Released August 2012. This National Center of Educational Statistics report presents 46 indicators of important developments and trends in the education of males and females within and across specific racial/ethnic groups. These indicators focus on student demographics, school characteristics, student behaviors and afterschool activities, academic preparation and achievement, students’ college knowledge, postsecondary education, and postsecondary outcomes and employment. In this report, the most recent data available is used to explore the educational achievements and challenges of males and females, noting where the groups are similar and where they differ.
Do Schools Challenge Our Students? What Student Surveys Tell Us About the State of Education in the United States
Released July 10, 2012. Researchers increasingly believe that student surveys can provide important insights into a teacher’s effectiveness. When the Bill & Melinda Gates Foundation released findings from their Measures of Effective Teaching (MET) Project in 2011, they found that student feedback was a far better predictor of a teacher’s performance than more traditional indicators of success such as whether a teacher had a master’s degree or not. Using the National Assessment of Educational Progress, the Center of American Progress produced this report that finds many students are just not being challenged in school.
Released July 2012. This report describes patterns of continuity and change over time in four areas of the transition to adulthood among young adults as measured two years after their senior year of high school. The four areas are postsecondary enrollment, labor force roles, family formation, and civic engagement through voting or military service. The analysis population is spring-term high school seniors in 1972, 1980, 1992, and 2004. Analyses of these four cohorts of young adults represent their experiences in these four areas at four points in time two years after high school over a period of 32 years from 1974 to 2006. The data come from four separate studies: the National Longitudinal Study of the High School Class of 1972, High School and Beyond), the National Education Longitudinal Study of 1988, and the Education Longitudinal Study of 2002. Each study was sponsored by the U.S. Department of Education’s National Center for Education Statistics (NCES) to help fulfill a major purpose of NCES national educational longitudinal studies, which is to provide comparative data at different points in time that are germane to education policy and permit examination of patterns relative to education, career development, and societal roles.
Released June 2012. Children in Immigrant Families is the first-ever report to provide a detailed assessment of trends in the well-being of the one in four children who are the sons and daughters of immigrants, and who will play key roles in America’s future. The report is based on the Foundation for Child Development (FCD) Child and Youth Well-Being Index (CWI), the most comprehensive measure of how well America’s children are faring.
Released March 2012. In this report, prepared by Hanover Research, we explore the impact that class size can have on student performance, as evidenced by rigorous and reliable research. We find that few such studies exist, and opinions are ultimately mixed on whether class size has any discernible effect on student performance. We briefly look at class size under current budgetary constraints. Finally, we examine the class size reduction efforts of two school districts, followed by an examination of recent gains in student achievement at two large urban districts with class size reduction initiatives in place. Although the report is geared for public schools, the literature reviewed is of interest to private schools as well.
Released April 2012. Effective teacher induction has been tied to increases in teacher effectiveness, professional persistence, and student achievement. In this report, Hanover Research examines the structure, content, and objectives of teacher induction programs in public schools. Following a review of relevant literature, profiles of several exemplary district induction programs are provided. Private-independent schools may be able to adapt elements of these programs in their own.
Page 5 of 13