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IES What's New



For the latest in events, developments, and updates to the IES website, check back here often.



 



Trends in High School Dropout and Completion Rates

Thu, 22 Feb 2018 00:00:00 EDT

This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of youth who are high school dropouts (status dropout rates), and the percentage of youth who hold high school credentials (status completion rates).



Digest of Education Statistics, 2016

Tue, 20 Feb 2018 00:00:00 EDT

The 52nd 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.



More Research Is Needed on MyTeachingPartner Pre-K

Tue, 13 Feb 2018 08:14:44 EDT

MyTeachingPartner Pre-K is a professional development program for early education teachers that incorporates a video library, interactive training, a college course, and trained coaches to provide teachers with the knowledge and skills to engage in more effective student interactions. There are no studies of MyTeachingPartner Pre-K that meet WWC group design standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program.



National Board for Professional Teaching Standards (NBPTS) Certification has Mixed Effects

Tue, 13 Feb 2018 08:13:51 EDT

The WWC recently reviewed the research on NBPTS certification, a highly selective professional certification awarded to accomplished teachers who have completed three full years of regular teaching service and can demonstrate that their teaching practices meet the NBPTS standards. After reviewing the research, the WWC found that NBPTS-certified teachers had mixed effects on mathematics achievement and no discernible effects on English language arts achievement for students in grades 3 through 8.



Relationships Between Teacher Certification and English Learner Students' Growth in Academic Achievement and English Proficiency

Tue, 13 Feb 2018 08:09:57 EDT

REL Southwest examined the association between teachers certified in bilingual and English as a second language education and growth of English learner students in reading, mathematics, and English proficiency.



NHES:2016 Data File User's Manual and Data Files now available.

Fri, 9 Feb 2018 00:00:00 EDT

The 2016 National Household Education Surveys Program (NHES:2016) Data File User’s Manual and data files are now available. They include data from the Early Childhood Program Participation survey, the Parent and Family Involvement in Education survey, and the Adult Training and Education Survey.



Education and Employment Outcomes Among Students Whose Parents Never Attended College

Thu, 8 Feb 2018 00:00:00 EDT

A new report from NCES examines high school success, postsecondary enrollment, degree completion, graduate school enrollment, and employment outcomes of students whose parents had not attended college. Outcomes for these students are compared to those of their peers whose parents attended or completed college. This report uses data from the Education Longitudinal Study of 2002 (ELS:2002), the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), and the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12).



Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Volume 3.

Wed, 7 Feb 2018 07:41:09 EDT

A new report volume from the National Longitudinal Transition Study 2012 (NLTS 2012) finds that, over the past decade (2003–2012), secondary school youth required under the Individuals with Disabilities Education Act (IDEA) to have an individualized education program (IEP) have become more engaged in school and increased their use of school supports. At the same time they are less likely than in the past to take some key steps to prepare for their transition to adult life.



REL Southwest Examines Algebra II Completion and Failure Rates After Texas Changed Its Graduation Requirements

Tue, 6 Feb 2018 09:21:18 EDT

This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the points at which Texas began implementing the 4x4 curriculum (which required Algebra II) and when the state moved to the new Foundation High School Program (which eliminated Algebra II as a requirement).



The Forum Guide to Collecting and Using Attendance Data

Fri, 2 Feb 2018 00:00:00 EDT

The Forum Guide to Collecting and Using Attendance Data is designed to help state and local education agency staff improve their attendance data practices — the collection, reporting, and use of attendance data to improve student and school outcomes. The guide offers best practice suggestions and features real-life examples of how attendance data have been used by education agencies. The guide includes a set of voluntary attendance codes that can be used to compare attendance data across schools, districts, and states. The guide also features tip sheets for a wide range of education agency staff who work with attendance data.



High School Longitudinal Study of 2009 (HSLS:09) Second Follow-Up:A First Look at Fall 2009 Ninth-Graders in 2016

Thu, 1 Feb 2018 00:00:00 EDT

This publication provides descriptive findings from the High School Longitudinal Study of 2009 (HSLS:09) Second Follow-up. HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. The second follow-up was conducted from March 2016 through January 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support.



First Look report presents findings from the 2015-16 National Postsecondary Student Aid Study (NPSAS:16)

Tue, 30 Jan 2018 00:00:00 EDT

A new First Look publication released by NCES describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level. For example, in the 2015–16 academic year, 72 percent of all undergraduate students received some type of financial aid (including student loans). For those who received any aid, the total average amount was $12,300. For more findings, see the full report.



IES Technical Working Group Meeting on Career and Technical Education (CTE)

Thu, 25 Jan 2018 13:15:49 EDT

IES has posted a summary of a recent Technical Working Group (TWG) meeting on Career and Technical Education (CTE).



National Evaluation of the State Deaf-Blind Projects

Thu, 25 Jan 2018 08:47:09 EDT

A new report describes the work done by the 48 State Deaf-Blind Projects awarded grants in 2013 and assesses needs for the types of technical assistance and services the Projects provide among individuals who work closely with children and youth with deaf-blindness.



More Research Needed on Harlem Children's Zone (HCZ) Promise Academy Charter Schools

Wed, 24 Jan 2018 07:55:36 EDT

HCZ Promise Academy Charter Schools is a non-profit organization designed to serve low-income children and families living in Harlem in New York City. The HCZ Promise Academy Charter Schools have a longer school day and year than traditional public schools, monitor student progress on academic outcomes, provide differentiated instruction, and educate students and families on character development, healthy lifestyles, and leadership skills. After reviewing the current research, the WWC found that no eligible studies meet WWC design standards. Therefore, more research is needed to determine the program’s effectiveness.