Publications & Products

Pub Number	Title	Date
NCES 2012046	Higher Education: Gaps in Access and Persistence Study The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.	8/28/2012
NCEE 20124056	The Inclusion of Students With Disabilities in School Accountability Systems This interim report presents descriptive information on school-level accountability, adequate yearly progress (AYP), and school improvement status of schools accountable and schools not accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act. Based on U. S. Department of Education EDFacts data from the 2005-06 to 2008-09 school years for up to 40 states, key findings from the study include: Across the 40 states with relevant data, 35 percent of public schools were accountable for the performance of the SWD subgroup in the 2008-09 school year, representing 58 percent of tested SWDs in those states. In those same 40 states, 62 percent of middle schools were accountable for SWD performance, while 31 percent of elementary schools and 23 percent of high schools were accountable. In 20 states that had relevant data for all fours years, there was a steady increase in the percentage of SWD-accountable schools, from 25 percent in the 2005-06 school year to 34 percent in the 2008-09 school year. In 32 states with relevant data, 55 percent of public schools were not accountable for the SWD subgroup in any of the 4 years examined, while 18 percent of schools that were consistently accountable in each of the 4 years. In 37 states with relevant data, nine percent of all public schools missed AYP in the 2008-09 school year because of SWD subgroup performance and other reason(s), and 5 percent missed it solely because of SWD subgroup performance. Together these schools served 28 percent of tested SWDs in all public schools in these states. Among schools that were consistently accountable for the performance of the SWD subgroup during the 4 years across 27 states, 56 percent were never identified for school improvement over this time period. By comparison, among schools that were not accountable for SWD subgroup performance in any of the 4 years, 76 percent were never identified for improvement.	5/29/2012
REL 2012121	Characteristics of Midwest Region School Districts Identified for Improvement Like other states across the country, the seven REL Midwest Region states have been striving to meet the performance targets established under the No Child Left Behind Act of 2001. Under the act, districts are identified as "in improvement" and schools as "in need of improvement" after two successive years of not meeting adequate yearly progress performance targets. The report, Characteristics of Midwest Region school districts identified for improvement, presents statistical profiles of school districts designated as in improvement in the Midwest Region states as of 2009/10. It compares the prevalence and characteristics of these districts and those of districts not in improvement. It also reports the prevalence of districts in improvement under three states’ own accountability systems.	3/28/2012
REL 2012019	Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups This technical brief examines the 2008/09 reading and math proficiency levels of four categories of Arizona public school students (comprising 11 student subgroups): ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non–English language learner students), disability status (students with disabilities and students without disabilities), and economic status (receiving free or reduced-price meals and not receiving free or reduced-price meals). Responding to an Arizona Department of Education request, the brief describes how student subgroup performance differs by school level (elementary, middle, and high) and across three school types: Title I Schools in Improvement (schools serving economically disadvantaged students and participating in the federal school improvement program intended to improve academic performance in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non–Title I schools. The same analyses were conducted for charter schools.	10/25/2011
NCES 2011236	2008–09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09): A First Look at Recent College Graduates This report describes the enrollment and employment experiences of a national sample of college graduates one year after their 2007-08 graduation. Data presented include education financing; postbaccalaureate enrollment; student loan repayment; and employment, particularly employment in teaching.	7/20/2011
REL 2011017	Achievement Trends of Schools and Students in Arizona’s Title I School Improvement Program This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes for 2005/06-2008/09 the numbers and distribution of Arizona public schools and students across school levels (elementary, middle, high) for three school types: Title I Schools in Improvement (participating in the school improvement program, a public program to improve the academic performance of students in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non-Title I schools. It reports how Schools in Improvement are distributed across school improvement statuses, compares trends in reading and math proficiency for students attending each school type, and examines patterns of movement in and out of school improvement among Title I schools.	7/19/2011
REL 2011105	Title III Accountability Policies and Outcomes For K–12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States This report overviews key elements of the Title III annual measurable achievement objectives (AMAO) in the South-east Region states for 2007/08: number and type of Title III subgrantees, English language proficiency assessments used, and state and subgrantee performance in meeting AMAO accountability targets.	4/5/2011
REL 2011102	How Student and School Characteristics are Associated with Performance on the Maine High School Assessment Using multilevel regression models to examine how student characteristics, student prior achievement measures, and school characteristics are associated with performance on the Maine High School Assessment, the study finds statistically significant relationships between several of these variables and assessment scores in reading, writing, math, and science.	2/28/2011
NPEC 2010832	Suggestions for Improving the IPEDS Graduation Rate Survey Data Collection and Reporting In 1990, Congress enacted the Student Right-to-Know (SRTK) Act which requires colleges and universities to disclose the rate students complete academic programs at postsecondary education institutions. The National Center for Education Statistics (NCES) at the U.S. Department of Education developed the Graduation Rate Survey (GRS) to help institutions comply with the SRTK requirements. The purpose of this paper is to present recommendations for reducing complexity and confusion of completing the GRS survey as well as improve the standardization of data. The paper summarizes findings from two activities: deliberations of the NPEC GRS Working Group (with feedback from the full NPEC membership) and an analysis of graduation rate survey perceptions using entries in the Common Dataset listserve.	7/9/2010
NCES 2010313	Public School Graduates and Dropouts From the Common Core of Data: School Year 2006-07 This First Look report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools during the 2006-07 school year. State education agencies (SEAs) provided the data to the Common Core of Data (CCD) nonfiscal survey.	10/21/2009

NCES 2012046

Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.

