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Category: DATA

Category » DATA

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    Teacher Attrition and Mobility: Results From the 2008–09 Teacher Follow-up Survey

    1/19/10 - Keigher, A.

    The objective of TFS is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K–12 in the 50 states and the District of Columbia. In pursuit of this objective, TFS examines the characteristics of those who stay in the teaching profession and those who leave, including retirees. By collecting information on respondents’ attitudes about the teaching profession and job satisfaction (along with demographic data), TFS...

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    Teacher Perspectives of School-Level Implementation of Alternate Assessments for Students With Significant Cognitive Disabilities

    1/28/10 - Renée Cameto, Frances Bergland, Anne-Marie Knokey, Katherine M. Nagle, Christopher Sanford, Sara C. Kalb, Jose Blackorby , Beth Sinclair, Derek L. Riley, Moreiça Ortega

    "Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their...

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    The children born in 2001 at kindergarten entry: First findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): First Look

    1/30/09 - Kristin Denton Flanagan, Cameron McPhee, Gail Mulligan

    "Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This...

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    The Impact of School Closures on Homeless Students in New York City

    1/19/10 - Institute for Children, Poverty & Homelessness

    Closing “poorly-performing schools” and opening small schools from which families can choose is not new educational policy for New York City; however its impact on all students has not been thoroughly evaluated. It is therefore imperative that we review the effects of these policy developments on high-needs students, specifically the most overlooked—students experiencing homelessness. For the rising number of students who are already housing displaced, becoming educationally displaced...

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    The Nation's Report Card: Reading 2009

    1/31/10 - National Center for Education Statistics,

    "This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and...

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    The relationship between changes in the percentage of students passing and in the percentage testing advanced on state assessment tests in Kentucky and Virginia

    1/31/10 - Louis Jacobson, Laura Holian

    "Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced...

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    The value of reliable data

    1/3/09 - National Comprehensive Center for Teacher Quality,

    This brief outlines how to use the Interactive Data Tools from the TQ Center. These tools enable users to extract valuable customized information on teacher preparation and present several illustrations that reflect real questions and answers that the TQ Center has received from its constituents.

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    Trends in the use of school choice: 1993 to 2007

    1/9/10 - Sarah Grady, Stacey Bielick, Susan Aud

    "This report updates two previous reports: Trends in the Use of School Choice: 1993 to 1999 (Bielick and Chapman 2003) and Trends in the Use of School Choice: 1993 to 2003 (Tice et al. 2006). Using data from the National Household Education Survey (NHES) of the U.S. Department of Education’s National Center for Education Statistics (NCES), this report examines enrollment trends in public schools (assigned and chosen) and private schools (religious and nonsectarian), from 1993 to 2007, as...

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    U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009

    1/18/09 - Stephen Provasnik, Patrick Gonzales, David Miller

    The National Center for Education Statistics (NCES) is congressionally mandated to report on the state of education in the United States and other countries. To carry out this mission, NCES participates in several international assessments to measure how the performance of U.S. students and adults compares with that of their counterparts in other countries. This special analysis looks closely at the information NCES has gathered from recent international studies that U.S. students have...

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    Using Data for Decision-Making

    1/13/09 - Rob Horner, Anne Todd, Steve Newton, Bob Algozzine, Kate Algozzine

    This presentation defines the roles of data in problem-solving models and decision making.

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    Using student achievement data to support instructional decision making

    1/28/10 - Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J.

    Recent changes in accountability and testing policies have provided educators with access to an abundance of student-level data, and the availability of such data has led many to want to strengthen the role of data for guiding instruction and improving student learning. The U.S. Department of Education recently echoed this desire, calling upon schools to use assessment data to respond to students’ academic strengths and needs.5 In addition, spurred in part by federal legislation and...

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