As the body of research on school violence grows, so does the understanding of the features, causes, and consequences of student victimization (Chouhy, Madero-Hernande, and Turanovic 2017). Among students who experience victimization, lower academic performance can become an issue particularly for adolescents who avoid or skip school following the…

We measure the relationship between travel time to school and students' likelihood of transfer (and where they transfer to), attendance, and test scores in Washington, DC. Travel time to school is especially salient in DC, where roughly three-quarters of students attend a school other than the one tied to their neighborhood. A longer commute is…

These Web Tables use nationally representative data from the National Postsecondary Student Aid Study (NPSAS) to provide descriptive statistics regarding nontraditional characteristics in the U.S. undergraduate population. Using the most recent data available, the statistics presented in the tables update and augment previous NCES reports that…

The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016). This report provides financial information for English language learner (ELL) programs, the objectives and needs of students eligible for and enrolled in an English language learner program, and provides information on the demographics of students in…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…

This report addresses the reporting requirements of Public Law 26-26 and the provisions of "No Child Left Behind" ("NCLB") as described in the Guam Department of Education Board adopted "District Action Plan" ("DAP"). Public Law 26-26, Section 3106 states that "No later than thirty (30) days following…

The tables presented in this document show the Arizona Instrument to Measure Standards (AIMS) results for the past two years. Twenty-four tables show results as percent at each performance level and percent passing, as well as percent of students tested. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…

Little is known about the the socioeconomic background of students attending community and technical colleges. This has created a void in understanding student access and success. The State Board for Community and Technical Colleges (SBCTC) has thus enlisted help from the Columbia University Community College Research Center (CCRC) to construct an…

The rapid dwindling of classes in the upper grades of U.S. grammar and high schools has been often noted, and many suggestions as to the improvement of the system of education have been emphasized by reference to this tendency. It is clear that after all that has been done, the attendance of pupils, particularly in the elementary schools, is still…

The progress of children through the grades of the public schools and the stage of advancement at which they quit school are matters of great educational and economic importance, and enlist the interest of both school officers and taxpayers. If many children fail to accomplish any part of the work of the school in the time prescribed, it may be…

New Jersey After 3 (NJ After 3) is a private, nonprofit organization whose mission is to expand and improve afterschool opportunities for New Jersey's youth. Using both public and private resources, it supports a network of youth-service providers that deliver afterschool services based on NJ After 3's program model. Under an agreement with NJ…

This report describes the distribution of young Californians by race/ethnic groups and socio-economic conditions, and compares trends using census data from 1970, 1980, 1990, and 2000. Classification of race/ethnic groups separates Hispanics from any race category (Whites, Asians, African Americans), as defined by the Census. The objective of the…

The transcripts of the 115 Macomb Community College (MCC) students who graduated in 1978 with an Associate of General Studies degree were analyzed to determine data frequency counts, percentage distributions, and descriptive measurements which profiled the graduates in terms of demography, educational background, veteran status, attendance…

The "Dropouts in Massachusetts Public Schools" report is an annual report created by the Massachusetts Department of Education (MADOE) to provide districts and the public general information on dropouts in Massachusetts. The intention of this report was not to draw conclusions or make recommendations on the current state of dropouts in…