Author: Heather Norbury
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Recent estimates suggest that of U.S. public high school freshmen in the fall of 2005 24.5 percent did not graduate on time in 2008/09 (Stillwell, Sable, and Plotts 2011). As states and school districts attempt to boost graduation rates, they face the challenge of identifying which students are at risk of not graduating on time. Early warning indicators based on measurable student outcomes and behaviors could help identify students at risk while there is still time to redirect their trajectory away from dropping out or falling behind. The current study focuses on the freshman on-track indicator developed by the Consortium on Chicago School Research (CCSR). The current study examined three research questions for two urban districts in the Midwest Region: (1) What were the freshman on-track and offtrack rates for recent cohorts, overall and by student background subgroup?; (2) How did four-year in-district graduation rates compare for on-track and off-track freshmen in recent cohorts, overall and by student background subgroup?; and (3) To what extent does the on-track indicator predict four-year graduation rates for recent cohorts in each district, after accounting for baseline student background characteristics? The main results of the study are the following: (1) For both districts, students who were on track at the end of grade 9 graduated on time at a higher rate than did students who were off track. This was the case both overall and for every student background subgroup examined in each district; (2) For both districts, the on-track indicator was a significant predictor of on-time high school graduation, even after controlling for student background characteristics and for student assessment test scores in grade 8. The odds of on-time graduation for students who were on track at the end of their freshman year was estimated to be 6.6 times that of students who had similar characteristics but were off track at the end of their freshman year for District A and 5.5 times for District B; and (3) For both districts, the effect size of being on track compared with being off track (as measured by increases in the odds of graduating) was larger than the effect size for every student background characteristic and for grade 8 assessment test scores. The pattern of results in this study is similar to that of prior studies (Allensworth and Easton 2005; Hartman et al. 2011), with some differences in overall on-track rates, on-track rates for particular student subgroups, and the degree to which the on-track indicator differentiates between graduates and nongraduates. (Contains 3 notes.) [For the full report, "Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Issues & Answers. REL 2012-No. 134," see ED531421.].
Author: Heather Norbury
Publisher:
ISBN:
Category :
Languages : en
Pages : 41
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Book Description
Recent estimates suggest that of U.S. public high school freshmen in the fall of 2005 24.5 percent did not graduate on time in 2008/09 (Stillwell, Sable, and Plotts 2011). As states and school districts attempt to boost graduation rates, they face the challenge of identifying which students are at risk of not graduating on time. Early warning indicators based on measurable student outcomes and behaviors could help identify students at risk while there is still time to redirect their trajectory away from dropping out or falling behind. The current study focuses on the freshman on-track indicator developed by the Consortium on Chicago School Research (CCSR). The current study examined three research questions for two urban districts in the Midwest Region: (1) What were the freshman on-track and off-track rates for recent cohorts, overall and by student background subgroup?; (2) How did four-year in-district graduation rates compare for on-track and off-track freshmen in recent cohorts, overall and by student background subgroup?; and (3) To what extent does the on-track indicator predict four-year graduation rates for recent cohorts in each district, after accounting for baseline student background characteristics? The main results of the study are the following: (1) For both districts, students who were on track at the end of grade 9 graduated on time at a higher rate than did students who were off track. This was the case both overall and for every student background subgroup examined in each district; (2) For both districts, the on-track indicator was a significant predictor of on-time high school graduation, even after controlling for student background characteristics and for student assessment test scores in grade 8. The odds of on-time graduation for students who were on track at the end of their freshman year was estimated to be 6.6 times that of students who had similar characteristics but were off track at the end of their freshman year for District A and 5.5 times for District B; and (3) For both districts, the effect size of being on track compared with being off track (as measured by increases in the odds of graduating) was larger than the effect size for every student background characteristic and for grade 8 assessment test scores. The pattern of results in this study is similar to that of prior studies (Allensworth and Easton 2005; Hartman et al. 2011), with some differences in overall on-track rates, on-track rates for particular student subgroups, and the degree to which the on-track indicator differentiates between graduates and nongraduates. Appended are: (1) Study data and analysis; (2) Determination of on-track status and graduation status; (3) Analytic samples; (4) Graduation rates for freshmen in the 2005/06 and 2006/07 cohorts; and (5) Regression model specifications and results. (Contains 1 box, 8 figures, 8 tables and 17 notes.) [For "Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Summary. Issues & Answers. REL 2012-No. 134," see ED531422.].
