Every two years, the Office for Civil Rights, a division of the U.S. Department of Education, conducts a civil rights data collection that includes information about school demographics, course enrollment, discipline, and other measures of school-based experience. In 2013, the office collected data from schools identified as juvenile justice schools for the first time. These schools serve only students placed in secure facilities by law enforcement or courts, and there are approximately 50,000 young people across the country in these on any given day.
Because of their unique position and small student populations, juvenile justice schools are historically exempt from most common state and federal measures of education achievement. In fact, this 2013 data set offers the first opportunity to establish a data baseline across states.
However, in attempting to conduct an analysis of the available data from 2013, the Bellwether team discovered troubling inconsistencies in the data set that suggested inaccurate or incomplete data collection. In order to conduct a credible analysis, we cross-referenced the Office for Civil Rights data with residential facility census data collected by the U.S. Department of Education’s Office of Juvenile Justice and Delinquency Prevention. This revealed serious deficiencies in most states’ data; in fact, only 18 states provided credible data about enrollment and achievement in their juvenile justice schools.
We were able to draw some conclusions about higher-level math and science course access and enrollment from the available data. However, without more accurate and more nuanced data collection from the Office for Civil Rights, these conclusions are of limited utility to policymakers and program leaders. Both the conclusions and recommendations for improved data collection practices are presented in this deck.
Patterns and Trends in Educational Opportunity for Students in Juvenile Justi...Jeremy Knight
Every two years the U.S. Department of Education’s Office for Civil Rights conducts the Civil Rights Data Collection (CRDC), which includes information about school demographics, course enrollment, discipline, and other measures of school quality. For the first time in 2013-14 and again in 2015-16, the CRDC included juvenile justice schools, which serve approximately 50,000 adjudicated youth placed in secure facilities across the country.
Students’ educational experiences in juvenile justice facilities have historically gone unnoticed. Due to the unique and relatively small population they serve, these schools are typically exempt from traditional state and federal data collection. The two most recent surveys from the CRDC offer limited insight, leading our team to analyze only 18 states in 2013-14 and 15 states in 2015-16. Our analysis includes a comparison of student access to critical math and science courses disaggregated by race and ethnicity.
In “Patterns and Trends in Educational Opportunity for Students in Juvenile Justice Schools: Updates and New Insights,” we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.
A closer look at the data reveals that while all youth in juvenile justice facilities experience inadequate access to important classes, no group of students has less access than Native American youth. Only 63% of Native youth in juvenile justice schools have access to Algebra I compared with 79% of white students. This pattern persists in the sciences. Forty-seven percent of Native students have access to biology compared with 70% of white students. Indeed, among all groups of students in juvenile justice facilities, Native students have the lowest access to math and science courses.
These alarming statistics make clear that juvenile justice systems must do a better job providing incarcerated youth with the educational opportunities they need to get back on track. Improving the quality of data about students’ educational experiences in juvenile justice facilities is a critical first step. States — which typically run these schools — can then use improved data to increase resources to these facilities and ensure students are enrolled in the proper classes. These steps will help juvenile justice facilities perform their rehabilitative functions rather than further punishing youth by severely limiting their educational opportunities.
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
20110830 Alger Safety Opportunity Scholarships (SOS) How States Can Fulfill t...Vicki Alger
The document discusses school safety statistics and issues with the current federal approach to addressing unsafe schools. It finds that while school violence statistics have improved, a substantial number of schools still report criminal incidents each year, including violent crimes. Nearly 80% of schools report violent incidents and 20% report serious violent incidents. Crime statistics are similar across urban, suburban, and higher/lower minority enrollment schools. However, the current federal policy labels fewer than 50 schools as "persistently dangerous" each year, failing to provide meaningful safety information or options to students at risk. The document recommends states adopt a Safety Opportunity Scholarship program to better empower parents and improve school safety.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
NC Early Childhood Attendance Counts ReportEducationNC
- Chronic absenteeism, defined as missing 10% or more of the school year, puts students at risk of lower academic achievement and can hinder reading proficiency by 3rd grade.
- In North Carolina, nearly 1 in 8 students miss more than 15 days of school annually, and chronic absenteeism rates vary widely between school districts and demographic groups.
- Measuring and addressing chronic absenteeism is important for improving 3rd grade reading outcomes and school quality, as regular attendance in early grades is critical for literacy development.
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
This document provides a summary of data and trends related to higher education in the Western Interstate Commission for Higher Education (WICHE) region from 2005 to 2017. Some key findings include:
- Undergraduate enrollment increased 13% at public and private non-profit institutions between 2005-2015.
- The diversity of high school graduates in the region increased between 2004-2005 and 2014-2015, which is partially reflected in the diversity of full-time undergraduate students.
- Tuition and fees at public institutions increased substantially over the past decade, while state appropriations declined as a percentage of total educational revenue.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Patterns and Trends in Educational Opportunity for Students in Juvenile Justi...Jeremy Knight
Every two years the U.S. Department of Education’s Office for Civil Rights conducts the Civil Rights Data Collection (CRDC), which includes information about school demographics, course enrollment, discipline, and other measures of school quality. For the first time in 2013-14 and again in 2015-16, the CRDC included juvenile justice schools, which serve approximately 50,000 adjudicated youth placed in secure facilities across the country.
Students’ educational experiences in juvenile justice facilities have historically gone unnoticed. Due to the unique and relatively small population they serve, these schools are typically exempt from traditional state and federal data collection. The two most recent surveys from the CRDC offer limited insight, leading our team to analyze only 18 states in 2013-14 and 15 states in 2015-16. Our analysis includes a comparison of student access to critical math and science courses disaggregated by race and ethnicity.
