collaborations that leverage their combined knowledge of labor markets, skills, pedagogy, and students.
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276. Southern Regional Education Board. A paradox of education progress.
Is the SREB region making progress in whether adults have at least a bachelor’s degree? This bulletin looks at changes in the numbers and percentages of adults earning bachelor’s degrees in SREB states from 2000 to 2008, as well as population growth trends that could have education implications in the region.
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277. Southern Regional Education Board. 2007. Getting students to meet challenging academic and career goals: Involving school mentors, parents, and community leaders.
This overview contains examples of what some schools are doing in their guidance programs to raise achievement and increase graduation rates.
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278. Southern Regional Education Board. 2010. Promoting a culture of student success: How colleges and universities are improving degree completion.
Some colleges and universities are helping more students complete degrees while also providing a high-quality education. These institutions often serve a comparatively high percentage of students from low-income families and students with average-or-below scores on standardized achievement tests. Yet their six-year graduation rates are near the national average for all students. These colleges and universities are the focus of this report.
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279. Southern Regional Education Board (SREB). 2010. SREB State Data Exchange: 40 years and still counting: 2008-2009 highlights.
These pages highlight the key results from the latest, in-depth SREB-State Data Exchange report, covering the 2008-09 academic year.
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280. SREB (Southern Regional Education Board). 2009. SREB Fact Book on Higher Education.
The SREB Fact Book on Higher Education provides comparative national, regional and state-specific data highlighting trends that affect colleges and universities for sixteen southern states.
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281. Stancavage, F., Mitchell, J., Bandeira de Mello, V., Gaertner, F., Spain, J., and Rahal, M. 2006. National Indian education study part II: The educational experiences of fourth- and eighth-grade American Indian and Alaska Native students.
This report presents results from a national survey, conducted in 2005, that examined the educational experiences of American Indian/Alaska Native (AI/AN) students in grades 4 and 8, with particular emphasis on the integration of native language and culture into school and classroom activities.
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282. Steel, J., Salcedo, N., and Coley, J. 2010. How military veterans are using the post-9/11 GI Bill and adapting to life in college.
This issue brief reports that the Post-9/11 GI Bill motivated some military veterans to pursue higher education. The living allowance and direct payments to institutions were cited as important features of the law. Key challenges involved claims processing and credit transfer.
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283. Steinberg, A., and Almeida, C. 2008. Raising graduation rates in an era of high standards: Five commitments for state action.
This paper calls upon state policymakers to commit to five key outcomes and suggests strategies and action steps that they can take to focus their high school reform efforts on ensuring that these commitments are met. The recommended strategies build on the recent actions of states to support the twin goals of college readiness and graduation for all, as well as on a growing body of research and innovative practice and programming that has yielded important new information about the kinds of supports that are required to help low-income and struggling students persevere and succeed.
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284. Stonehill, R., Little, P., Ross, S., Deich, S., Morgan, E., and Donner, J. 2009. Enhancing school reform through expanded learning.
At a time when national, state, and local policymakers are learning just how many schools are in dire need of assistance, our country, as well as the rest of the world, is facing a crippling economic crisis. It is time to rethink how we harness our resources for education and learning in this county. This report does just that by exploring the potential promise of utilizing expanded learning time as a key feature of initiatives to improve academic performance.
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285. Strong America Schools. 2008. Diploma to nowhere.
This paper examines the value of a high school diploma and the relevance of a diploma to college-readiness.
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286. Swanson, C. 2009. Cities in crisis 2009: Closing the graduation gap: Educational and economic conditions in America's largest cities.
Prepared for America’s Promise Alliance by the Editorial Projects in Education Research Center, this report shows that despite some progress made by several cities from 1995-2005, the average graduation rate of the 50 largest cities is well below the national average of 71%, and there remains an 18 percentage point urban suburban gap.
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287. Swanson, C. B. 2008. Cities in Crisis: A Special Analytic Report on High School Graduation.