8/28/2012

NCEE 20124056

The Inclusion of Students With Disabilities in School Accountability Systems
This interim report presents descriptive information on school-level accountability, adequate yearly progress (AYP), and school improvement status of schools accountable and schools not accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act. Based on U. S. Department of Education EDFacts data from the 2005-06 to 2008-09 school years for up to 40 states, key findings from the study include:

Across the 40 states with relevant data, 35 percent of public schools were accountable for the performance of the SWD subgroup in the 2008-09 school year, representing 58 percent of tested SWDs in those states. In those same 40 states, 62 percent of middle schools were accountable for SWD performance, while 31 percent of elementary schools and 23 percent of high schools were accountable.
In 20 states that had relevant data for all fours years, there was a steady increase in the percentage of SWD-accountable schools, from 25 percent in the 2005-06 school year to 34 percent in the 2008-09 school year.
In 32 states with relevant data, 55 percent of public schools were not accountable for the SWD subgroup in any of the 4 years examined, while 18 percent of schools that were consistently accountable in each of the 4 years.
In 37 states with relevant data, nine percent of all public schools missed AYP in the 2008-09 school year because of SWD subgroup performance and other reason(s), and 5 percent missed it solely because of SWD subgroup performance. Together these schools served 28 percent of tested SWDs in all public schools in these states.
Among schools that were consistently accountable for the performance of the SWD subgroup during the 4 years across 27 states, 56 percent were never identified for school improvement over this time period. By comparison, among schools that were not accountable for SWD subgroup performance in any of the 4 years, 76 percent were never identified for improvement.

5/29/2012

REL 2012121

Characteristics of Midwest Region School Districts Identified for Improvement
Like other states across the country, the seven REL Midwest Region states have been striving to meet the performance targets established under the No Child Left Behind Act of 2001. Under the act, districts are identified as "in improvement" and schools as "in need of improvement" after two successive years of not meeting adequate yearly progress performance targets. The report, Characteristics of Midwest Region school districts identified for improvement, presents statistical profiles of school districts designated as in improvement in the Midwest Region states as of 2009/10. It compares the prevalence and characteristics of these districts and those of districts not in improvement. It also reports the prevalence of districts in improvement under three states’ own accountability systems.

3/28/2012

REL 2012019

Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups
This technical brief examines the 2008/09 reading and math proficiency levels of four categories of Arizona public school students (comprising 11 student subgroups): ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non–English language learner students), disability status (students with disabilities and students without disabilities), and economic status (receiving free or reduced-price meals and not receiving free or reduced-price meals). Responding to an Arizona Department of Education request, the brief describes how student subgroup performance differs by school level (elementary, middle, and high) and across three school types: Title I Schools in Improvement (schools serving economically disadvantaged students and participating in the federal school improvement program intended to improve academic performance in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non–Title I schools. The same analyses were conducted for charter schools.

10/25/2011

NCES 2011236

2008–09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09): A First Look at Recent College Graduates
This report describes the enrollment and employment experiences of a national sample of college graduates one year after their 2007-08 graduation.

Data presented include education financing; postbaccalaureate enrollment; student loan repayment; and employment, particularly employment in teaching.

7/20/2011

REL 2011017

Achievement Trends of Schools and Students in Arizona’s Title I School Improvement Program
This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes for 2005/06-2008/09 the numbers and distribution of Arizona public schools and students across school levels (elementary, middle, high) for three school types: Title I Schools in Improvement (participating in the school improvement program, a public program to improve the academic performance of students in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non-Title I schools. It reports how Schools in Improvement are distributed across school improvement statuses, compares trends in reading and math proficiency for students attending each school type, and examines patterns of movement in and out of school improvement among Title I schools.

7/19/2011

REL 2011105

Title III Accountability Policies and Outcomes For K–12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States
This report overviews key elements of the Title III annual measurable achievement objectives (AMAO) in the South-east Region states for 2007/08: number and type of Title III subgrantees, English language proficiency assessments used, and state and subgrantee performance in meeting AMAO accountability targets.

4/5/2011

REL 2011102

How Student and School Characteristics are Associated with Performance on the Maine High School Assessment
Using multilevel regression models to examine how student characteristics, student prior achievement measures, and school characteristics are associated with performance on the Maine High School Assessment, the study finds statistically significant relationships between several of these variables and assessment scores in reading, writing, math, and science.

2/28/2011

NPEC 2010832

Suggestions for Improving the IPEDS Graduation Rate Survey Data Collection and Reporting
In 1990, Congress enacted the Student Right-to-Know (SRTK) Act which requires colleges and universities to disclose the rate students complete academic programs at postsecondary education institutions. The National Center for Education Statistics (NCES) at the U.S. Department of Education developed the Graduation Rate Survey (GRS) to help institutions comply with the SRTK requirements. The purpose of this paper is to present recommendations for reducing complexity and confusion of completing the GRS survey as well as improve the standardization of data. The paper summarizes findings from two activities: deliberations of the NPEC GRS Working Group (with feedback from the full NPEC membership) and an analysis of graduation rate survey perceptions using entries in the Common Dataset listserve.

7/9/2010

NCES 2010313

Public School Graduates and Dropouts From the Common Core of Data: School Year 2006-07
This First Look report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools during the 2006-07 school year. State education agencies (SEAs) provided the data to the Common Core of Data (CCD) nonfiscal survey.

10/21/2009

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