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,…

Enrollment in early childhood education programs can be an important stepping stone to higher educational achievement, particularly for low-income children. This report examines the extent of absenteeism in the District of Columbia Public Schools' (DCPS) school-based Head Start program in the 2013-2014 school year (SY). Absence rates and the share…

Each school year, approximately 6.8 million students miss at least 15 days of school, putting their academic success at risk and making them chronically absent as defined by the federal government. This report provides case studies that detail specific ways cities are leading efforts to get students to school each day. Case studies for the…

This report summarizes 2015-2016 data for students who received school-based behavioral health services provided by the Vida Clinic as compared with matched comparison students who did not receive these services.

The gap between the levels of learning that education systems are providing and what children, communities and economies need, is growing. The breadth and depth of this learning crisis constitute the greatest global challenge to preparing children and adolescents for life, work and active citizenship. The lesson of the learning crisis is clear:…

Long and frequent deployments, with short dwell times in between, have placed stresses on Army children and families already challenged by frequent moves and parental absences. RAND Arroyo Center was asked by the Army to examine the effects of parental deployments on children's academic performance as well as their emotional and behavioral…

In 2000, the California State Legislature passed the Schiff-Cardenas Crime Prevention Act, which authorized funding for county juvenile-justice programs and designated the Corrections Standards Authority (CSA) (formerly named the Board of Corrections) the administrator of funding. A 2001 California Senate bill extended the funding and changed the…

The sixth annual "State Education Performance Chart" compares the 50 states and the District of Columbia across 39 variables arranged in 4 major groups. The groups are: student performance; resource inputs; state reforms; and population characteristics. Examples of the variables are: ACT scores; SAT scores; graduation rate; average…

The sixth annual "State Education Performance Chart, Supplement" compares the 50 states and the District of Columbia across 24 variables arranged in 2 groups: student performance and resource inputs. The variables are a subset of those used by the main chart. Comparisons are made between 1988 and 1987 data for most variables, or between…

This press release documents the remarks made by Lauro F. Cavazos (U.S. Secretary of Education) at a press conference publicizing the 1989 edition of the "State Education Performance Chart." This chart provides comparative data for the years 1982 and 1988. It is reported that in 1988, the performance of U.S. students was stagnant.…

California counties receiving funds from Juvenile Justice Crime Prevention Act (JJCPA) programs are required to report six outcome measures to the California State Legislature on an annual basis to measure the success of the program. These outcome measures are (1) successful completion of probation, (2) arrests, (3) probation violations, (4)…

In 2000, the California Legislature passed the Schiff-Cardenas Crime Prevention Act, which authorized funding for county juvenile justice programs and designated the Board of Corrections (BOC) as the administrator of funding. A 2001 Senate Bill extended the funding and changed the program's name to the Juvenile Justice Crime Prevention Act…