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Carter, James S., III; Hughes, Rodney P.; Lenard, Matthew A.; Liebowitz, David D.; Perera, Rachel M. – Education Next, 2023
How does reassigning students to create schools that are more socioeconomically and academically diverse affect the distribution of educational opportunity? What are the impacts on students who switch schools as a result of these policies? And how do changes in school assignments affect the students who don't switch schools, but who experience…
Descriptors: Social Integration, Enrollment, Student Diversity, Public Schools
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Vandelannote, Isis; Demanet, Jannick – Research in Higher Education, 2021
This study investigates whether the ethnic and socioeconomic composition of the secondary school affect higher education enrollment and program choice (non-university higher education or university) in an educational system using a separation model. School-wide social capital is investigated as an underlying mechanism to explain how school…
Descriptors: High School Students, Institutional Characteristics, Social Capital, Enrollment
Beth E. Schueler; Luke C. Miller – Grantee Submission, 2022
The COVID-19 pandemic created unprecedented disruptions to school systems around the globe and Virginia's public school system was no exception. These disruptions likely impacted families' decisions about whether and where to enroll their children in public schools. However, many basic facts about how public school enrollment changed in the…
Descriptors: COVID-19, Pandemics, Public Schools, Enrollment
Collier, Daniel A.; McMullen, Isabel; Hershbein, Brad J. – W. E. Upjohn Institute for Employment Research, 2021
The COVID-19 pandemic greatly reduced the college enrollment rate for students during the Fall 2020 semester. National data show that although enrollment of new students declined overall, it varied substantially by institution type and student characteristics. What national data do "not" reveal is how certain communities with already…
Descriptors: Enrollment, Educational Change, Paying for College, College Bound Students
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Jin Huang; Michael Sherraden; Margaret M. Clancy; Sondra G. Beverly; Trina R. Shanks; Youngmi Kim – RSF: The Russell Sage Foundation Journal of the Social Sciences, 2021
Extreme wealth inequality imposes significant constraints on financially vulnerable families, especially on the development of children in those families. Child Development Accounts (CDAs)--investment accounts offering financial access, subsidies, and incentives to provide assets for children--are designed to reduce wealth inequality over time and…
Descriptors: Child Development, Family Financial Resources, Incentives, Social Differences
Holzman, Brian; Wu, Jie; Zhang, Mingming; Martinez, Matthew J. – Houston Education Research Consortium, 2020
This study tracked college and workforce outcomes for students who began 8th grade in fall 1998 and attended a Texas public school. Students were tracked for 17 years, through summer 2015, when they were approximately 30 years old. Of the 38,322 eighth-grade students in Harris County, 30 percent finished a postsecondary certificate or degree.…
Descriptors: Grade 8, Outcomes of Education, Postsecondary Education, Gender Differences
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Mullen, Ann L.; Goyette, Kimberly A. – British Journal of Sociology of Education, 2019
Less privileged students disproportionately aim low with their university applications and often fail to apply to the institutions that match their academic qualifications. Little attention, however, has been directed toward the converse phenomenon, that of aiming high. These kinds of applications are commonly called 'reaches,' meaning an…
Descriptors: College Applicants, Socioeconomic Background, College Choice, Social Stratification
Gurantz, Oded; Howell, Jessica; Hurwitz, Michael; Larson, Cassandra; Pender, Matea; White, Brooke – Annenberg Institute for School Reform at Brown University, 2019
The College Board sought to reduce barriers in the college application process by minimizing information aggregation costs, encouraging a broad application portfolio, and providing an impetus to start the search process. Some students were offered additional encouragements, such as text message reminders or college application fee waivers. In a…
Descriptors: Barriers, College Applicants, Incentives, Telecommunications
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Chua, Vincent; Swee, Eik Leong; Wellman, Barry – Sociology of Education, 2019
Is education the social leveler it promises to be? Nowhere is this question better addressed than in Singapore, the emblematic modern-day meritocracy where education has long been hailed as the most important ticket to elite status. In particular, what accounts for gender and ethnic gaps in enrollment into Singapore's elite junior colleges--the…
Descriptors: Foreign Countries, Private Colleges, Two Year Colleges, Neighborhoods
Ohio Department of Education, 2021
For the second consecutive school year, Ohio's students and adults faced unique and challenging circumstances because of the ongoing global pandemic. The information in this report card reflects these teaching and learning conditions and should be reviewed while considering the resulting disruptions that, in many cases, affected students'…
Descriptors: COVID-19, Pandemics, Report Cards, Academic Achievement
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Megan Kuhfeld; James Soland; Christine Pitts; Margaret Burchinal – Educational Researcher, 2020
Students' level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past 10 years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners' math and literacy skills were higher…
Descriptors: Educational Trends, Enrollment, Predictor Variables, Kindergarten
Hanselman, Paul – Texas Education Research Center, 2017
Mathematics success in high school is critically important for individual students and for the state. It provides skills and post-secondary opportunities that support a robust workforce. Designing and evaluating policies to improve ultimate mathematics outcomes requires first understanding the ways that students arrive at their destination. The…
Descriptors: Mathematics Education, Educational Research, Secondary School Mathematics, Mathematics Achievement
Ohio Department of Higher Education, 2020
Together, the Ohio Department of Education and the Ohio Department of Higher Education are committed to reducing the need for academic remediation and developmental courses at state institutions of higher education. Accomplishing this goal requires both agencies as well as the systems they oversee to work collaboratively to increase the likelihood…
Descriptors: Remedial Programs, Developmental Studies Programs, Enrollment, Economic Impact
Ohio Department of Higher Education, 2019
In fulfillment of Ohio Revised Code section 3333.041 (A) (1), the Chancellor of the Ohio Department of Higher Education (ODHE) has published a listing by school district of the number of 2018 high school graduates that attended a state institution of higher education in the 2018-2019 academic year. The listing provides the percentage of each…
Descriptors: High School Graduates, In State Students, Remedial Instruction, College Freshmen
Megan Kuhfeld; James Soland; Christine Pitts; Margaret Burchinal – Annenberg Institute for School Reform at Brown University, 2019
Students' level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past ten years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners' math and literacy skills were higher…
Descriptors: Educational Trends, Enrollment, Predictor Variables, Kindergarten
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