The What Works Clearinghouse (WWC) at the Institute of Education Sciences reviews rigorous research on educational practices, policies, programs, and products with a goal of identifying 'what works' and making that information accessible to the public. One critique of the WWC is the need to more closely examine 'what works' for whom, in which…

The California Community Colleges (CCC) launched Extended Opportunity Programs and Services (EOPS) after the passage of SB164 (1969). Colleges leverage their EOPS funding to offer academic, career, and personal counseling; financial resources; and services "over and above" traditional campus supports. This latest research builds on the…

The California Community College (CCC) system serves a large student body, diverse in backgrounds, experiences, and educational goals. This report uses data from the CCC system's records to measure variation in achievement across the state's Strong Workforce Regions. We consider a range of achievement measures, including initial enrollments,…

Since 1999, the National Household Education Surveys Program (NHES), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences, has collected nationally representative data that can be used to estimate the number of homeschooled students in the United States. This report…

The purpose of this study was to use data from the National Longitudinal Transition Study-2 to (a) conceptually identify and empirically establish student, family, and school constructs, (b) explore the degree to which the constructs can be measured equivalently across disability groups, and (c) examine latent differences (means, variances, and…

"Why Rural Matters 2011-12" is the sixth in a series of biennial reports analyzing the contexts and conditions of rural education in each of the 50 states and calling attention to the need for policymakers to address rural education issues in their respective states. While it is the sixth in a series, this report is not simply an…

Using detailed individual-level data from public universities in the state of Ohio, I estimate the effect of various institutional expenditures on the probability of graduating from college. Using a competing risks regression framework, I find differential impacts of expenditure categories across student characteristics. I estimate that student…

American demographics are shifting, most notably among the student population (G. Orfield, 2009). The proportion of white student enrollment has steadily decreased since the 1960s, from approximately 80% of students to 56% today (G. Orfield, 2009). In the South and the West--two of the most populous regions in the country--schools report nonwhite…

The Center for Collegiate Mental Health (CCMH) represents a collaborative, multi-disciplinary effort combining the expertise of mental health treatment providers, psychological researchers, industry, and information sciences and technology. This report outlines a preliminary effort to describe the range of information on college student mental…

AISD student and parent participants in both the INVEST and Positive Families programs were asked to participate in an anonymous survey regarding their experiences of the 4-part workshop following completion of the final class. Aggregated results for quantitative survey items are summarized for the 2006-2007 program year.

Statistical information is presented in a series of corresponding graphs and tables reflecting important trends in public elementary and secondary education in Michigan. The report covers the following major areas: (1) pupils, including student characteristics and enrollment (37 tables and graphs); (2) outcomes of education, including achievement…

This publication compiles a comprehensive set of educational indicators using data from a variety of sources and presents results of interest to a U.S. audience about education in the United States and other countries. International indicators provide the United States with an opportunity to compare its performance with that of other countries, to…

The 1992-93 school year was the third complete year under the mandates of the Oklahoma school reform act initiated in 1989, which established the Oklahoma Educational Indicators Program. This report identifies progress or change that has occurred in a variety of educational areas since the inception of reforms in every school district in Oklahoma.…

Accountability for students with disabilities who receive special education services is now a result of policy requirements in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act (NCLB) of 2001. Together these pieces of federal legislation require that students participate in statewide…