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Quote of the Week:
"You don't have to burn books to destroy a culture. Just get people to stop reading them."~ Mohandas Gandhi
Education Data Tools Now Available
Use the Institute of Education Sciences DataLab to search for data. QuickStats on this site allows educators, policy makers, legislative staff, journalists, students, and others to answer questions using data collected by National Center for Education Statistics.
The National Assessment of Educational Progress Data Explorer is now available to help the public know what students know and what they don't know.
Publications Focus on Children, Learning
According to the National Center for Educational Statistics, 73 percent of high school freshman nationwide graduated on time with their peers, but this four-year graduation rate in 2006 varied widely across states--from a low of 55.9 percent to a high of 87.5 percent, according to "High School Dropout and Completion Rates in the United States: 2007." The report builds upon a series of NCES reports on high school dropout and completion rates that began in 1988.
- Among reporting states, fourteen states had freshman graduation rates of 80 percent or higher, and 10 states had rates below 70 percent. Twenty-three states had higher AFGRs in 2005-06 compare with 2004-05, and 23 had lower rates.
- Students living in low-income families were approximately ten times more likely to drop out of high school between 2006 and 2007 than were students living in high-income families.
- One-year dropout rates have declined since 1972 among all racial/ethnic groups, although the decreases happened at different times over this 35-year period for these groups.
- About 3.3 million 16- through 24-year-olds were not enrolled in high school and had not earned a high school diploma or alternative credential, as of October, 2007.
The National Center for Education Statistics has released the report "Basic Reading Skills and the Literacy of the America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies." Here are some of the findings:
Seven million adults, or about 3% of the adult population, could not complete even the most basic literacy tasks in the main assessment and were given the supplemental assessment.
Nearly 1 in 5 adults in the nonliterate English language group had a high school diploma or GED. Among them, more than half (representing roughly 600,000 adults) had earned their high school degree in the US.
For those for whom Spanish is a first language, a delay in learning English is associated with low basic reading skills. Those who learned English before age 11 had basic reading scores similar to average native English speakers; however, for those who learned English after age 21, average scores were 35 points (or about one-third) lower.
The National Center for Education Statistics has released the report "Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety: 2007-08."
Developed for diverse communities in New Mexico, Working Together: School-Family-Community Partnerships A Toolkit offers resources for education professionals to support parent involvement. Topics include improving communication, promoting positive parenting, enhancing student learning,and increasing volunteerism.
A new University of Alberta study has found that the children of parents who have not completed high school are more likely to struggle with reading and writing. Read more about this correlation and the role of family literacy programs in effecting literacy for parents and children here.
A new report from the American Academy of Pediatrics (AAP) says free and unstructured play ishealthy and essential for helping children reach important social, emotional, and cognitive developmental milestones as well as helping them manage stress and become resilient. The report, "The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds," is located here.
A new report on effective preschool curricula and teaching strategies focuses on closing the achievement gap for high-risk children. For children in the highest-risk families and poorest communities, even the best early care and early learning opportunities will not be enough to help them perform on a level consistent with their more advantaged peers. However, a strong evidence base is showing that there are pathways to increase the early literacy and early math achievement for low-income preschool-age children. Emerging research on what promotes effective early teaching is stretching the definition of quality, providing new insights about professional development and inservice supports, and challenging administrators in new ways. Click here to read the report.
Fun on the Internet!
Visit KidBibs Cool Kid Stuff with great features that change every day! There's a chuckle, factoid, andgame!
Check out these Online Education Reports
The National Center for Education Statistics has posted Indicators of School Crime and Safety--2008 online.
Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling is a study using National Assessment of Educational Progress (NAEP) results. This study examines mean NAEP reading and mathematics score differences between public and private schools. Click here to download this report.
The National Center for Educational Statistics has released a new report, Fifth-Grade Follow-Up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. It highlights children’s gains in reading and mathematics over their first 6 years of school, from the start of kindergarten to the time when most of the children are completing fifth grade. It also describes children’s achievement in reading, mathematics, and science at the end of fifth grade. While all children showed progress, learning gaps persisted. Certain family background variables were found to be associated with reading and mathematics achievement. Click here to download the report.