A new report from the Editorial Projects in Education Research Center looks at the performance of America’s largest cities and surrounding metropolitan areas on high school completion.
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288. The Center for Public Education. The Center for Public Education.
The Center for Public Education (Center) is a national resource for accurate, timely, and credible information about public education and its importance to the well-being of our nation.
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289. The College Board. 2010. The educational crisis facing young men of color: Reflections on four days of dialogue on the educational challenges of minority males.
This report summarizes four one-day seminars organized by the College Board to explore the educational challenges facing young men of color in the United States. The Dialogue Days brought together more than 60 scholars, practitioners and activists from the African American, Hispanic/Latino, Asian American and Pacific Islander, and Native American communities.
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290. The Education Trust. 2010. Subprime opportunity: The unfulfilled promise of for-profit colleges and universities.
This report, the tenth in a series on college graduation rates, examines how high costs combined with low graduation rates at for-profit institutions dim the dreams of too many students who place their trust – and their futures – in the hands of these companies.
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291. The Forum for Youth Investment. 2010. Insulating the education pipeline to increase postsecondary success.
The first in a new Ready by 21, Credentialed by 26 series, this issue brief explores why postsecondary completion is an important goal and looks at how the U.S. is currently faring. It identifies partners that need to be mobilized and policy approaches that need to be enacted in order to significantly increase completion rates and help more young people successfully transition to adulthood.
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292. The Institute for College Access and Success (TICAS). College InSight.
College InSight, an initiative of the Institute for College Access & Success, makes data on college affordability, diversity, and student success easy to find, compare, and analyze.
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293. The Institute for Diversity and Ethics in Sport (TIDES). 2009. Keeping score when it counts: Assessing the 2008-09 bowl-bound college football teams: Academic performance improves, but race still matters.
Overall academic progress continued while the gap between white and African-American football student-athletes increased slightly for the 68 Football Bowl Subdivision (FBS) schools (formerly known as Division I-A schools) playing in this year’s college football bowl games according to this study by The Institute for Diversity and Ethics in Sport (TIDES) at the University of Central Florida.
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294. The Institute for Diversity and Ethics in Sport (TIDES). 2009. Keeping score when it counts: Graduation rates and academic progress rates (APR) for 2009 NCAA men's division I basketball tournament teams.
This study examined Graduation Success Rates (GSR) and Academic Progress Rates (APR) for NCAA tournament basketball teams, as reported by the NCAA. the study also compares performance in the classroom for African-American and white basketball student athletes.
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295. The Institute for Diversity and Ethics in Sport (TIDES). 2009. Keeping score when it counts: Graduation rates and academic progress rates (APR) for 2009 NCAA women's and men's division I basketball tournament teams.
Women basketball student athletes do much better academically than men and the gap between the academic success between African American and white women student athletes is smaller, though still significant, than between male African American and white student athletes.
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296. The Institute for Diversity and Ethics in Sport (TIDES). 2009. Keeping score when it counts: Sweet 16 men's and women's teams: A look at their academic success.
This study is a follow-up to TIDES' annual report "Keeping Score When in Counts: Graduation Rates and Academic Progress Rates for 2009 NCAA Men's and Women's Division I Basketball Tournament Teams."
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297. The Institute for Diversity and Ethics in Sport (TIDES). The Institute for Diversity and Ethics in Sport (TIDES).
The Institute researches and publishes a variety of studies, including annual studies of student-athlete graduation rates and racial attitudes in sports, as well as the internationally recognized Racial and Gender Report Card, an assessment of hiring practices in coaching and sport management in professional and college sport.
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298. The National Commission on Asian American and Pacific Islander Research in Education. 2010. Federal higher education policy priorities and the Asian American and Pacific Islander community.
By way of new and ongoing conversations among advocacy organizations, policy centers, and higher education scholars, CARE’s new report, Federal Higher Education Policy Priorities and the Asian American and Pacific Islander Community, focuses most intently on areas of emerging importance related to how AAPIs are positioned within the context of higher education policy priorities.
