Archive for the ‘Education Week’ Category

Quality Counts 2015 — Preparing to Launch — Early Childhood’s Academic Countdown

January 12, 2015 Comments off

Quality Counts 2015 — Preparing to Launch — Early Childhood’s Academic Countdown
Source: Education Week
From press release (PDF):

In a politically polarized environment that has increasingly extended into education policy, an area once largely free of partisan skirmishing, support for early-childhood education has become a rare point of consensus along the ideological and political spectrum. From President Barack Obama’s push for a $75 billion, 10-year federal preschool commitment to efforts by governors, mayors, and state legislatures for new and expanded programs, momentum continues to build. Yet, consensus around the importance of early education is just the starting point. Complications abound, and disagreements over funding strategies and policy approaches threaten to unravel tenuous alliances that have bridged the partisan divide.

The 2015 edition of Education Week’s Quality Counts report—Preparing to Launch: Early Childhood’s Academic Countdown—explores the complex landscape that defines early-childhood services and programs in this country. The report examines how new academic demands and accountability pressures are reshaping the learning environment for young children and the teachers and administrators serving them. Education Week journalists delve into the policy debates surrounding publicly funded programs, examine cutting-edge research on the early years, and highlight the academic and technological challenges that await the nation’s youngest learners

To complement the report’s journalism, the Education Week Research Center also conducted an original analysis of participation in early-education programs, poverty-based gaps in enrollment, and trends over time. The center’s Early Education Index grades the states based on federal data across eight critical indicators. The nation as a whole earns a D-plus on the index, while half the states earn grades in the Cminus to C-plus range. The District of Columbia ranks first in the nation with a B-plus.

Nation’s Graduation Rate Nears a Milestone

June 6, 2013 Comments off

Nation’s Graduation Rate Nears a Milestone

Source: Education Week

At the beginning of the last decade, before concerns about the nation’s graduation rate ascended to prominence on the policy agenda, only about two-thirds of U.S. public school students were finishing high school with a regular diploma. A new analysis from the Editorial Projects in Education Research Center finds that the graduation rate for America’s public schools stands just shy of 75 percent for the class of 2010, the most recent year for which data are available.

The graduation rate, which has risen nearly 2 full percentage points from the previous year and 8 points in the past decade, has reached its highest point since 1973. At the current pace of improvement, the portion of students earning a diploma could surpass the historical high of 77.1 percent within the next few years.

The research center calculates graduation rates for the nation, states, and every public school district in the country using the Cumulative Promotion Index (CPI) method and data from the U.S. Department of Education’s Common Core of Data.

With graduation rates approaching all-time-high territory, there is reason both to be encouraged and to keep a focus on the efforts that have driven progress.

But there is a flip side to these gains: Far too many young people are still failing to complete a meaningful high school education. The EPE Research Center projects that 1 million students from this year’s high school class will not graduate with a diploma. That amounts to more than 5,500 students lost each school day, or one student every 31 seconds.

Education Week: Quality Counts 2013

January 11, 2013 Comments off

Quality Counts 2013
Source: Education Week
From press release (PDF):

As a shocked nation struggles to come to terms with the recent school shootings in Newtown, Conn., policymakers, school leaders, and the public alike have renewed their attention to the need to ensure a safe and secure environment in which students can grow and learn, and in which educators can teach. At the same time, policymakers and school leaders are focusing intently on the full range of factors that contribute to an academically successful school climate—strong peer and student-teacher relationships, effective and positive ways to address student misbehavior, supports for social and emotional development, and the involvement of parents and community groups. These issues are at the heart of the 2013 edition of Education Week’s Quality Counts report: Code of Conduct: Safety, Discipline, and School Climate.

A collaboration between the Education Week newsroom and the Editorial Projects in Education Research Center, Quality Counts 2013 investigates the impact of a school’s social and disciplinary environment on students’ ability to learn and on the teachers and administrators tasked with guiding them. The report’s journalism takes an in-depth look at a range of school-climate factors—including strong and positive peer interactions, a sense of safety and security, and school disciplinary policies and practices—that help to lay the groundwork for student achievement.

To complement the reporting, the EPE Research Center conducted an original survey of more than 1,300 educators, who shared their insights and opinions on school climate and discipline in their schools. Highlights of the study are featured in the report. … Against this backdrop, the annual Quality Counts report card—the most comprehensive ongoing assessment of the state of American education—also chronicles the challenges the nation and many states continue to face in delivering a high-quality education to all students. For 2013, the nation receives a C-plus when graded across the six distinct areas of policy and performance tracked by the report, marking a slight improvement since last year. For the fifth year in a row, Maryland earns honors as the top-ranked state, posting the nation’s highest overall grade, the only B-plus awarded.

Massachusetts ranks second with a B and is followed closely by New York and then by Virginia. These perennial top-performers took the same slots in last year’s rankings. Arkansas rounds out the top five with a grade of B-minus. Kentucky (ranked 10th) joins the top-10 states for the first time this year, while Florida (sixth) regains its top-10 standing after falling from the list in 2012. At the other end of the grading scale, South Dakota for the second year in a row takes the bottom spot, with a grade of D-plus. In all, 20 states receive grades of C or lower, a tally that includes the District of Columbia.

New findings from the report’s annual Chance-for-Success Index—which captures the role of education in a person’s life, from cradle to career—show the country struggling to provide opportunities to succeed and many states lagging far behind the national leaders. The U.S. as a whole receives a C-plus on the index. Massachusetts remains at the top of the national rankings for the sixth year running, earning the only A-minus and followed closely by Connecticut, Maryland, New Hampshire, New Jersey, and Vermont, each posting grades of B-plus. Mississippi, Nevada, and New Mexico receive the lowest scores, with grades of D-plus or lower. Scores on the Chance-for-Success Index fell one point from last year and remain below pre-recession levels, due in part to continued weakness in conditions that support early schooling success, including family income and parental employment.