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Student Group Differences in Arkansas' Indicators of Postsecondary Readiness and Success. REL 2023-145

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Hester, Candace; Lazarev, Valeriy; Zacamy, Jenna; Nardi, Chelsey; Feygin, Amy – Regional Educational Laboratory Southwest, 2022

Regional Educational Laboratory Southwest partnered with the Arkansas Department of Education (ADE) to examine Arkansas's middle and high school indicators of postsecondary readiness and success, building on an earlier study of these indicators (Hester et al., 2021). Academic indicators include attaining proficiency on state achievement tests,…

Descriptors: College Readiness, Middle School Students, High School Students, Achievement Tests

Is There a Magnet-School Effect? A Multisite Study of MSAP-Funded Magnet Schools

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Wang, Jia; Schweig, Jonathan D.; Herman, Joan L. – Journal of Education for Students Placed at Risk, 2017

Magnet schools are one of the largest sectors of choice schools in the United States. In this study, we explored the heterogeneity in magnet-school effects on student achievement by examining 24 magnet schools, funded under the Magnet Schools Assistance Program (MSAP), in 5 school districts across 4 states. The magnet effects were synthesized…

Descriptors: Magnet Schools, School Choice, School Districts, Multivariate Analysis

Full-Day Kindergarten: Indicators on Children and Youth

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Child Trends, 2015

Overall, children who spend time in full-day kindergarten programs are more likely than children who spend time in half-day kindergarten programs to devote time every day to reading, mathematics, and social studies. Research is inconclusive on longer-term impacts. Trends identified in this report include: (1) since 1977, the percentage of…

Descriptors: Kindergarten, School Schedules, Educational Trends, Educational Indicators

Language of Instruction and Ethnic Disparities in School Success

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Bakhshaei, Mahsa; Georgiou, Theophano; McAndrew, Marie – McGill Journal of Education, 2016

In Quebec's French-language secondary schools, youth originating from South Asia have the highest dropout rate among all immigrant-origin students, whereas in the English sector, their coethnic peers have a more positive academic profile than third-plus-generation students. Using quantitative data, this paper aims to understand the difference in…

Descriptors: Foreign Countries, Language of Instruction, French, English (Second Language)

Postsecondary Course Performance of AP® Exam Takers in Subsequent Coursework

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Wyatt, Jeff; Jagesic, Sanja; Godfrey, Kelly – College Board, 2018

The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses…

Descriptors: Advanced Placement Programs, High School Students, Scores, College Credits

The Nation's Report Card Mathematics 2013 State Snapshot Report. Florida. Grade 12, Public Schools

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