Released October 2012. This report aims to provide a better understanding of those students who are not persisting past their first year of college, and what kinds of factors influence this. If state policymakers, post-secondary institutions, school districts, and high schools can implement policies that increase first to second year persistence, it can dramatically increase the amount of students who eventually obtain a post-secondary degree. The main findings in this report point to the highest level of math in high school, taking an AP/IB course, and meeting with college academic advisors as factors that can greatly improve the chances that a student will persist to their second year of college. This report separates four-year from two-year institutions so that we can see the differences in their student populations and persistence. After describing the findings, this report will provide some suggested actions that school districts and policymakers can take to help improve student post-secondary persistence.
Released October 2012. Research on academic achievement has demonstrated the important role that teachers play in improving student outcomes and has also revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present estimates for the demographic characteristics and teaching preparation, including undergraduate course taking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. Teachers’ characteristics are shown both in comparison with nonteachers and by selected characteristics of the schools in which they were teaching or had most recently taught at the time of the 2009 interview. The data used in the analysis are from the 2009 first follow-up of the 2008 Baccalaureate and Beyond Longitudinal Study, a nationally representative sample of 2007–08 bachelor’s degree recipients who were first interviewed just before graduation and again one year later.
This summary report by the Center on Education Policy (CEP) pulls together findings from a wide array of studies on student motivation by scholars in a range of disciplines, as well as lessons from programs around the country intended to increase motivation. This is not meant to be a comprehensive review of the research or programs on this broad and complex topic. Rather, it is intended to start a conversation about the importance of motivation and the policies and practices that might better engage students in learning.
The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools
GLSEN’s 2011 National School Climate Survey report provides us both the snapshot of a school year and a window onto the progress and process of change. For many years now, GLSEN has been dedicated to increasing the presence of critical school-based supports and resources in K–12 schools nationwide. In 2011, the level of these in-school supports continued to rise across the country. This report also gives further evidence of how these supports improve LGBT student experience, in terms of both individual well-being and educational achievement.
This groundbreaking research among more than 10,000 LGBT-identified youth ages 13-17 provides a stark picture of the difficulties they face. The impact on their well-being is profound, however these youth are quite resilient. They find safe havens among their peers, online and in their schools. They remain optimistic and believe things will get better. Nevertheless, the findings of Growing Up LGBT in America are a call to action for all adults who want to ensure that young people can thrive.
Released September 2012. In this brief, Hanover Research surveys the literature on peer teacher observation and coaching to determine whether the practice has any documented effects on student achievement. Much of the research on collegial observation and peer coaching has measured the effectiveness of these methods through their impact on teachers. Fewer studies have focused on the method’s effect on student performance.
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