In “Patterns and Trends in Educational Opportunity for Students in Juvenile Justice Schools: Updates and New Insights,” we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.
A closer look at the data reveals that while all youth in juvenile justice facilities experience inadequate access to important classes, no group of students has less access than Native American youth. Only 63% of Native youth in juvenile justice schools have access to Algebra I compared with 79% of white students. This pattern persists in the sciences. Forty-seven percent of Native students have access to biology compared with 70% of white students. Indeed, among all groups of students in juvenile justice facilities, Native students have the lowest access to math and science courses.
These alarming statistics make clear that juvenile justice systems must do a better job providing incarcerated youth with the educational opportunities they need to get back on track. Improving the quality of data about students’ educational experiences in juvenile justice facilities is a critical first step. States — which typically run these schools — can then use improved data to increase resources to these facilities and ensure students are enrolled in the proper classes. These steps will help juvenile justice facilities perform their rehabilitative functions rather than further punishing youth by severely limiting their educational opportunities.
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
20110830 Alger Safety Opportunity Scholarships (SOS) How States Can Fulfill t...Vicki Alger
The document discusses school safety statistics and issues with the current federal approach to addressing unsafe schools. It finds that while school violence statistics have improved, a substantial number of schools still report criminal incidents each year, including violent crimes. Nearly 80% of schools report violent incidents and 20% report serious violent incidents. Crime statistics are similar across urban, suburban, and higher/lower minority enrollment schools. However, the current federal policy labels fewer than 50 schools as "persistently dangerous" each year, failing to provide meaningful safety information or options to students at risk. The document recommends states adopt a Safety Opportunity Scholarship program to better empower parents and improve school safety.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
NC Early Childhood Attendance Counts ReportEducationNC
- Chronic absenteeism, defined as missing 10% or more of the school year, puts students at risk of lower academic achievement and can hinder reading proficiency by 3rd grade.
- In North Carolina, nearly 1 in 8 students miss more than 15 days of school annually, and chronic absenteeism rates vary widely between school districts and demographic groups.
- Measuring and addressing chronic absenteeism is important for improving 3rd grade reading outcomes and school quality, as regular attendance in early grades is critical for literacy development.
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
This document provides a summary of data and trends related to higher education in the Western Interstate Commission for Higher Education (WICHE) region from 2005 to 2017. Some key findings include:
- Undergraduate enrollment increased 13% at public and private non-profit institutions between 2005-2015.
- The diversity of high school graduates in the region increased between 2004-2005 and 2014-2015, which is partially reflected in the diversity of full-time undergraduate students.
- Tuition and fees at public institutions increased substantially over the past decade, while state appropriations declined as a percentage of total educational revenue.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
This paper examines factors that affect four-year graduation rates at public colleges and universities in the United States. The author uses econometric modeling and regression analysis on data from 199 randomly selected public institutions. Key findings from the study suggest higher freshman retention rates, average financial aid amounts, smaller class sizes, in-state tuition costs, and average incoming GPA positively impact graduation rates, while higher male percentages, urban locations, and Hispanic percentages have negative effects. Percentages of Greek life members did not significantly impact rates.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Breaking Down the "Surveying the Military" ReportEdChoice
Our survey of military servicemembers, veterans and their spouses is the first of its kind and methodology to delve deeper this important population's thoughts on K–12 education in America. This new research aims to help policymakers and the public better understand military families' perspectives on school choice policies, the military profession and more. Click through to get the key findings, complete with critical data you should know.
To download the full report, visit www.edchoice.org/Military Survey.
The document evaluates the need for after-school care programs in disadvantaged South African communities like Khayelitsha and Hangberg. It finds that South African public schools often have unsafe environments, lack resources, and struggle with high dropout rates. Communities face issues like poverty, crime, and inadequate policing. After-school programs aim to provide support like counseling, mentorship, and safety training to address these challenges and help learners succeed. The evaluation recommends increased state funding and support for issues of education, safety, and social services in schools.
This article discusses the role of parental involvement in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that improving school quality alone through legislation like No Child Left Behind is not sufficient, and that parental accountability is missing from such efforts. The article highlights research showing parental involvement is highly predictive of student success. It recommends expanding NCLB to include mechanisms for holding parents accountable and engaging them in their children's education.
CAJ 2020 Leading the Children in Sri Lanka to Right Choice of Education.pdfCINEC Campus
The document discusses challenges in Sri Lanka's tertiary education system. Only around 30,000 out of 300,000 students who pass the A/L exam annually are able to enter state universities. The remaining 150,000 students must pursue costly overseas education or degrees from private institutions. Additionally, graduate unemployment is high. The research aims to develop a mechanism to shift students' demand and enrollment towards academic disciplines with better employment prospects. It investigates factors influencing students' selection of majors and aims to guide them towards fields that will help them succeed in the future job market. The goal is to curb unemployment by steering enrollment away from oversupplied disciplines.
20050105 Murray Survey of Arizona Private Schools Tuition, Testing and CurriculaVicki Alger
The document summarizes the results of a survey of Arizona private schools conducted by the Goldwater Institute. It finds that the average private school in Arizona serves 280 students with a tuition of $3,700 for K-8 and $5,500 for high school. This is about half the average public school expenditure per student. Nearly all private schools require standardized testing annually and provide aggregate test scores to parents. While most private schools have a religious affiliation, 83% do not require religious affiliation for admission. The document concludes that fully utilizing Arizona's private school capacity could reduce costs to the public school system by hundreds of millions of dollars annually.
Want to know how our flagship publication—The ABCs of School Choice 2018 Edition—can work for you? Check out our demo on this handbook that state legislators have used for nearly a decade to compare and contrast school choice programs and policies across the country.
To order yours, visit www.edchoice.org/order.