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309490162
Category : Education
Languages : en
Pages : 269
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Book Description
Disparities in educational attainment among population groups have characterized the United States throughout its history. Education is sometimes characterized as the "great equalizer," but to date, the country has not found ways to successfully address the adverse effects of socioeconomic circumstances, prejudice, and discrimination that suppress performance for some groups. To ensure that the pursuit of equity encompasses both the goals to which the nation aspires for its children and the mechanisms to attain those goals, a revised set of equity indicators is needed. Measures of educational equity often fail to account for the impact of the circumstances in which students live on their academic engagement, academic progress, and educational attainment. Some of the contextual factors that bear on learning include food and housing insecurity, exposure to violence, unsafe neighborhoods, adverse childhood experiences, and exposure to environmental toxins. Consequently, it is difficult to identify when intervention is necessary and how it should function. A revised set of equity indicators should highlight disparities, provide a way to explore potential causes, and point toward possible improvements. Monitoring Educational Equity proposes a system of indicators of educational equity and presents recommendations for implementation. This report also serves as a framework to help policy makers better understand and combat inequity in the United States' education system. Disparities in educational opportunities reinforce, and often amplify, disparities in outcomes throughout people's lives. Thus, it is critical to ensure that all students receive comprehensive supports that level the playing field in order to improve the well-being of underrepresented individuals and the nation.
Author: Yvonne S. Freeman
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 184
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Book Description
Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap. three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners. Closing the Achievement Gap features: the four keys for school success for older English learners clear distinctions among the types of older English learners in our schools with examples of students from each category a thorough discussion of the kinds of language proficiency older English learners need a review of the latest research on effective practices for older English learners detailed descriptions from the classrooms of three teachers, including thematic units they have developed, their daily routines, and the strategies they use to scaffold instruction professional extension activities to help readers apply the information in this book to their own educational settings. For teachers and teacher educators, program directors, resource personnel, and administrators, this book offers both the research and practice schools need to develop effective programs to educate struggling older English learners.
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Nces
Publisher: Claitor's Pub Division
ISBN: 9781598049398
Category : Education
Languages : en
Pages : 394
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Book Description
The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.
Author: John W. Creswell
Publisher:
ISBN: 9780133831535
Category : Education
Languages : en
Pages : 0
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Book Description
"Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research offers a truly balanced, inclusive, and integrated overview of the processes involved in educational research. This text first examines the general steps in the research process and then details the procedures for conducting specific types of quantitative, qualitative, and mixed methods studies. Direct guidance on reading research is offered throughout the text, and interactive features provide opportunities for practice."--Publisher's description.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309084350
Category : Education
Languages : en
Pages : 303
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Book Description
When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
Author: Dana Gioia
Publisher: DIANE Publishing
ISBN: 9781422399965
Category : Literary Collections
Languages : en
Pages : 24
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Book Description
Executive Summary for a report which gathers & collates the best national data available to provide a reliable & comprehensive overview of American reading today. This report relies on large, nat. studies conducted on a regular basis by U.S. fed. agencies, supplemented by academic, foundation, & business surveys. Although there has been measurable progress in recent years in reading ability at the elementary school level, all progress appears to halt as children enter their teenage years. There is a general decline in reading among teenage & adult Americans. Both reading ability & the habit of regular reading have greatly declined among college grad. The declines have demonstrable social, economic, cultural, & civic implications. Charts & tables.
Author: John M. Swales
Publisher: University of Michigan Press ELT
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 272
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Book Description
A Course for Nonnative Speakers of English. Genre-based approach. Includes units such as graphs and commenting on other data and research papers.
