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Out-of-Pocket Net Price for College

April 15, 2014 Comments off

Out-of-Pocket Net Price for College
Source: National Center for Education Statistics

This Data Point uses data from four administrations of the National Postsecondary Student Aid Study (NPSAS:2000, NPSAS:04, NPSAS:08, and NPSAS:12) to briefly present trends in out-of-pocket net price for college, the amount that students and their families must pay to attend college after subtracting grants, loans, work-study, and all other student aid from the total price of attendance. It also presents out-of-pocket net price by income levels for the most recent data available (2011-12). For comparability, findings are presented for undergraduates attending full time for a full year and also trends are presented separately for key institution types (public 2-year, public 4-year, private nonprofit 4-year, and for-profit institutions).

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Department of Education Releases New Parent and Community Engagement Framework

April 10, 2014 Comments off

Department of Education Releases New Parent and Community Engagement Framework
Source: U.S. Department of Education

The fourth quarter of the school year is generally a time of preparation for schools and districts as they finalize next year’s budget, student and teacher schedules, and professional development for the upcoming school year. During this time of preparation, it is important that schools and districts discuss ways that they can support parents and the community in helping students to achieve success.

To help in this work, the U.S. Department of Education is proud to release a framework for schools and the broader communities they serve to build parent and community engagement. Across the country, less than a quarter of residents are 18 years old or younger, and all of us have a responsibility for helping our schools succeed. The Dual Capacity framework, a process used to teach school and district staff to effectively engage parents and for parents to work successfully with the schools to increase student achievement, provides a model that schools and districts can use to build the type of effective community engagement that will make schools the center of our communities.

Expansive Survey of America’s Public Schools Reveals Troubling Racial Disparities

March 25, 2014 Comments off

Expansive Survey of America’s Public Schools Reveals Troubling Racial Disparities
Source: U.S. Department of Education

The U.S. Department of Education’s Office for Civil Rights (OCR) released today the first comprehensive look at civil rights data from every public school in the country in nearly 15 years.

This is the first time since 2000 that the Department has compiled data from all 97,000 of the nation’s public schools and its 16,500 school districts—representing 49 million students. And for the first time ever, state-, district- and school-level information is accessible to the public in a searchable online database at crdc.ed.gov.

“This data collection shines a clear, unbiased light on places that are delivering on the promise of an equal education for every child and places where the largest gaps remain. In all, it is clear that the United States has a great distance to go to meet our goal of providing opportunities for every student to succeed,” U.S. Secretary of Education Arne Duncan said. “As the President’s education budget reflects in every element—from preschool funds to Pell Grants to Title I to special education funds—this administration is committed to ensuring equity of opportunity for all.”

How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites

March 18, 2014 Comments off

How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites
Source: Institute of Education Sciences

This report provides an overview of how states define and apply student learning objectives (SLOs) in evaluation systems. The research team conducted a systematic scan of state policies by searching state education agency websites of the 50 states and Washington, D.C. to identify tools, guidance, policies, regulations, and other documents related to the use of SLOs in teacher evaluation systems. The researchers reviewed each relevant document to code the requirements, components, and uses of SLOs, which are summarized in a brief report and a series of searchable tables. The report and tables were produced in response to research questions posed by the Northeast Educator Effectiveness Research Alliance (NEERA), one of eight research alliances working with REL Northeast & Islands.

Obama Administration Takes Action to Protect Americans from Predatory, Poor-Performing Career Colleges

March 14, 2014 Comments off

Obama Administration Takes Action to Protect Americans from Predatory, Poor-Performing Career Colleges
Source: U.S. Department of Education

The Obama Administration announced today new steps to address growing concerns about burdensome student loan debt by requiring career colleges to do a better job of preparing students for gainful employment—or risk losing access to taxpayer-funded federal student aid.

The proposed regulations released by the U.S. Department of Education will help to strengthen students’ options for higher education by giving all career training programs an opportunity to improve, while stopping the flow of federal funding to the lowest-performing ones that fail to do so.

Employment Outcomes of Recent College Graduates Focus of New NCES Report

March 6, 2014 Comments off

Employment Outcomes of Recent College Graduates Focus of New NCES Report
Source: National Center for Education Statistics

This Statistics in Brief investigates the employment outcomes of college graduates 1 year after earning a bachelor’s degree using nationally representative data collected in three administrations of the Baccalaureate and Beyond Longitudinal Study. The Brief first examines the overall employment and enrollment status of all college graduates 1 year after earning a bachelor’s degree and then offers detailed information on key aspects of employment, including employment intensity (whether employed full time, part time, or in multiple jobs), occupation, and salary of those who were employed and not enrolled 1 year after graduation. The analysis indicates that employment outcomes vary for male and female graduates, and by age group, race/ethnicity, and undergraduate major field of study.

