Released September 2011. In this study, analysts from the Northwest Evaluation Association™ (NWEA) examine achievement trends for students who scored extremely well on the NWEA assessment, known as the Measures of Academic Progress™ (MAP). This groundbreaking study is the first ever to examine the achievement of high-performing students over time at the individual level. It poses—and seeks to answer—this straightforward question: Do students who outscore their peers on standardized achievement tests remain at the top of the pack year after year? Put differently, how many “high flyers” maintain their “altitude” over time? How many fall back toward Earth as they make their way through school, losing the academic edge they once enjoyed? The reason this question is important should be obvious: If America is to remain internationally competitive with other advanced nations, we need to maximize the potential of our top students.
Released in September 2011. The relationship between education and earnings is a long-analyzed topic of study. Generally, there is a strong belief that achievement of higher levels of education is a well established path to better jobs and better earnings. This report provides one view of the economic value of educational attainment by producing an estimate of the amount of money a person might earn over the course of their working life, given their level of education. These estimates are “synthetic,” that is, they are not the actual dollars people earned over the complete working life of the person. Published by the United States Census Bureau.
NAEP has consistently demonstrated how the performance of students in private schools compares positively to that of students in public schools and the rest of the nation. Without the participation of private schools in NAEP, any report of trends in student achievement at the elementary, middle, and high school levels would be incomplete. More than 1,600 private schools will be selected to participate in the NAEP 2011 assessment. NAEP will be administered between January 24 and March 4, 2011, to a sample of fourth-grade students in mathematics and reading, and eighth-grade students in mathematics, reading, and science. Individual students within sessions will be assessed in mathematics, reading, or science. A small number of students in some schools will be assessed in a computer-based writing assessment for eighth- and twelfth-graders. In addition, NAEP will select an oversample of private schools for 2011 to produce reportable results in mathematics and reading at grades 4 and 8 for four groups: Catholic, Lutheran, Conservative Christian, and Other Private schools.
Characteristics of Private Schools in the United States: Results From the 2009-10 Private School Universe Survey
Released in May 2011. The 2009-10 Private School Universe Survey (published by the National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education) contains key statistics concerning private schools across the nation. The biennial survey generates data on the numbers of private schools, students, and teachers throughout the United States, as well as the types of schools, geographic distinctions, pupil/teacher ratios, graduation rates, and many other statistical points of interest. This report (NCES 2011-339) was authored by Stephen P. Broughman, Nancy L. Swaim, and Cassie A. Hryczaniuk.
Linking Learning to the 21st Century: Preparing All Students for College, Career, and Civic Participation
Released April 2011. This brief, published by the National Education Policy Center (NEPC), concerns developing and implementing learning pathways that combines academic and technical knowledge to better prepare students for college, careers, and civic participation. Although geared for public education, the report contains information that may be of value for the 21st Century private school.
Released September 2010, revised February 2011. Though there have been numerous studies on the effects of charter schools, these have mostly been confined to analyzing their effects on student achievement, student demographic composition, parental satisfaction, and the competitive effects on regular public schools. This study departs from the existing literature by investigating the effect of charter schools on enrollment in private schools. To investigate this issue empirically, we focus on the state of Michigan, where there was a significant spread of charter schools in the 1990s. Using data on private school enrollment from biennial National Center for Education Statistics private school surveys, and using a fixed-effects as well as instrumental-variables strategy that exploits exogenous variation from Michigan charter law, we investigate the effect of charter school penetration on private school enrollment. We find robust evidence of a decline in enrollment in private schools—but the effect is only modest in size.
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