Education Attainment

This paper is based on the simple idea that students’ educational achievement is affected by the effort put in by those participating in the education process: schools, parents, and, of course, the students themselves.

This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades.

The American Academy of Pediatrics just released a policy statement regarding the negative impact that chronic student absenteeism has on children’s health. They cite numerous ways the two are linked. 

The Condition of Education. This year’s report presents 49 indicators of important developments and trends in U.S. education.

The Condition of Education. This year's report presents 50 indicators of important developments and trends in U.S. education.

This book examines research on the problem of student dropouts and standardized and high stakes testing. Information comes from papers presented at a 2000 workshop in which experts offered their diverse perspectives and technical expertise.

Gaps in educational opportunities persist, and more work is needed to make sure that every child has a fair shot at success. Earlier CEA analysis highlights that gaps in learning outcomes have already emerged at the time of school entry, and they persist or even widen as children progress through school. 

This paper examines the effects of school characteristics on both the probability of dropping out and the strongest predictor of dropping out-absenteeism.

Teach For America (TFA) is a nonprofit organization that seeks to improve educational opportunities for disadvantaged students by recruiting and training teachers to work in low income schools. The program uses a rigorous screening process to select college graduates and professionals with strong academic backgrounds and
leadership experience and asks them to commit to teach for two years in high-needs schools. 

This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. 

America's capacity to survive as a democracy relies not only on the provision of free public education, although that is a crucial foundation; it rests on the kind of education that arms people with an intelligence capable of free and independent thought. In addition, it rests on an education that helps people to build common ground across diverse experiences and ideas.

This report gauges progress toward achieving high quality teaching in every classroom,
using data about teaching conditions that are, new since publication of an earlier report by
the National Commission on Teaching and America's Future.

This information is used to determine the current number of charter schools in each state and to estimate total charter school enrollment at the national level.

This Digest examines some of the ways that truancy affects both individuals and society. It identifies factors that may place students at greater risk of becoming truant and lists some consequences of nonattendance, including delayed promotion and graduation, lowered self-esteem, and lessened employment potential.

This investigation examines the aspect of the structural and regulatory environment of schools to identify features that are associated with higher levels of engagement among eighth-grade students at risk.

The authors assessed the contribution of self-regulated learning strategies (SRL), when
combined with problem-solving transfer instruction (LS Fuchs et al., 2003), on 3rd-graders'
mathematical problem solving. SRL incorporated goal setting and self-evaluation.

This brief describes seven promising programs that have developed a coordinated response to reduce truancy and juvenile delinquency.

This paper presents a systematic review of the literature that assessed the effectiveness of frequency building and precision teaching with school-aged children. The authors evaluated studies in accordance with the What Works Clearinghouse standards and the council for exceptional children standards for evidence-based practices in special education.

Where, when, and how we teach reading says more about us than it does the students. Explicitly teaching and leveraging the science allows us to overcome our blind spots, assumptions, and biases which impact every aspect of instruction. In doing so, we save us from ourselves and avoid a permanent underclass filling our correctional institutions as prisoners of the ‘reading wars.’

In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks.

The report examines the effect of state funding systems and high stakes testing on special
education enrollment. 

This report uses a newly defined version of the Greene Method to calculate graduation rates for the public school class of 2000, comparing results to those of 1998.

There are both personal and societal costs of dropping out. 

The number of college graduates has steadily increased in the past decade, especially among those earning bachelor’s degrees. Graduation rates have also increased overall, especially at public, 4-year institutions; college graduation statistics suggest greater student success at these institutions.

Community colleges typically offer extensive developmental education programs to students
with weak academic skills in order to prepare them for college-level coursework. Yet, for
students referred to developmental mathematics education, rates of completion in
developmental math courses and in college-level math courses required for a degree are
particularly low.

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately

The purpose of this article is to provide prospectus to the problem and develop key recommendations that may be utilized by urban districts to reduce its financial costs and to significantly improve staff and student attendance.

In this study, the authors examined whether students of different racial-ethnic groups vary in attachment and engagement and whether properties of schools (eg, racial-ethnic composition) influence these outcomes over
and above individual characteristics. 

This report examines data on out of school suspension rates in every school district in the country. 

This report examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance.

Data through 1995 are for institutions of higher education, while later data are for degree-granting institutions. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. The degree-granting classification is very similar to the earlier higher education classification, but it includes more 2-year colleges and excludes a few higher education institutions that did not grant degrees. Some data have been revised from previously published figures.

Studies employing applied behavior analysis in the teaching and remediation of mathematics are reviewed. The review shows that a large variety of remediation techniques have been used, with an increasing trend towards student-initiated procedures, often as part of a treatment package.

The authors report a randomized field experiment (N = 15,329) that tests the impact of two types of symbolic awards on student attendance: preannounced awards (prospective) and surprise awards (retrospective).

This descriptive summary is one of the first reviews to examine the number of days of “lost instruction” resulting from student suspensions. The study examines the total number of days lost nationwide, disparities among different student subgroups, and differences across individual states. The impact of loss of instruction due to suspensions has a lifelong impact on students, including: lower graduation rates (Rumberger and Losen, 2017), increased involvement in the juvenile justice system (Mowicki, 2018), and arrests as adults Rosenbaum (2018).

Recently, the term science of reading has been used in public debate to promote policies and instructional practices based on research on the basic cognitive mechanisms of reading, the neural processes involved in reading, computational models of learning to read, and the like. According to those views, such data provide convincing evidence that explicit decoding instruction (e.g., phonological awareness, phonics) should be beneficial to reading success.

Data through 1995 are for institutions of higher education, while later data are for degree-granting institutions. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. The degree-granting classification is very similar to the earlier higher education classification, but it includes more 2-year colleges and excludes a few higher education institutions that did not grant degrees. Some data have been revised from previously published figures

This report presents findings associated with public high school graduation and event dropout counts for the 2008–09 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions. 

For the first time in recent history, a majority of the schoolchildren attending the nation's public schools come from low income families. The pattern was spread across the nation. This paper show the percentage data from across the country.

This paper outlines the consequences that these young people face after leaving high school. 

Employment status of the civilian population 25 years and over by educational attainment

The final regulations establish a uniform and more accurate measure of calculating high school graduation rate that is comparable across states; strengthen public school choice and supplemental educational services requirements; and increase accountability and transparency.

This report examines students’ sense of belonging and participation at school, two of the most important measures of student engagement.