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National Center for Education Statistics - IES/Institute of Education Sciences (April 2008 - Education Commission of the States/ECS)
This annual report provides insights into the nation's 100 largest public school districts, which enroll 23 percent of the nation's public school students. Data include the number of high school completers, averaged freshman graduation rate, revenues and expenditures.
Additional Learning Opportunities in Rural Areas - Needs, Successes and Challenges
Center for American Progress (April 2008 - ECS)
Expanded learning opportunities, longer school days and years, and after-school programs should be used to help disadvantaged students not only in cities but also in rural areas, where students from low-income families are even less likely to complete high school, says this report.
National Center for Education Statistics (April 2008 - ECS)
This report focuses on public education revenues and expenditures in the states for 2006. The report includes data on regular, special and vocational education; charter schools; and state-run education programs.
Extended-Learning After-School Programs: A Very Positive Influence Citizen Schools (January 2008) The results of a seven-year study indicate that middle school students in Boston public schools enrolled in extended-learning after-school programs outperformed peers who were not involved with such programs. The study notes that extended-learning opportunities show promise in engaging at-risk middle school students as participants attended more days of school on average and exhibited lower suspension rates than peers. The Nation's Report Card - Writing 2007 Institute of Education Success/National Center for Educational Statistics (April 2008) How are our secondary students doing when it comes to writing achievement? There may be some improvements! The Nation's Report Card (NAEP) has just completed their latest study/analysis. Making a Difference?: The Effects of Teach for America in High School The Urban Institute and the National Center for Analysis of Longitudinal Data in Education Research (CALDER) (April 2008) Programs like Teach For America can all make a positive difference for student achievement in high school, according to a trio of federally funded studies from CALDER. Instructional Time in Elementary School - A closer look at changes for specific subjects Center on Education Policy (March 2008) As part of an ongoing study of the impact of the No Child Left Behind Act (NCLB), CEP conducted a deeper analysis of 2006-07 survey data first reported in July 2007 on the amount of instructional time devoted to specific subjects. This report is what they found about the magnitude of changes in instructional time in elementary schools from districts that reported increases or decreases in time for certain subjects since NCLB took effect in 2002. Understanding High School Graduation Rates in Georgia Alliance for Excellent Education (February 2008) Graduation rates are a fundamental indicator of whether or not the nation's public school system is doing what it is intended to do: enroll, engage, educate youth to be productive members of society. This study provides a close look at Georgia's graduation rate. Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects Center on Education Policy (February 2008) Most of the nation's elementary schools have added at least 75 minutes of instruction time in reading and math each week since the enactment of No Child Left Behind, but many did so by skimming the time from the teaching of science, social studies, the arts, recess and physical education. The findings in the analysis offer further evidence that NCLB has led to sizeable shifts in the curriculum. The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings National Center for Education Evaluation and Regional Assistance This study suggests that giving struggling 9th-grade readers an extra literacy class can boost their reading comprehension skills, but not dramatically enough to get them up to grade level by the end of a single year. The findings come in this the first of a three-part series of reports to be issued under this study, a federal program that is testing promising strategies for low-performing adolescent readers in 34 high schools across the country. (February 2008) How Can Our High Schools Boost American Competitiveness? The Georgia Governor's Office of Student Achievement - E-Bulletin (February 2008) A good deal of recent study and commentary has been focused on the need to address American students' competitiveness in the world. Tough Choices or Tough Times, produced by the New Commission on the Skills of the American Workforce, and the new documentary Two Million Minutes are just two examples of such commentary. The 4th Annual AP Report to the Nation CollegeBoard (February 2008) On February 13, College Board President Gaston Caperton and AP Program Vice President Trevor Packer announced findings from the 4th Annual AP Report to the Nation, which include participation and performance data for each state within the context of its population and racial/ethnic demographics. The report also announced that a greater percentage of the nation's students are taking and succeeding on AP Exams, which research shows are predictors of success in college. 