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299. The New Teacher Project. 2009. How bold is "bold?" Responding to Race to the Top with a bold, actionable plan on teacher effectiveness.
How Bold is “Bold” provides a unifying framework and practical strategies that will enable states to establish and achieve clear teacher effectiveness goals.
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300. The Quality Education for Minorities (QEM) Network. The Quality Education for Minorities (QEM) Network.
The Quality Education for Minorities (QEM) Network was established in July 1990, as a non-profit organization in Washington, DC, dedicated to improving education for minorities throughout the nation.
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301. Trostel, P. 2009. The effects of public support on college attainment.
This study estimates the extent that state financial support for higher education raises college attainment. Despite its manifest importance for policy, this is the first study to estimate this effect directly.
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302. Tucker, B. 2010. Putting data into practice: Lessons from New York City.
Putting Data Into Practice looks at New York City's efforts to create an evidence-based and collaborative teaching culture. Few other districts have embraced the use of data like the nation’s largest school system. As such, its experience offers valuable lessons for other schools and systems seeking to maximize the use of data to drive and inform classroom-level instruction.
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303. U.S. Census Bureau. 2006. American FactFinder.
The American FactFinder provides an immediate profile of any area, zip code, state, or region.
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304. U.S. Census Bureau. 2005. Educational attainment in the United States: 2005.
A series of tables depicts numerically the educational attainment of the U.S. by subgroup and place of origin.
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305. U.S. Census Bureau. 2010. Educational attainment in the United States: 2009.
Information on educational attainment is collected annually in the American Community Survey (ACS) and the Current Population Survey (CPS).
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306. UCLA Asian American Studies Center, et al. 2006. Pacific Islanders lagging behind in higher educational attainment.
Using data released from the 2005 American Community Survey, the U.S. Census Bureau, and other data, this analysis concludes that Pacific Islanders have fallen behind in access to college and educational attainment. Among the findings: Among those 25 years and older, single-race Pacific Islanders are only about half as likely as non-Hispanic whites to have at least a bachelor's degree, a level of educational attainment similar to African Americans.
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307. Urban Institute. 2007. Busting the myth that poor, urban schools can't succeed.
This is a review of the recently published "Good Schools in Poor Neighborhoods: Defying Demographics, Achieving Success" by Beatriz Chu Clewell and Patricia B. Campbell, with Lesley Perlman.
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308. Urban Institute. 2007. National Center for Analysis of Longitudinal Data in Education Research (CALDER).
The National Center for Analysis of Longitudinal Data in Education Research (CALDER) is a joint project of the Urban Institute's Education Policy Center and scholars at Duke University, Stanford University, the University of Florida, the University of Missouri, the University of Texas at Dallas, and the University of Washington
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309. Urban Institute. 2007. Race, schools, and neighborhoods: Reducing barriers to achievement .
Panelists discuss academic achievement gaps, segregation, poverty and the accumulation of risk factors.
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310. US Department of Education. ED Data Express.
This Web site will help you view some of the important data that the U.S. Department of Education collects from the 50 states, the District of Columbia, and Puerto Rico.
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311. US Department of Education. 2009. Supplemental educational services non-regulatory guidance.
This document is a useful reference regarding supplemental education services required under No Child Left Behind, with sections addressing: (1) general supplemental services information; (2) information state education agency responsibilities; (3) local education agency responsibilities; (4) provider responsibilities; and (5) funding.
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312. US Department of Education. 2009. Using student achievement data to support instructional decision making.
This guide provides a framework for using student achievement data to support instructional decision making. These decisions include, but are not limited to, how to adapt lessons or assignments in response to students’ needs, alter classroom goals or objectives, or modify student-grouping arrangements.
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313. US Department of Education. 2010. What's possible: Turning around America's lowest achieving schools.
The U.S. Department of Education has produced a new series of videos that illustrate how several school districts have successfully turned around low-performing schools using the four models endorsed by the Department's $4 billion Title I School Improvement Grant program.