Condition of America’s Public School Facilities

March 6, 2014 Comments off

Condition of America’s Public School Facilities
Source: National Center for Education Statistics

This report provides national estimates on the condition of public school facilities. The study presented in this report collected information about the condition of public school facilities in the 2012-13 school year.

Projections of Education Statistics to 2022

March 3, 2014 Comments off

Projections of Education Statistics to 2022
Source: National Center for Education Statistics

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 2022. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2022. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13

February 28, 2014 Comments off

Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13
Source: National Center for Education Statistics

This report provides descriptive national data on the prevalence and characteristics of services and support programs for military service members and veterans at postsecondary institutions in the United States. The study presented in this report collected information for the 12-month 2012–13 academic year from postsecondary institutions on the services and programs offered to all military service members and veterans enrolled for credit, and dependents receiving military or veteran’s financial education benefits.

Department of Education Releases New Guidance on Protecting Student Privacy While Using Online Educational Services

February 25, 2014 Comments off

Department Releases New Guidance on Protecting Student Privacy While Using Online Educational Services
Source: U.S. Department of Education

The U.S. Department of Education’s Privacy Technical Assistance Center (PTAC) released new guidance today to help school systems and educators interpret and understand the major laws and best practices protecting student privacy while using online educational services.

The guidance summarizes the major requirements of the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA) that relate to these educational services, and urges schools and districts to go beyond compliance to follow best practices for outsourcing school functions using online educational services, including computer software, mobile applications and web-based tools.

Academic Libraries: 2012 First Look

February 14, 2014 Comments off

Academic Libraries: 2012 First Look
Source: National Center for Education Statistics

This report summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.

Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later

January 9, 2014 Comments off

Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later
Source: National Center for Education Statistics

This First Look presents findings from the third, and final, follow-up survey of the Education Longitudinal Study of 2002 (ELS:2002). ELS:2002 provides a wealth of information from multiple sources (tested achievement, questionnaire, and administrative records) about the factors and circumstances related to the performance and social development of the American high school student over time. This report draws on ELS:2002 data collected in 2012 to describe the outcomes of the cohort at about age 26, approximately 10 years after they were high school sophomores. These outcomes reflect several key life course markers of the transition into early adulthood, including high school and postsecondary educational attainment, entering the labor market and starting a career, marriage and family formation, student debt and aid, and the perceived impact of the college experience. The First Look tables provide national estimates for these phenomena, explored in terms of differences by sophomores’ demographic, social, and academic characteristics.

U.S. Departments of Education and Justice Release School Discipline Guidance Package to Enhance School Climate and Improve School Discipline Policies/Practices

January 9, 2014 Comments off

U.S. Departments of Education and Justice Release School Discipline Guidance Package to Enhance School Climate and Improve School Discipline Policies/Practices
Source: U.S. Department of Education/U.S. Department of Justice

The U.S. Department of Education (ED), in collaboration with the U.S. Department of Justice (DOJ), today released a school discipline guidance package that will assist states, districts and schools in developing practices and strategies to enhance school climate, and ensure those policies and practices comply with federal law. Even though incidents of school violence have decreased overall, too many schools are still struggling to create positive, safe environments. Schools can improve safety by making sure that climates are welcoming and that responses to misbehavior are fair, non-discriminatory and effective. Each year, significant numbers of students miss class due to suspensions and expulsions—even for minor infractions of school rules—and students of color and with disabilities are disproportionately impacted. The guidance package provides resources for creating safe and positive school climates, which are essential for boosting student academic success and closing achievement gaps.

Digest of Education Statistics, 2012

December 31, 2013 Comments off

Digest of Education Statistics, 2012
Source: National Center for Education Statistics

The 48th in a series of publications initiated in 1962, the Digest’s purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.

2013 Mathematics and Reading Trial Urban District Assessment Report Card

December 18, 2013 Comments off

2013 Mathematics and Reading Trial Urban District Assessment Report Card
Source: National Center for Education Statistics

Since 2011, fourth-graders in Atlanta, Chicago, the District of Columbia (DCPS), and Los Angeles posted larger score increases in mathematics than their peers in the nation.

Students in eight districts scored higher in 2013 than in 2011 in at least one subject and grade combination, with some districts making gains across multiple subjects and/or grades:

  • Fourth- and eighth-graders in the District of Columbia Public Schools (DCPS) scored higher in both reading and mathematics.
  • Fourth-graders in Los Angeles scored higher in both subjects, and eighth-graders scored higher in reading.
  • Fresno eighth-graders scored higher in both subjects.

Some score declines were observed in participating districts when comparing 2013 to 2011.