The National Center for Educational Statistics has published 'Education Statistics Quarterly,' a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. Click here to download this publication.
The Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade examines science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. To download, view and print the publication as a PDF file, click here.
The March, 2006 issue of Pediatrics reports that early education benefits low birthweight infants. This new study discusses the findings of an 18-year follow-up of low birth weight infants, some who were provided with early preschool and others who did not participate. The study finds that the children who did receive early education, particularly the "heavier" low birth weight group had better academic and behavioral outcomes (i.e. less risky behaviors) as their lives progressed than their peers who did not. Read this report here.
Older Americans are bringing their experience to public classrooms, and kids are responding. With needs in both age groups, this trend has tremendous potential. Studies show mutual benefits for both students and seniors. Read this Christian Science Monitor commentary here.
This new NCES report analyzes results of reading literacy among 15-year-olds based on the 2000 Program for International Student Assessment (PISA), sponsored by the Organization for Economic Cooperation and Development (OECD) and carried out in 32 countries, including the United States. It focuses on the characteristics of students who perform at the lowest levels of reading literacy. To download, view and print the report as a pdf file, click here.National Center for Educational Statistics has just released The 2003 National Assessment of Adult Literacy (NAAL). NAAL measures the English literacy of America's adults (people age 16 and older living in households and prisons). Results showed that the average quantitative literacy scores of adults increased 8 points between 1992 and 2003, though average prose and document literacy did not differ significantly from 1992. Results are available in the publication ‘A First Look at the Literacy of America’s Adults in the 21st Century.’
This National Center for Educational Statistics report, 'A Profile of the American High School Senior in 2004: A First Look,' is a longitudinal study that summarizes the demographic and educational characteristics of the high school senior class of 2004. It also reports on the senior cohort’s mathematics achievement, their expectations for their future educational attainment, the importance to them of various institutional characteristics in choosing a college, and their values and plans. Click here to read the report.
The most recent edition of the Big6™ e-Newsletter on teaching technology information skills has been published. This free online newsletter includes Big6™ strategies for teaching content across the curriculum and much more!Read about how participation in the arts supports learning in Champions of Change: The Impact of the Arts on Learning.
Learn about the reading processes that readers engage in while reading on the Internet. "Reading Comprehension on the Internet: Expanding Our Understanding of Reading Comprehension to Encompass New Literacies" includes research and implications for teaching the Internet generation.
New Report Explains Indicators for Literacy Success Research shows that too many young children enter kindergarten with physical, social, emotional, and cognitive deficits that could have been minimized or eliminated through early intervention. A new report entitled Getting Ready: Findings from the National School Readiness Indicators Initiative, shows how identifying indicators of school readiness and tracking progress on those measures can lead to more effective policies and investments in early childhood. On this web site you can read either the full report or an executive summary
The National Center for Educational Statistics has released 'Projections of Education Statistics to 2014.' This report provides projections for key national education statistics on enrollment, graduates, teachers, and expenditures of elementary and secondary schools; and enrollment, degrees, and expenditures of degree-granting institutions. The report also contains state-level projections of public elementary and secondary enrollment and public high school graduates to the year 2014.
The Southwest Educational Development Laboratory has released A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement.
Adolescent Literacy: Research Informing Practice (A Series of Workshops), a joint project of literacy and education professional organizations, is available on the web site of the National Institute for Literacy.
Right Start Online on the web site of the Annie E. Casie Foundation for information on trends for America's newborns.
Find resources to support family economic success on the web site of the Annie E. Casie Foundation.The National Center for Educational Statistics has released 'Online Assessment in Mathematics and Writing: Reports From the NAEP Technology-Based Assessment Project, Research and Development Series.' This document contains reports from the 2001 Math Online (MOL) study and the 2002 Writing Online (WOL) study, both field investigations in the National Assessment of Educational Progress (NAEP) Technology-Based Assessment Project, which explored the use of new technology in NAEP.
The Center for Comprehensive School Reform and Improvement has published Meeting the Challenge: Getting Parents Involved in Schools.
Inside the Content: The Breadth and Depth of Early Learning Standards is published here.