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314. US Department of Labor Bureau of Labor Statistics. 2010. Employment experience of youths: Results from a longitudinal survey.
At age 22, women are more likely to be enrolled in college than men and are also more likely to have completed a bachelor's degree. Among 22-year-olds not enrolled in college, men are more likely than women to be employed in a civilian job or serving in the military. These findings are from the first 11 annual rounds of the National Longitudinal Survey of Youth 1997 (NLSY97), a nationally re- presentative survey of about 9,000 young men and women born during the years 1980 to 1984.
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315. Uzzell, R., Simon, C., Horowitz, A., Hyslop, A., Lewis, S., and Casserly, M., . 2010. Beating the odds: Analysis of student performance on state assessments and NAEP: Results from the 2008-09 school year.
The Council of the Great City Schools has prepared this ninth edition of Beating the Odds to give the nation an in-depth look at how big city schools are performing on the academic goals and standards set by the states. This analysis examines student achievement in mathematics and reading from spring 2006 through spring 2009.
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316. Vaade, E. 2010. College and university commitments to student access and success: An overview of institutional postsecondary opportunity programs.
The federal and state governments are placing greater emphasis on postsecondary attainment while concerns about rising college costs for students and families surge. Both groups are calling on institutions to do more to help improve student access and achievement rates. Further, recent research and policy have put pressure on institutions to admit more students (particularly those from underrepresented groups), address rising tuition, and help students persist to completion. The recession has also led institutions to think of new or enhanced means of contributing to local economic development.
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317. Vaade, E. 2010. New approaches to improving college access, persistence, and success: Three exemplary postsecondary opportunity programs.
This report, the second in an occasional series published by the Midwestern Higher Education Compact (MHEC) called Promising Practices: What Works in the Midwest, offers a definition for these programs to help researchers and policymakers describe, compare, analyze, and evaluate them.
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318. van der Graaf, V. 2008. A five year comparison between an extended school year and a conventional year school: Effects on academic achievement .
The purpose of this study was to compare the academic achievement of third grade students in an extended year school to that of third grade students in a conventional school. The problem statement was that both schools were academically deficient according to the requirements of the No Child Left Behind (NCLB) Act.
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319. Vanneman, A., Hamilton, L., Anderson, J., and Rahman, T. 2009. Achievement gaps: How black and white students in public schools perform in mathematics and reading on the National Assessment of Educational Progress.
This report provides detailed information on the size of the achievement gaps between Black and White students at both the national and state level and how those achievement gaps have changed over time.
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320. Venezia, A., Bracco, K., and Nodine, T. 2010. One-shot deal? Students' perceptions of assessment and course placement in California's community colleges.
Several studies have examined student perceptions of the transitions and barriers between K–12 and postsecondary education systems. This report focuses on assessment and placement processes, pivotal pieces of this picture because they determine which level of courses students will be placed in when they begin community college.
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321. Wakelyn, D. 2009. Increasing college success: A roadmap for governors.
In 2008, Rhode Island Governor Don Carcieri and Virginia Governor Tim Kaine held a forum in Richmond, Virginia, on college and career success. Forum participants suggested four broad actions states can take to raise college attainment rates.
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322. Walker, L, and Smithgall, C. 2010. Underperforming schools and the education of vulnerable children.
This brief presents findings from several Chapin Hall studies on vulnerable children and youth to raise the issue of what it would mean to improve academic achievement in underperforming schools.
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323. Weiss, S. 2003. The progress of education reform: Closing the achievement gap.
This document provides summaries of the latest research on the causes, dimensions and effects of the achievement gap or the racial disparities in the education system, along with links to other sources of information.
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324. WestEd. 2010. What are we doing to middle school English learners? Findings and recommendations for change from a study of California EL programs.
This study concludes that based on findings in California, where 30 percent of the nation's English learner students are educated, middle school EL programs are failing students and limiting their futures in profound ways.
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325. Western Interstate Commission for Higher Education (WICHE). State Policy Inventory Database Online (SPIDO).