- The Opportunity Scholarship Program (OSP) was a federally-funded school voucher program established in 2003 to provide vouchers of up to $7,500 for low-income students in Washington D.C. to attend private schools.
- Early studies of OSP found no statistically significant impact on student achievement in reading or math test scores overall, though some subgroups saw modest gains in reading.
- By 2009, funding to OSP was reduced due to a lack of evidence that the program was improving student outcomes overall. The program was phased out, though students already enrolled could continue with vouchers through high school graduation.
The Council of Independent College's new fact sheet, “Student Debt: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about student debt.
The Council of Independent College's new fact sheet, “Private Colleges and STEM: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about the success of small, private colleges in preparing STEM majors for careers and graduate study.
This proposal outlines a comprehensive Human Capital Management System called the R3 Framework to reduce teacher turnover and improve student outcomes in Pitt County Schools. The R3 Framework includes four elements: a beginning teacher program, a teacher leadership institute, career pathways, and a performance-based compensation system. These elements are designed to recruit, retain, and reward teachers through professional development, leadership opportunities, and monetary/non-monetary incentives. The goal is to improve teaching and learning, especially in the district's high-need schools, by supporting teacher effectiveness and reducing the impact of inexperienced teachers.
Breaking Down "Public Rules on Private Schools: Measuring the Regulatory Impa...EdChoice
Is regulatory creep a fate that awaits all school choice programs? With the number of those programs doubling over the past five years, the need for context and understanding is critical. This report provides a framework for understanding the impacts of state government statutes regulating private schools, regulations distinct to a given school choice program, and any regulatory growth over a program’s lifespan.
Luxembourg continues to underperform in the Programme for International Student Assessment (Pisa), recording below average results in science, reading and maths since 2000.
The OECD triennial survey of 15-year-olds around the world reported Luxembourg students scored 477 points for science in 2018, compared to the OECD average of 487.
Grade 12 students' average reading score declined by 2 points since 2015 according to the 2019 National Assessment of Educational Progress, while their average mathematics score did not change. Scores also declined for lower-performing students in both subjects at grades 4, 8, and 12. The percentage of students performing at or above the proficient level held steady at 37% for reading and 24% for mathematics. The results indicate that gaps are widening between lower- and higher-performing students.
President Donald Trump’s nomination of philanthropist and education advocate Betsy DeVos for Secretary of Education thrust Michigan education into the national spotlight. Because DeVos doesn’t have a track record as a government official or school system leader, her work in Michigan on education issues provides some of the only information about her track record and what she might do as Secretary. Yet, DeVos’ critics and her boosters alike are making a variety of claims about Michigan that are confusing and contradictory.
To help clarify some of these questions, a new analysis from Bellwether Education Partners provides a comprehensive look at the education policy landscape in Michigan.
The document discusses third grade reading proficiency in Fort Worth ISD. It notes that only 35% of FWISD third graders read at grade level, putting them at risk for dropping out. Read Fort Worth was created in 2016 to improve literacy and get 100% of third graders reading proficiently by 2025 through collective impact. Data shows that third grade reading levels predict future success. Strategies discussed include expanding pre-K, summer learning programs, and supporting "bright spot" schools with high rates of economically disadvantaged students reading proficiently.
This document summarizes key data on K-12 academic achievement in North Carolina. It finds that:
1) 8th grade test scores are highly predictive of college enrollment, similar to ACT scores;
2) While early grade test scores have improved across cohorts, gains have slowed in middle school;
3) NAEP scores show North Carolina students performing at the national average, but with little improvement since 2000 except in 4th grade reading;
4) Achievement gaps between white and minority students exist and in some cases grew with introduction of more difficult standards.
We share a new and novel analysis of state and regional trends with a focus on bright spots – where we are seeing progress that can help all schools and systems improve faster.
We hope this analysis is a resource for all of us working to increase access to educational opportunities for our most vulnerable children, and that it helps us individually and collectively allocate our time and resources to make the greatest impact possible.
This paper examines factors that affect four-year graduation rates at public colleges and universities in the United States. The author uses econometric modeling and regression analysis on data from 199 randomly selected public institutions. Key findings from the study suggest higher freshman retention rates, average financial aid amounts, smaller class sizes, in-state tuition costs, and average incoming GPA positively impact graduation rates, while higher male percentages, urban locations, and Hispanic percentages have negative effects. Percentages of Greek life members did not significantly impact rates.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Breaking Down the "Surveying the Military" ReportEdChoice
Our survey of military servicemembers, veterans and their spouses is the first of its kind and methodology to delve deeper this important population's thoughts on K–12 education in America. This new research aims to help policymakers and the public better understand military families' perspectives on school choice policies, the military profession and more. Click through to get the key findings, complete with critical data you should know.
To download the full report, visit www.edchoice.org/Military Survey.
The document evaluates the need for after-school care programs in disadvantaged South African communities like Khayelitsha and Hangberg. It finds that South African public schools often have unsafe environments, lack resources, and struggle with high dropout rates. Communities face issues like poverty, crime, and inadequate policing. After-school programs aim to provide support like counseling, mentorship, and safety training to address these challenges and help learners succeed. The evaluation recommends increased state funding and support for issues of education, safety, and social services in schools.
This article discusses the role of parental involvement in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that improving school quality alone through legislation like No Child Left Behind is not sufficient, and that parental accountability is missing from such efforts. The article highlights research showing parental involvement is highly predictive of student success. It recommends expanding NCLB to include mechanisms for holding parents accountable and engaging them in their children's education.