'First Things First' Reform Model Does Not Measure Up What Works Clearing House (U.S. DOE) (February 2008) Despite attracting high-powered backers such as Bill Gates, this much-touted school improvement program has yet to muster conclusive scientific evidence to show that it prevents students from dropping out of school. The Preparation Gap: Teacher Education for Middle School Mathematics in Six Countries - Mathematics Teaching in the 21st Century (MT21) Center for Research in Mathematics and Science Education - Michigan State University (December 2007) U.S. middle school math teachers lag behind their peers in other countries when it comes to their preparation to teach the subject, according to this study. The findings have implications across the country as many states are adopting tougher graduation standards that require students to take more math courses. Future teachers in higher-performing countries took far more courses in math, the study found. When Girls Don't Graduate, We All Fail: A Call to Improve High School Graduation Rates for Girls National Women's Law Center (December 2007) This groundbreaking report finds that one in four girls drops out of school, and that the numbers are even worse for girls of color. Female dropouts earn significantly lower wages than male dropouts, are at greater risk of unemployment, and are more likely to rely on public support. Trial Urban District Assessment (TUDA) Results in Math and Reading National Center for Educational Statistics (The Nation's Report Card) (November 2007 Students in large urban districts made progress in reading and mathematics, with their strongest gains coming in math and from low-performing youths. While scores among students in large cities still lag well behind national averages, achievement rose in 4th and 8th grade math and among 4th graders in reading. This link will take you to a multi-source page. Advanced Placement and International Baccalaureate - Do They Deserve Gold Star Status? Thomas B. Fordham Institute (November 2007) For many people commited to strong academic standards, the "advanced" high school courses offered through the Copllege Board's Advanced Placement program and, increasingly, the Diploma Programme of the International Baccalaureate Organisation (IBO) represents the curricular gold standard for secondary education. Admissions directors and professors at America's most competitive colleges have long encouraged this view. This study is designed to determine whether these courses indeed represent a gold standard, and to assist policymakers as they gauge the worth of expanding AP and IB throughout the land. New Figures Show High Dropout Rate Education Week (May 2007) National education leaders unveiled an online database that promises to provide parents across much of the nation the first accurate appraisal of how many students graduate on time in each school system. The stats show 70 pecent of students nationwide earned diplomas in four years as of 2003, a much lower rate than that reported by the vast majority of school systems. Here is the new database. Here is the Washington Post story. State High School Exams: Working to Raise Test Scores Center on Education Policy (September 07 - posted November 07) Since 2002, this independent non-profit organization has been studying state high school exit exams - tests students must pass to receive a high school diploma. This is CEP's sixth annual comprehensive report. High School Survey of Student Engagement Indiana University School of Education (March 2007) According to this survey of 81,000 students in 26 states, a majority of U.S. high school students say they get bored in class every day, and more than one in five has considered dropping out. Multiple Pathways: High School Reform that Promises to Prepare All Students for College, Career and Civic Responsibility University of California at Los Angeles (February 2007) This paper introduces Multiple Pathways, an approach to high school education that has captured the imaginations of major philanthropists, school reformers, and a growing number of policymakers. Today's high schools do not offer all students the programs and classes necessary to prepare them for college, career, and responsibile participation in public life. The purpose of Multiple Pathways reform is to correct this failure. High School Academic Achievement: Reading and Mathematics Results for 12th Graders and High School Transcript Study Results The Nation's Report Card (February 2007) High school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving through the effort according to these two federal reports that cite grade inflation as a possible explanation. The High Cost of High School Dropouts - What the Nation Pays for Inadequate High Schools Alliance for Excellent Education (January 2007) Every school day, seven thousand students become dropouts. Annually, that adds up to about 1.2 million students who will not graduate high school with their peers as scheduled. Lacking a high school diploma, these individuals will be far more likely to spend their lives periodically unemployed, on government assistance, or cycling in and out of the prison system. This report offers startling statistics and analysis. |
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