  • Eighth-graders in Detroit scored lower in mathematics.
  • Fourth-graders in Houston scored lower in reading.

2011–12 National Postsecondary Student Aid Study (NPSAS:12) Price Estimates for Attending Postsecondary Education Institutions

December 3, 2013 Comments off

2011–12 National Postsecondary Student Aid Study (NPSAS:12) Price Estimates for Attending Postsecondary Education Institutions
Source: National Center for Education Statistics

This First Look publication provides price estimates for attending postsecondary education institutions using data from the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. The survey includes about 95,000 undergraduate and 16,000 graduate students attending 1,500 postsecondary institutions in the 50 states and the District of Columbia (prior cycles of NPSAS also included institutions from Puerto Rico). The report describes the overall price of attendance (including tuition and fees, books and materials, housing, food, transportation, and personal expenses) associated with attending 2-year and 4-year colleges and universities. The report also examines net price (the price of attendance minus financial aid).

New PISA 2012 First Look Report Shows U.S. Student Performance in an International Context

December 3, 2013 Comments off

New PISA 2012 First Look Report Shows U.S. Student Performance in an International Context
Source: National Center for Education Statistics

Performance of U.S. 15-Year-Old Students in an International Context: First Look at PISA 2012 presents U.S. results from the 2012 Program for International Student Assessment (PISA). The goal of PISA is to assess students’ preparation for the challenges of life as young adults. The assessment measures mathematics, science, and reading literacy of 15-year-old students around the world. In 2012, 65 education systems—including the 34 member countries of the Organization for Economic Cooperation and Development (OECD)—participated in PISA. In addition, three U.S. states—Connecticut, Florida, and Massachusetts—participated in PISA 2012.

Key findings include:
• Overall, there was no measurable change in U.S. average scores in mathematics, science, or reading literacy between 2012 and any of the previous U.S. PISA results.
• U.S. 15-year-old students remained below the OECD average score in mathematics literacy and not measurably different from the OECD average in science and reading literacy.
• In mathematics literacy, the U.S. had a higher percentage of low-performing and lower percentage of high-performing 15-year-old students than the OECD countries on average.
• Average scores for Massachusetts were above the OECD average in all three subjects, and only three education systems had higher average scores in reading literacy than Massachusetts.
• Connecticut had higher average scores than the OECD average in reading literacy and science literacy and was not measurably different from the OECD average in mathematics literacy.
• Florida’s average scores were below the OECD average in mathematics literacy and science literacy, but not measurably different from the OECD average in reading literacy.

STEM Attrition: College Students’ Paths Into and Out of STEM Fields

November 26, 2013 Comments off

STEM Attrition: College Students’ Paths Into and Out of STEM Fields
Source: National Center for Health Statistics

This Statistical Analysis Report presents the most recent national statistics on beginning bachelor’s and associate’s degree students’ entrance into, and attrition from, STEM fields. Using recent transcript data, it provides a first look at STEM coursetaking and examines how participation and performance in undergraduate STEM coursework, along with other factors, are associated with STEM attrition. The study is based on data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and the associated 2009 Postsecondary Education Transcript Study (PETS:09).

Who Considers Teaching and Who Teaches? First-Time 2007–08 Bachelor’s Degree Recipients by Teaching Status 1 Year After Graduation (NCES 2014-002)

November 19, 2013 Comments off

Who Considers Teaching and Who Teaches? First-Time 2007–08 Bachelor’s Degree Recipients by Teaching Status 1 Year After Graduation (NCES 2014-002)
Source: National Center for Education Statistics

This Statistics in Brief examines the teaching status of 2007-08 first-time bachelor’s degree recipients one year after graduation. The analysis compares four groups with respect to their teaching experiences or interest in teaching: those who taught either before or after receiving their bachelor’s degree, those who prepared to teach but had not taught, those who considered teaching, and those who did not consider teaching. The study is based on data from the 2009 Baccalaureate and Beyond longitudinal study (B&B:09) of bachelor’s degree recipients conducted by the National Center for Education Statistics.

The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs: Executive Summary

November 18, 2013 Comments off

The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs: Executive Summary (PDF)
Source: Institute of Education Science (DOE)

The study had two main findings, one for each program studied:

1 . TFA teachers were more effective than the teachers with whom they were compared. On average, students assigned to TFA teachers scored 0.07 standard deviations higher on end-of-year math assessments than students assigned to comparison teachers, a statistically significant difference. This impact is equivalent to an additional 2.6 months of school for the average student nationwide.

2 . Teaching Fellows were neither more nor less effective than the teachers with whom they were compared. On average, students of Teaching Fellows and students of comparison teachers had similar scores on end-of-year math assessments.

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