CAJ 2020 Leading the Children in Sri Lanka to Right Choice of Education.pdfCINEC Campus
The document discusses challenges in Sri Lanka's tertiary education system. Only around 30,000 out of 300,000 students who pass the A/L exam annually are able to enter state universities. The remaining 150,000 students must pursue costly overseas education or degrees from private institutions. Additionally, graduate unemployment is high. The research aims to develop a mechanism to shift students' demand and enrollment towards academic disciplines with better employment prospects. It investigates factors influencing students' selection of majors and aims to guide them towards fields that will help them succeed in the future job market. The goal is to curb unemployment by steering enrollment away from oversupplied disciplines.
20050105 Murray Survey of Arizona Private Schools Tuition, Testing and CurriculaVicki Alger
The document summarizes the results of a survey of Arizona private schools conducted by the Goldwater Institute. It finds that the average private school in Arizona serves 280 students with a tuition of $3,700 for K-8 and $5,500 for high school. This is about half the average public school expenditure per student. Nearly all private schools require standardized testing annually and provide aggregate test scores to parents. While most private schools have a religious affiliation, 83% do not require religious affiliation for admission. The document concludes that fully utilizing Arizona's private school capacity could reduce costs to the public school system by hundreds of millions of dollars annually.
Want to know how our flagship publication—The ABCs of School Choice 2018 Edition—can work for you? Check out our demo on this handbook that state legislators have used for nearly a decade to compare and contrast school choice programs and policies across the country.
To order yours, visit www.edchoice.org/order.
- The Opportunity Scholarship Program (OSP) was a federally-funded school voucher program established in 2003 to provide vouchers of up to $7,500 for low-income students in Washington D.C. to attend private schools.
- Early studies of OSP found no statistically significant impact on student achievement in reading or math test scores overall, though some subgroups saw modest gains in reading.
- By 2009, funding to OSP was reduced due to a lack of evidence that the program was improving student outcomes overall. The program was phased out, though students already enrolled could continue with vouchers through high school graduation.
The Council of Independent College's new fact sheet, “Student Debt: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about student debt.
The Council of Independent College's new fact sheet, “Private Colleges and STEM: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about the success of small, private colleges in preparing STEM majors for careers and graduate study.
This proposal outlines a comprehensive Human Capital Management System called the R3 Framework to reduce teacher turnover and improve student outcomes in Pitt County Schools. The R3 Framework includes four elements: a beginning teacher program, a teacher leadership institute, career pathways, and a performance-based compensation system. These elements are designed to recruit, retain, and reward teachers through professional development, leadership opportunities, and monetary/non-monetary incentives. The goal is to improve teaching and learning, especially in the district's high-need schools, by supporting teacher effectiveness and reducing the impact of inexperienced teachers.
Breaking Down "Public Rules on Private Schools: Measuring the Regulatory Impa...EdChoice
Is regulatory creep a fate that awaits all school choice programs? With the number of those programs doubling over the past five years, the need for context and understanding is critical. This report provides a framework for understanding the impacts of state government statutes regulating private schools, regulations distinct to a given school choice program, and any regulatory growth over a program’s lifespan.
Luxembourg continues to underperform in the Programme for International Student Assessment (Pisa), recording below average results in science, reading and maths since 2000.
The OECD triennial survey of 15-year-olds around the world reported Luxembourg students scored 477 points for science in 2018, compared to the OECD average of 487.
Grade 12 students' average reading score declined by 2 points since 2015 according to the 2019 National Assessment of Educational Progress, while their average mathematics score did not change. Scores also declined for lower-performing students in both subjects at grades 4, 8, and 12. The percentage of students performing at or above the proficient level held steady at 37% for reading and 24% for mathematics. The results indicate that gaps are widening between lower- and higher-performing students.
President Donald Trump’s nomination of philanthropist and education advocate Betsy DeVos for Secretary of Education thrust Michigan education into the national spotlight. Because DeVos doesn’t have a track record as a government official or school system leader, her work in Michigan on education issues provides some of the only information about her track record and what she might do as Secretary. Yet, DeVos’ critics and her boosters alike are making a variety of claims about Michigan that are confusing and contradictory.
To help clarify some of these questions, a new analysis from Bellwether Education Partners provides a comprehensive look at the education policy landscape in Michigan.
The document discusses third grade reading proficiency in Fort Worth ISD. It notes that only 35% of FWISD third graders read at grade level, putting them at risk for dropping out. Read Fort Worth was created in 2016 to improve literacy and get 100% of third graders reading proficiently by 2025 through collective impact. Data shows that third grade reading levels predict future success. Strategies discussed include expanding pre-K, summer learning programs, and supporting "bright spot" schools with high rates of economically disadvantaged students reading proficiently.
This document summarizes key data on K-12 academic achievement in North Carolina. It finds that:
1) 8th grade test scores are highly predictive of college enrollment, similar to ACT scores;
2) While early grade test scores have improved across cohorts, gains have slowed in middle school;
3) NAEP scores show North Carolina students performing at the national average, but with little improvement since 2000 except in 4th grade reading;
4) Achievement gaps between white and minority students exist and in some cases grew with introduction of more difficult standards.
We share a new and novel analysis of state and regional trends with a focus on bright spots – where we are seeing progress that can help all schools and systems improve faster.
We hope this analysis is a resource for all of us working to increase access to educational opportunities for our most vulnerable children, and that it helps us individually and collectively allocate our time and resources to make the greatest impact possible.
AttendaNCe Counts: What North Carolina School Districts are Doing to Reduce C...Molly Osborne
This document discusses chronic absenteeism in North Carolina school districts. It finds that chronic absenteeism is an issue that affects many North Carolina communities and students, especially students from certain racial/ethnic groups. The document reports on a survey of North Carolina school districts that asked districts to self-assess their attendance policies and practices. The survey looked at four areas: data collection and use, family engagement, strategic planning, and community partnerships. The survey found that while districts feel fairly confident in their data collection, they see more room for improvement in data analysis and family engagement strategies. The document discusses recent state-level efforts to address chronic absenteeism and identifies questions for districts to improve their policies and practices.
