Group items tagged

"In fact, one of the benefits of the assessment movement is that rigorous analysis of data about student engagement and learning is showing precisely what works and what doesn't. For example, data from the National Survey of Student Engagement have led to the identification of 10 "high-impact practices" that demonstrably increase student engagement, retention, and graduation rates. They are: first-year seminars and experiences; common intellectual experiences; learning communities; writing-intensive courses; collaborative assignments and projects; undergraduate research; diversity/global learning; service and community-based learning; internships; and capstone courses and projects."

From the Overview, "Cal-PASS is an initiative that collects, analyzes and shares student data in order to track performance and improve success from elementary school through university."

One Jam participant noted that data from Cal-PASS was useful in helping them gauge their students' success post-graduation.

Describes important elements in developing a systematic method for high schools to collect and use college proficiency information to make strategic decisions in preparing students for post-secondary success.\n\n

Built by Jobs for the Future (JFF), this toolkit helps Early Colleges organize, analyze and understand their data.

"The New York Performance Standards Consortium represents 28 schools across New York State. Formed in 1997, the Consortium opposes high stakes tests arguing that "one size does not fit all." The consortium has developed their own system for performance assessment, and also offers links to research, reports and data.

This page includes not only completion data, but also the 2011 national report, Time is the Enemy, with downloadable summary, tables, state profiles, and full report. In the Metrics That Matter Most section, see links for remediation enrollment figures and for remediation graduation metrics.

Miami Dade, which has more than 90,000 students, for example, decided to require those who place into developmental courses to take a "success" course that teaches basic study and time-management skills. That requirement helped to double graduation rates for the college's minority students. Valencia, seeing data that students who added classes late had poor completion rates, instituted a policy barring students from registering for classes that have already met. To maintain some flexi­bility, the college introduced "flex start" sections, which begin a month into the semester. Another excerpt: Faculty-Led Efforts Faculty buy-in is another crucial component to colleges' meeting their completion goals. Finalists for the Aspen Prize all had faculty members strongly dedicated to teaching-and conducting research on teaching methods. "What we heard a lot from faculty was, 'How can I find better ways to deliver instruction to my students?'" Mr. Wyner says. As part of the tenure process at Valencia, full-time faculty develop three-year "action research projects" on teaching techniques that involve training courses, advisers, and peer-review panels. The faculty members test teaching strategies, assessing students' performance against that of control groups. Ideas that work find a place in the classroom. In one project, a professor tried giving individual lab assignments to developmental-reading students, rather than a blanket assignment for all students. The new method worked better, the professor determined, and all sections of that course on Valencia's East Campus now use that model of instruction. Valencia is not the only college where faculty drive the innovation. At Miami Dade, faculty members banded together to improve students' pass rates in math, choosing and testing several new teaching methods. Some showed promise, such as testing algebra students more often on smaller amounts of material, a practice that continued.

A program of the Greater Texas Foundation (GTF). Studying a cohort of 250,000 students who were in 9th grade in 1997, data showed that 75,000 "who graduated high school and enrolled in college left empty-handed." GTF then worked with FSG Social Impact Advisors to look at persistence and completion as they restructured their post-secondary scholarship funding. Two related reports are available on this page.

By Amanda Ripley in The Atlantic, January/February 2010. This article looks at effective teaching in several ways: it profiles several highly effective teachers, and also discusses over ten years of data about effective teaching that the organization Teach for America is preparing to release.

Alexander Russo's This Week in Education, June 22, 2011 chart on College Haves and Have-Nots with great graphics showing the people-side of the data.

The Texas Education Agency (TEA) is the administrative unit for primary and secondary public education. Agency responsibilities include: managing the textbook adoption process; overseeing development of the statewide curriculum; administering the statewide assessment program; administering a data collection system on public school students, staff, and finances; rating school districts under the statewide accountability system; operating research and information programs; monitoring for compliance with federal guidelines; and serving as a fiscal agent for the distribution of state and federal funds.

The U.S. Department of Education (ED) was created in 1980 by combining offices from several federal agencies. As a whole it is dedicated to: - Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds. - Collecting data on America's schools and disseminating research. - Focusing national attention on key educational issues. - Prohibiting discrimination and ensuring equal access to education.

(Department of Public Instruction, State Board of Education) Information about schools, testing, data and statistics and programs.

The Career and Technical Education section of the site was also mentioned. http://www.dpi.state.nc.us/cte/. All programs and departments can be accessed from the pull down menus on the home page.

Authored by Clifford Adelman and published by the U.S. Department of Education (ED.gov), 2006. From the Executive Summary, the document "is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s." Both PDF and Word Doc available from this page.

" Education for the Future is a not-for-profit initiative located on the California State University, Chico campus that focuses on working with schools, districts, State Departments of Education and other educational service centers and agencies on systemic change and comprehensive data analyses that lead to increased student learning. "

blog and newsletter site for the Harvard Graduate School of Education, includes Richard Elmore's writings

Written by Elisabeth Barnett, Kristen Bucceri, Claudia Hindo and Jennifer Kim. Published by National Center for Restructuring Education, Schools and Teaching (NCREST), October 2011.

In The What of Proof (data) of Early College Success, this paper was cited, with special mention of page 37 (Decision 10: How Will We Know if We're Succeeding).