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Robert Linden; Michal Kurlaender; Paco Martorell; Scott E. Carrell – Grantee Submission, 2022
Using rich administrative data from the California Community Colleges Chancellor's Office that tracks each student longitudinally, this analysis examines how the onset of the pandemic affected student enrollment duration. Data are disaggregated by student characteristics and college campuses in order to understand variable impacts and equity…
Descriptors: COVID-19, Pandemics, Enrollment, Academic Persistence
Fuchsman, Dillon; Sass, Tim R.; Zamarro, Gema – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2020
Teacher turnover has adverse consequences for student achievement and imposes large financial costs for schools. Some have argued that high-stakes testing may lower teachers' satisfaction with their jobs and could be a major contributor to teacher attrition. In this paper, we exploit changes in the tested grades and subjects in Georgia to study…
Descriptors: Testing, Faculty Mobility, Teacher Distribution, High Stakes Tests
Regional Educational Laboratory Southwest, 2022
The School Improvement Division of the Texas Education Agency (TEA) identifies, monitors, and supports low-performing schools. To identify low-performing schools, TEA assigns annual academic accountability ratings to its districts and schools, but these ratings are provided only once per year and are vulnerable to disruptions in the assessment…
Descriptors: Accountability, Low Achievement, Educational Indicators, Student Behavior
Regional Educational Laboratory Pacific, 2021
These are the appendices to the report, "Using High School Data to Predict College Success in Palau" (ED610714). Prior research, particularly for the United States, has shown that earning a community college credential increases an individual's likelihood of gaining stable employment, earning a living wage, and working in a higher-paying…
Descriptors: Foreign Countries, College Readiness, High School Students, College Preparation
Gill, Tim – Cambridge University Press & Assessment, 2022
The Extended Project Qualification (EPQ) is available for students in Key Stage 5 (KS5), to be taken alongside other qualifications, such as A levels. It differs from most other academic qualifications at KS5 because it is not examined, but instead involves students undertaking an in-depth project in an area of their choosing. Students are…
Descriptors: Foreign Countries, Secondary School Students, Exit Examinations, Independent Study
Jackson, Jacob – Public Policy Institute of California, 2020
These technical appendixes accompany the study, "Getting to Graduation on Time at California State University." The study uses a combination of campus-wide and student-level data from the California State University (CSU) system to examine the relationship between course-taking and on-time graduation. The first appendix provides…
Descriptors: Time to Degree, Academic Persistence, College Credits, Courses
Dan Goldhaber; John Krieg; Roddy Theobald – Center for Education Data & Research, 2016
We use data from six Washington State teacher education programs to investigate the relationship between teacher candidates' student teaching experiences and their later teaching effectiveness and probability of attrition. We find that teachers who student taught in schools with lower teacher turnover are less likely to leave the state's teaching…
Descriptors: Student Teaching, Student Teachers, Teacher Effectiveness, Faculty Mobility
Bastian, Kevin Christopher; McCord, David; Marks, Julie; Carpenter, Dale – AERA Online Paper Repository, 2016
The greening of the United States teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability measures, preparation type), we built off previous research in economics and psychology to…
Descriptors: Personality Traits, Beginning Teachers, Teacher Persistence, Public School Teachers
Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Ng, Helen; Shmueli, Doron; Shaw, Emily J. – College Board, 2019
This study examines the validity of the current SAT® as a predictor of first-year academic performance and retention to the second year by student and institutional subgroups across more than 223,000 students from 171 four-year institutions. Results show that institutions can feel confident using SAT scores and HSGPA for admission, scholarship,…
Descriptors: Predictor Variables, Test Validity, Academic Achievement, Academic Persistence
Looby, Karen; Pazera, Carol; Fowler, Laura Sanchez – Online Submission, 2013
This report presents postsecondary enrollment for AISD's Class of 2011 during the year after high school graduation. Since 2002, AISD postsecondary enrollment has increased incrementally, from 62% to 68%.
Descriptors: High School Graduates, College Enrollment, Trend Analysis, College Attendance
Mattern, Krista D.; Patterson, Brian F. – College Board, 2012
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT®, which consists of three sections: critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), for use in college admission. A study by Mattern and…
Descriptors: College Entrance Examinations, Scores, Test Validity, Academic Persistence
Marinell, William H.; Coca, Vanessa M.; Arum, Richard; Goldstein, Jennifer; Kemple, James; Pallas, Aaron; Bristol, Travis; Buckley, Clare; Scallon, Amy; Tanner, Barbara – Research Alliance for New York City Schools, 2013
The technical appendices presented in this document correspond to the synthesis report, "'Who Stays and Who Leaves?' Findings from a Three-Part Study of Teacher Turnover in NYC Middle Schools." The appendices include: (1) Description of Data Source and Samples; (2) Methods; and (3) Who Are the Middle School Teachers in NYC? [The…
Descriptors: Urban Schools, Middle School Teachers, Teacher Persistence, Labor Turnover
Wiggins, Afi Y. – Online Submission, 2015
Sixty-three percent of AISD's Class of 2013 graduates enrolled in a postsecondary institution the year after high school, and 74% of Class of 2012 graduates persisted in college for a second year. A supplemental report (published separately) provides technical documentation. [For the technical documentation report, see ED626499.]
Descriptors: Postsecondary Education, College Attendance, High School Graduates, Academic Persistence
Mattern, Krista D.; Patterson, Brian F. – College Board, 2011
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the SAT® for use in college admission. The first sample included first-time, first-year students entering college in fall 2006, with 110 institutions providing students'…
Descriptors: College Entrance Examinations, Scores, Statistical Analysis, Predictive Validity
Peisner-Feinberg, Ellen; Schaaf, Jennifer; Hildebrandt, Lisa; LaForett, Dore – FPG Child Development Institute, 2013
The North Carolina Pre-Kindergarten Program (NC Pre-K) is a state-funded initiative for at-risk 4-year-olds, designed to provide a high quality, classroom-based educational program during the year prior to kindergarten entry. Children are eligible for NC Pre-K based on age, family income (at or below 75% of state median income), and other risk…
Descriptors: Preschool Education, Preschool Children, At Risk Students, State Programs