This document discusses improving college choice by providing students and parents better information. It finds that while states collect some academic and financial data to inform choice, fewer ensure families have access to it. Only a few states provide early warning reports or information on meeting college requirements to families. Additionally, most states collect enrollment and remediation data for public institutions but far fewer do for private or for-profit schools. The document calls for better collaboration to improve student and parent access to data that can inform college choice.
A First Look at Trends and Bright Spots in St. Louis School Performance Post...The Opportunity Trust
In partnership with Exponent Education, a highly regarded education data group, you are invited to a discussion on the recently released state education data – our first look at how children and schools are doing post-pandemic.
The document provides information about the educational system in South Carolina. It discusses that South Carolina has 751,660 students enrolled across 1,167 public schools within 79 districts. It also notes that South Carolina spends less on education as a percentage of its state budget than neighboring states and has lower scores than neighbors on standardized tests, with only 35% of 4th graders proficient in math. The document indicates that an area for improvement is student achievement, as South Carolina has room to boost test scores and the percentage of students performing at grade level.
Balancing Work and Learning: Implications for Low-Income StudentsCEW Georgetown
Balancing Work and Learning: Implications for Low-Income Students finds that while working and studying generally helps students from higher-income families, low-income students face steeper challenges when combining work and college.
This document provides a framework for identifying barriers that schools face in advancing students through the AP pipeline from preparation to success. It analyzes data on AP participation and performance in Tennessee, finding that while most AP-ready students have access to AP courses, not all enroll or take the exams. As a result, only about half of AP-ready students and less than a third of economically disadvantaged AP-ready students earn college credits through AP exams. The framework is intended to help schools and districts design targeted solutions to the challenges they face at different points along the AP pipeline.
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
The document discusses factors that drive demand for independent schools, including government policies, demographics, social forces, attitudes, competition, and economics. It notes that while independent school enrollment has grown nationally in recent decades, growth varies by region. Competition from public school reforms, charter schools, and other options has increased. Changing demographics and economics, particularly for upper-income families, also impact demand for independent schools.
The document discusses resource equity in education. It defines resource equity as allocating resources based on student needs to enable all children to reach high learning outcomes regardless of race or income. The presenter outlines five key questions states can ask to assess resource equity, including how the state compares in performance, spending, funding equity across districts, variation in spending within districts based on need, and whether the state supports strategic resource allocation at schools. The presenter argues that states can play an important role in enabling resource equity through funding, accountability, support and flexibility policies.
Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
A First Look at Trends and Bright Spots in St. Louis School Performance Post...The Opportunity Trust
In partnership with Exponent Education, a highly regarded education data group, you are invited to a discussion on the recently released state education data – our first look at how children and schools are doing post-pandemic.
Although the vast majority of American parents believe their child is performing at or above grade level, in reality two-thirds of U.S. teenagers are ill-prepared for college when they leave high school.
Why this enormous disconnect? Could it be that test scores signaling that kids are “less than proficient” don’t register with parents because they conflict with the grades on their child’s report card?
AN INTERIM REPORT ON A PILOT CREDITRECOVERY PROGRAM IN A LAR.docxnettletondevon
AN INTERIM REPORT ON A PILOT CREDIT
RECOVERY PROGRAM IN A LARGE, SUBURBAN
MIDWESTERN HIGH SCHOOL
M . SUZANNE FRANCO
NiMiSHA H . PATEL
Wright State University
School policy regarding student failure of courses at the K-12
level generally focuses on grade retendon or social promotion,
neither of which addresses the students' needs. Grade retention
has never been effective in helping students gain mastery of
course objectives. To reduce the numbers of social promotions,
many states require 8th graders to earn a passing score on state-
mandated standardized tests. If students do not earn the required
score, they are not allowed to matriculate to the next grade,
regardless of their teacher-assigned course grades (Ezarik,
2003). A relatively unique approach to help students who have
failed one or more courses at the high school level is a credit
recovery program. Though details of such programs vary from
district to district, the one unifying aspect for atiy credit recov-
ery program is the opportunity for students to earn credit for a
course failed.
The purpose of this paper is to describe a pilot credit recovery
program implemented in a large suburban high school in the
Midwest. Historical, longitudinal student data revealed that
freshmen who fail at least one course are four times more likely
to fail to graduate in four years (R. Hankey, personal communi-
cation, July, 2009). With this is mind, the school developed a
pilot credit recovery program for freshmen who had failed at
least one course; online and traditional curricula were provided.
The short-term goal was to provide an opportutiity for freshmen
to recover credits lost due to failure; the long-term goal was to
reduce the dropout rate for freshmen who had failed at least one
course, and consequently contribute to a higher graduation rate
for the freshman class. This paper presents the results of the first
cohort of students who completed the pilot program after their
freshman year and who have now completed their second year
of high school.
Literature Review essary. The financial and social costs stem-
ming from high school failure/dropout
High School Dropout rates in the United States are enormous. It
The focus on educadon has and con- has been esdmated that dropouts cost the
tinues to be at the forefront of the American nation billions of dollars annually (Ou &
polidcal agenda, and rightfully so. In order Reynolds, 2010).
for individuals in the United States to stay The negadve correladons associated
viable for career opportunities in the ever- with a lack of a high school diploma are
increasing technological world and earn vast. For instance, those who do not earn
livable wages, a formal education is nee- a high school diploma are more likely to
15
16/Education Vol. 132 No. 1
experience unemployment and earn a lower
annual wage. The annual medium income
of a male over the age of 24 without a high
school diploma is approximately $27,000,
whereas that for a diploma holder .
