Released May 2013. The Condition of Education is published annually by the National Center for Education Statistics (NCES). The report covers a range of educational statistics. including public and private schools. The statistics show trends in employment rates by educational attainment and economic outcomes, enrollment rates, school characteristics, and other significant findings.
Released April 2013. Released by the Friedman Foundation for Educational Choice, this report surveys the empirical research on school choice. It provides a thorough overview of what the research has found on five key topics: academic outcomes of choice participants, academic outcomes of public schools, fiscal impact on taxpayers, racial segregation in schools, and civic values and practices. The evidence points clearly in one direction. Opponents frequently claim school choice does not benefit participants, hurts public schools, costs taxpayers, facilitates segregation, and even undermines democracy. However, the empirical evidence consistently shows that choice improves academic outcomes for participants and public schools, saves taxpayer money, moves students into more integrated classrooms, and strengthens the shared civic values and practices essential to American democracy.
Released April 2013. Technological changes over the last decade have made it much more common for students to enroll in distance education, most often in a course taken over the Internet. The IPEDS (Integrated Postsecondary Education Data System) collects data from institutions about whether they offer any distance learning opportunities, defined as “an option for earning course credit at off-campus locations via cable television, internet, satellite classes, videotapes, correspondence courses, or other means.” Distance learning opportunities are available throughout postsecondary education and at all types of institutions.This report, prepared for the National Center for Education Statistics, provides tables showing statistics concerning institutions that are exclusively distance education.
Released April 2013. In this report, Hanover Research presents an overview of the literature on the effects of year-round education on student achievement. The report also includes an analysis of the difficulties encountered by schools transitioning to a year-round calendar, and discusses the ways in which high schools have successfully adapted to them. The number of year-round schools appears to have grown by a relatively marked amount during the last thirty years. The National Association for Year-Round Education (NAYRE)indicated that 2.3 million students attended a year?round school in the 2002?03 school year, compared to only 360,000 in 1986?87. A majority of these schools are public (2,746), but 172 charter schools and 64 private schools have also adopted a year-round schedule.
The “irreplaceables” are teachers who are so successful they are nearly impossible to replace, but who too often vanish from schools as the result of neglect and inattention. Irreplaceables influence students for life, and their talents make them invaluable assets to their schools. The problem is, their schools don’t seem to know it. Although this report focuses on public school teachers, most of the concepts are equally applicable in private school settings.
Released April 2013. Economic literacy is vital for functioning effectively in today’s society. Consumers need to manage their finances, investors need to plan for their future, and voters need to choose among competing economic plans. As students move on to college or enter the workforce, their understanding of the economy will help them become financially responsible citizens. The National Assessment of Educational Progress (NAEP) monitors students’ attainment of these skills and knowledge with its twelfth-grade economics assessment. First administered in 2006, the NAEP economics assessment measures twelfth-graders’ understanding of a wide range of topics in three main content areas: market economy, national economy, and international economy. This report provides results of the economics assessment in 2012 based on a nationally representative sample of nearly 11,000 twelfth-graders. Results from 2012 are compared with those from 2006 to investigate whether our nation’s high school seniors are becoming increasingly literate in economics.
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