A searchable inventory of state-level policies and resources in 11 policy domains related to student achievement, access, and success in higher education
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326. Whitehurst, G. 2010. Research to practice: The future of the regional educational labs.
This report examines the roles and effectiveness of the RELs, and describes new opportunties for the RELs to serve as brokers and translators between the worlds of research and practice.
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327. Whitehurst, G., and Croft, M. 2010. The Harlem Children's Zone, Promise Neighborhoods, and the Broader, Bolder Approach to Education.
With the Obama administration proposing hundreds of millions of dollars of new federal funding for Promise Neighborhoods, with the shape of the reauthorization of the Elementary and Secondary Education Act under influence from the Broader, Bolder philosophy, and with the academic future of a generation of poor children on the line, this report asks whether the Harlem Children's Zone (HCZ) works, and whether it works as advertised.
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328. Whitmire, R. Why Boys Fail (whyboysfail.com).
This blog by Richard Whitmire, a former editorial writer for USA today, examines the crisis in male educational achievement in the U.S.
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329. Whitmire, R., and Esch, C. 2010. Pathway to the baccalaureate: How one community college is helping underprepared students succeed.
Underprepared students present colleges with a complex set of problems, and ?guring out how to help them is neither obvious nor easy. Community colleges across the country are trying any number of new programs and strategies, but most are just at the beginning stages of understanding what works and why. Northern Virginia Community College—commonly known as NOVA—is deeply examining these questions.
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330. Willett, T., Hayward, C., and Dahlstrom, E. 2008. An early alert system for remediation needs of entering community college students: Leveraging the California standards test.
This study examines the relationships between California students’ high school achievement in math and English, measured by statewide standardized tests and grades, and the levels of and grades in their first attempted math and English courses at community college.
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331. Wirt, J., Choy, S., Provasnik, S., Rooney, P.,Sen, A. and Tobin, R. 2003. The condition of education 2003.
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2003 print edition includes 44 indicators in six main areas.
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332. Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S. and Tobin, R. 2002. The condition of education 2002.
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas.
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333. Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S., Tobin, R. and Glander, M. 2001. The condition of education 2001.
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas.
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334. Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A. and Tobin, R. . 2004. The condition of education 2004.
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas.
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335. Wyner, J.S., Bridgeland, J.M., & DiIulio, J.J., Jr. 2007. Achievement trap: How America is failing millions of high-achieving students from lower-income families.
This report focuses on the experience of the approximately 3.4 million K-12 students who are in the top 25% in achievement in national tests and in the lower 50% in terms of family income. The report find that these students maintain their high-achieving status, attend college, graduate from college, and attend graduate school at lower rates than their high-family-income peers.
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336. Xia, N. 2009. Family factors and student outcomes.
To examine the effects of family process variables (specific things families do) and family status variables (who families are) on students' academic achievement and nonacademic outcomes, the author uses the Early Childhood Longitudinal Study, a U.S. longitudinal dataset that follows a nationally representative sample of children from kindergarten through fifth grade, and the Programme for International Student Assessment, a cross-country cross-sectional dataset that assesses academic achievement of 15-year-old students.
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337. Yazzie-Mintz, E. 2010. Charting the path from engagement to achievement: A report on the 2009 High School Survey of Student Engagement.
This report presents findings from the annual survey of students about their work, their school experience, the school learning environment, and their interaction with the school community. In 2009 more than 42,000 high school students in 103 schools in 27 states participated in the High School Survey of Student Engagement (HSSSE).
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338. Zachry, E., and Orr, G. 2009. Building student success from the ground up: A case study of an Achieving the Dream college.
This study offers lessons for colleges undertaking institutional reform similar to the Achieving the Dream project.
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339. Zinth, J. 2010. Teacher evaluation: New approaches for a new decade.
Whether spurred by the hope of Race to the Top funds or the research showing that students in ineffective teachers' classrooms do not make the academic gains of children taught by more effective educators, a number of states have enacted legislation in the last year to amend teacher evaluation policies.
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