Final Presentation - Workforce and College PreparationDaniel Lebowitz
The document discusses three options to improve workforce and college preparation for students in Illinois: 1) Expanding community college and two-year degree programs, 2) Allowing students an extra year of high school, and 3) Keeping the current system. Based on an analysis across factors like cost, feasibility, education quality, and employability, taking an extra year of high school is identified as the best option. It would allow students more time to prepare for college coursework, complete additional classes, mature before college, and receive job training relevant to employers' needs.
The Russell Group surveyed hundreds of pupils and teachers about subject choice in school and its importance for university applications. The survey found that teachers ranked subject choice as more important than other factors like grades or personal statements, while pupils saw it as less important. Most year 10 pupils had not decided on A-levels yet. Private school pupils were more likely than comprehensive pupils to be considering university when choosing subjects. The new Informed Choices website was found useful by both pupils and teachers. It increased confidence in subject selection more for pupils from disadvantaged backgrounds. The results suggest these resources can help fill information gaps faced by less advantaged students.
The document summarizes a review of North Carolina's NC REACH post-secondary education program for foster youth. It finds that while the program has increased college enrollment for foster youth, there is insufficient data to determine whether program support services like mentoring and tutoring are effective. It recommends a formal program evaluation be conducted to evaluate the program's structure, outcomes, and efficiency in meeting its goals.
This document discusses multiple measures that states are using to assess college readiness beyond traditional measures like course completion. It notes that 18 states have partial or full alignment of high school graduation requirements and college admission standards. States are increasingly looking at factors like competency-based assessments, course rigor, GPA, class rank, and index scores that combine measures. The document examines competency-based assessments in more depth and notes a few states that incorporate these into graduation or admission policies. It concludes by offering considerations for policymakers on better aligning expectations and defining college readiness.
NC Early Childhood Foundation: Attendance CountsAnalisa Sorrells
This document discusses chronic absence in North Carolina schools and its negative impacts on student achievement. It defines chronic absence as missing 10% or more of school days in an academic year. The document summarizes research finding that chronic absence in early grades is associated with lower academic performance, increased dropout rates, and other issues. It also notes that chronic absence disproportionately affects low-income students and students of color. The document then outlines strategies that schools and communities can take to address chronic absence at the state, district, and local levels, such as improving attendance data collection, family engagement, and collaboration with outside organizations.
Similar to Measuring Educational Opportunity in Juvenile Justice Schools (20)
Wide Open Spaces: Schooling in Rural America TodayJeremy Knight
Rural communities and schools face many challenges but also have significant assets. While rural areas on average have higher poverty rates and lower incomes and education levels than urban areas, there is great diversity among rural communities. Some rural areas, particularly in parts of the Midwest and Great Plains, have higher rates of economic mobility than urban areas. Rural schools have common challenges like declining enrollment and transportation issues but vary widely. Overall, focusing only on challenges overlooks the strengths of rural communities, including strong social networks, civic engagement, and local commitment that can help drive meaningful change.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
The document discusses trends in private school enrollment and costs in the United States. It notes that while private schools have historically served around 10% of students, Catholic school closures and rising tuition costs have reduced access for middle- and low-income families. The average private school tuition increased 60% between 1999-2011, outpacing inflation and wage growth. This suggests a need to explore how private schools can increase affordability and serve families with limited means.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retent...Jeremy Knight
About 90 percent of public school teachers today are enrolled in defined benefit pension plans operated by their state. Most of these state-run plans were created decades ago, and they have not adjusted to serve the mobile teaching workforce in today’s modern society. While they do serve some long-serving veteran teachers well, the plans also leave many short- and medium-term teachers with less-than-adequate benefits.
In “Teacher Pension Plans: How They Work, and How They Affect Recruitment, Retention, and Equity,” we look at the history of these plans and how they interact with key education issues facing our schools today, including attracting and retaining high-quality teachers and providing equitable resources for disadvantaged students. While there are no easy or one-size-fits-all solutions, this deck concludes with examples of states that have re-designed their retirement systems to better meet the needs of teachers, taxpayers, and the general public.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
Education in the American South: Historical Context, Current State, and Futur...Jeremy Knight
The deck provides a detailed analysis of academic outcomes in Southern states, placing them in historical, economic, and political context. It also traces the development of public schools in the South and shows that the modern education reform movement has its roots in the South, where strategies like accountability, charter schools, private school choice, and school governance reform were first piloted.
Overview of the History and Status of Teachers’ UnionsJeremy Knight
Teachers’ unions are a powerful force in local, state, and federal politics, but Janus vs. the American Federation of State, County, and Municipal Employees (AFSCME) could change that. At the heart of this case is a key source of union revenue: agency fees.
Public sector unions, including teachers’ unions, collect revenue from the professionals they represent. From members, they collect membership dues that can be used for a wide range of activities, including political advocacy. In 22 states and D.C., unions can collect so-called “agency fees” from nonmembers. These fees are typically less than full membership dues and enable workers to opt out of supporting unions’ political activities while still supporting unions’ collective bargaining activities that benefit all workers.
If the Court overturns long-standing precedent and rules mandatory agency fees unconstitutional, it will likely have far-reaching effects on unions’ finances, and subsequently, on their power and influence. But to fully understand the potential effects of the Janus decision, it is necessary to first understand the history and current context in which teachers’ unions are operating. We created this slide deck to ensure that sector leaders, reporters, and commentators have a reliable resource to access this key information.
