Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements,…

This 50-State Comparison assesses the capacity of all 50 states and the District of Columbia to aggregate and report on arts education data already housed in statewide education data systems. This interactive resource focuses on key arts education questions identified in "Using State Data Systems to Report Information on Arts Education"…

The COVID-19 pandemic disrupted education provision at an unprecedented scale, with education systems around the world being impacted by extended school closures and abrupt changes to normal school operations. The Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the health crisis, and how…

This report describes preliminary work in support of an early childhood needs assessment for American Indian and Alaska Native (AI/AN) children prenatal to age five. The report presents the process and findings from implementing Design One--describing the population of AI/AN children and families and their participation in early childhood services…

Governments, organizations, and companies are generating copious amounts of data and analysis to support education decision-making around the world. While continued investments in data creation and management are necessary, the ultimate value of information is not in its "production," but its "use." Herein lies one of the…

Year after year, in every state and community in our nation, students from low-income families are less likely than other students to reach advanced levels of academic performance, even when demonstrating the potential to do so. These income-based "excellence gaps" appear in elementary school and continue through high school. It is a…

The National Council on Teacher Quality (NCTQ) has long advocated that any meaningful understanding of "effective" teaching must be rooted in results for kids. Whatever else they accomplish in the classroom, effective teachers improve student achievement. It seems like common sense. Yet, until recently, it has been an exceptional way of…

Access to universities across the United Kingdom remains a challenge despite improvements in recent years. Those challenges are still more marked in Scotland than in the other nations, as this report shows. This report lays bare the extent of the challenge. Scotland has a different approach to higher education. It no longer charges tuition fees,…

One objective of the U.S. Department of Education's (ED) School Improvement Grants (SIG) and Race to the Top (RTT) program is to help states enhance their capacity to support the turnaround of low-performing schools. This capacity may be important, given how difficult it is to produce substantial and sustained achievement gains in low-performing…

In 2013, the national high school graduation rate hit a record high of 81.4 percent, and for the third year in a row, the nation remained on pace to meet the 90 percent goal by the Class of 2020. This sixth annual update on America's high school dropout challenge shows that these gains have been made possible by raising graduation rates for…

The authors analysed school performance data to review how well disadvantaged pupils achieve in academy chains. They included chains only if they had at least three academies in 2013, and two sponsored secondary academies for the whole period from September 2010 to July 2013. This means that academies are included in our analysis only when there…

The California Community Colleges (CCC) serve more than 2.4 million students and comprises the largest system of higher education in the nation. Each of the 112 colleges in all 72 districts use state funding allocated for Disabled Student Programs and Services (DSPS) to assist it in providing support services and educational accommodations to…

This is the third Profiles report to examine nonprofit education management organizations (EMOs). This report is modeled after the 12 annual reports that cover for-profit EMOs. While the number of schools operated by for-profit EMOs grew rapidly in the 1990s and is now leveling off, the data contained in this report illustrate how the number of…

The "Elementary and Secondary Education Act of 1965" ("ESEA") requires that school districts provide services to higher-poverty, Title I schools, from state and local funds, that are at least comparable to services in lower-poverty, non-Title I schools. The current Title I comparability requirement allows school districts to…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2010 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP)…