The deck begins with an overview of the history of public and private sector unions dating back to the early 1900s. It then provides a summary of the history and current status of teachers’ unions specifically: major successes related to collective bargaining, controversy and criticism surrounding their increasing political activities, and their response to the increasing accountability in federal education legislation. We then offer current data and information on the nation’s two largest teachers’ unions, including membership data, financial data, a description of their organizational structure and the services they provide, and an overview of recent activities including teacher strikes and walkouts. We conclude the deck by summarizing the Janus case and its potential impacts on teachers’ unions and offering questions yet to be answered about the future of teachers’ unions post-Janus.
This analysis offers an accurate and objective set of information to those wanting to inform their understanding of this historic case.
Retaining High Performers: Insights from DC Public Schools’ Teacher Exit SurveyJeremy Knight
As school districts across the country report various kinds of teacher shortages, how to retain teachers has emerged as a key area of interest for district leaders and policymakers. There are a variety of incentives and strategies to keep teachers in the profession, but which ones are most effective? Asking teachers themselves yields answers, some of which cut against the grain of conventional wisdom in the education community.
In order to better understand why teachers leave the profession, we analyzed teacher exit survey data from the District of Columbia Public Schools to determine what could have retained them or what would have had no effect. Because we believe that retention efforts should be focused on effective teachers, we broke down teachers’ responses by their latest teacher evaluation performance rating and focused our analysis on high-performing teachers.
Although DCPS is unique in some ways, lessons about what could have retained high-performing teachers may be transferable to other urban districts. The slide deck below presents our findings and offers considerations for other urban school districts.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Measuring Educational Opportunity in Juvenile Justice Schools
1. By Hailly T.N. Korman and Alexander Brand
May 2018
Measuring Educational Opportunity in Juvenile
Justice Schools
2. 2
Executive Summary: Juvenile justice schools serve
students who are incarcerated – and they are struggling
A juvenile justice school is a school located at or near a facility that houses young people
who have been arrested or adjudicated and placed in secure or residential care by law
enforcement or a court. These schools serve only students who are incarcerated and only
during the term of their incarceration. They can be operated by a local school district, a
public safety agency, a contracted provider, or state or county education agency.
In 2013, only 18 states reported accurate data about student enrollment in these
schools.
Key Findings:
Students in juvenile justice schools have less access to higher-level math and
science courses than their peers in traditional schools.
While students in traditional high schools pass Algebra 1 at consistently high
rates, their peers in juvenile justice schools do not.
Despite higher need, students in juvenile justice schools have less access to
credit recovery than their peers.
But better data collection (and good analysis) could improve programs for all
students in all states.
3. 3
Ordinary student achievement data is not regularly or
consistently collected for juvenile justice schools
“In an emerging era of ‘big data,’ the students and the juvenile justice
schools they attend operate essentially as off-the-book enterprises
where standard public reporting and common rubrics of educational
assessment do not apply.”
“Just Learning”
Southern Education Foundation, 2014
• There is no single data set that captures education assessment data
in students in juvenile justice facilities across states.
• Within individual states, there are irregular efforts to assess student
achievement in justice facilities.
• And some states do not regularly collect or report student
achievement data in any standardized way.
4. 4
The Office for Civil Rights (OCR) collects academic and
civil rights data from all public schools
• Every two years, the Office for Civil Rights (OCR), a sub-
agency of the U.S. Department of Education, collects data on
civil rights and academics from all public schools as part of the
Civil Rights Data Collection.
• Academic data includes school characteristics, enrollment,
classes offered, and subject-specific enrollment.
• The analysis presented here uses data from the 2013-14
school year, the first set to include data from juvenile justice
schools.
Civil Rights Data Collection
Office for Civil Rights
Based on this data, we ought to be able to answer a baseline question: How
many students were enrolled in a juvenile justice school in each state and
in all states combined?
5. 5
Yet this OCR enrollment data is insufficient to draw even
simple conclusions
For example, in 2013, the data in the OCR data collection indicate that:
in Arkansas, only six youth were
reported enrolled in a juvenile justice
school
in South Carolina, no youth were
reported enrolled in any juvenile
justice schools
These numbers are obviously suspect and probably do not accurately represent all youth in
residential placement in these states. We cannot responsibly analyze the data set without
accounting for incompleteness and inaccuracy.
6. 6
This means that the 2013 OCR data, on its own, is
insufficient
To identify the states where the
data show a more complete
picture, we cross-referenced
the OCR data with another data
set, the number of youth in
residential placement
(incarcerated youth) as
recorded by an annual census
conducted by the Office of
Juvenile Justice and
Delinquency Prevention
(OJJDP)
With this comparison, we
can understand the
relationship between the
number of youth
incarcerated and data
about students enrolled
in juvenile justice schools
7. 7
In a majority of states, the reported number of youth in
residential placement and enrolled students didn’t align
0%
50%
100%
150%
200%
SC UT LA PA OK NJ IL NC ND OR TN ME RI WY VA CA MD MT GA AK SD KS NY MS VT DE
If the data were accurate, all states
would have ratios of 100%
Share of incarcerated youth
reported as enrolled in a school
…
…
…
…
…
See Appendix A for alignment data for all states
8. 8
For many states, the misalignment cannot fully be explained
by normal enrollment patterns
• Many youth are only incarcerated for a few weeks or months, so both statewide enrollment
and number of youth in residential placement can fluctuate significantly during the school
year.
• Because OCR and OJJDP collect their data on different days, this can have an impact on
the ratio of enrolled students and youth in residential placement, possibly resulting in a
misalignment of a few percentage points.
Normal fluctuation in enrollment explains a small portion of the mismatch
• There is evidence that some traditional schools are mislabeled as serving youth in
residential placement.
• Some schools serving youth in residential placement are missing from the OCR database
or are mislabeled as traditional schools.
• Instead of reporting how many students are enrolled on the day of reporting (a “snapshot”),
some facilities reported cumulative enrollment (how many students were enrolled over the
course of the entire year). In some facilities, cumulative enrollment is far greater than
snapshot enrollment.
But big discrepancies are probably due to inaccurate or incomplete data
There are two likely explanations for the misalignment:
1
2
See Appendix B for examples of this misalignment
9. 9
Analyzing the states where the OCR & OJJDP data align
best can give us some insight into education opportunity
0%
50%
100%
150%
200%
SC UT LA PA OK NJ IL NC ND OR TN ME RI WY VA CA MD MT GA AK SD KS NY MS VT DE
In these 18 states enrollment accounted for 70% - 130%
of residential placement
…
…
…
…
…
Share of incarcerated youth
reported as enrolled in a school
10. 10
We created a methodology for analysis that uses only the
most accurate and complete data
Based on this data, over 18,000 youth in residential placement are not connected
to enrollment data in any school, clouding any attempt at a 50-state analysis.
So how can we meaningfully analyze the quality of or access to education
programs in juvenile justice facilities?
1. We drew a sample comprising those 18 states in which the OCR
enrollment data closely matched the OJJDP census data (+/- 30
percentage points).
2. We then analyzed those courses for which detailed enrollment
data is available — math and science — as well as credit
recovery and compared that to the state’s traditional high schools
See Appendix C for method of calculation
11. 11
We compared access & enrollment for incarcerated youth
to their peers: Students in traditional high schools
Math
Credit Recovery
Algebra 1 Geometry Algebra 2
Lab Sciences
Biology Chemistry Physics
This analysis only captures available course data for specific classes in a
set of 18 sample states
• What proportion of students go to a school that offers this class?
• What proportion of students at those schools enroll in this class?
• What proportion of the students who enroll go on to pass this
class? (Data available for Algebra 1 only.)
Traditional schools are those serving at least one 9th –
12th grader and not marked as a juvenile justice school
12. 12
Access to math classes for students in juvenile justice
facilities varies significantly by state
82%
67%
55%
96% 95%
92%
0%
20%
40%
60%
80%
100%
Algebra 1 Geometry Algebra 2 Algebra 1 Geometry Algebra 2
Juvenile Justice Schools Traditional High Schools
20th and 80th percentile (60% of
states)
Non-weighted average of 18 sample states
%studentswithaccesstoclass
See Appendix D for individual state data
13. 13
Students in juvenile justice schools with access to math
classes enroll in lower-level classes at higher rates
37%
20%
8%
22% 21%
18%
0%
10%
20%
30%
40%
50%
Algebra 1 Geometry Algebra 2 Algebra 1 Geometry Algebra 2
Juvenile Justice Schools Traditional High Schools
%studentsenrolledinclass
See Appendix D for individual state data
14. 14
Not having access to or enrolling in the right classes can
hinder students’ chances of getting a diploma
But there are factors
that might explain the
variation in access to
math classes across
states
• Some states might not require facilities to offer a dedicated math class
(or waive those requirements for smaller schools)
• Some states might not provide enough resources to offer certain math
classes (i.e., small schools may lack teachers with higher-level math
skills)
• Facilities might offer only a mixed-level math class for all students, and
reporting procedures obscure details about individual enrollment
As well as the
decrease in access to
higher-level math
classes
• Because many students are below grade level, facilities might not have
the need to offer higher-level math classes
• Instead of offering discrete higher-level classes, mixed-level math
classes may be reported as Algebra 1
Taken together, these
factors point to four
possible conclusions:
• Despite their chronological age and course history, all students who have not
yet completed an Algebra 1 course would likely be reenrolled
• Without high-quality pretesting, students might be mislabeled and enrolled in
a class below their ability
• A reported Algebra 1 class might, in reality, be a mixed-level class
• Students might only have the option of enrolling in Algebra 1, even if they
have previously passed the class
15. 15
While Algebra 1 pass rates in traditional schools are steadily
high, pass rates for incarcerated youth vary greatly by state
61%
95%
0%
20%
40%
60%
80%
100%
Juvenile Justice Schools Traditional High Schools
%enrolledstudentswhopassedAlgebra1
See Appendix D for individual state data
16. 16
Variation in academic expectations can undermine
students’ chances of succeeding in later coursework
There are several plausible explanations for a wide variation in pass rates:
Differences in
requirements
for passing
Differences in
quality of
instruction
Different overall methodology (e.g., end-of-course exam vs. seat time requirements, etc.)
Varying rigor of assessment tools
Different cut scores for passing, even using the same tools
Variance in quality of instructional delivery
Variance in quality of curriculum
Different levels of access to classroom materials
But none of the explanations accounts for the difference between juvenile justice facilities and traditional
schools — except for the inference that juvenile justice schools likely have more of these attributes
than traditional schools.
17. 17
Better OCR data collection could provide youth in juvenile
justice facilities more access to appropriate math education
OCR should collect more, and more nuanced, data
• Give facilities the option of reporting mixed-level math classes
• Require justification from any facility serving high school students that does not offer Algebra 1
• Collect data about numbers of students not enrolled in any math class
• Collect pass requirements for Algebra 1
• Collect pass rates — and requirements — for subjects other than Algebra 1
• A complete and accurate picture of the classes available will help policymakers set meaningful
requirements for education providers to offer appropriate high school-level math classes in juvenile
justice facilities
• If students are mistakenly enrolled in lower-level math classes, class assignment procedures can
be improved
• More information about pass requirements can provide insights about both expectations and
achievement across states
Then education providers must use that data to improve programs for kids
18. 18
Incarcerated youth have less access to science courses
than their peers (especially for higher-level courses)
71%
24%
11%
96%
92%
86%
0%
20%
40%
60%
80%
100%
Biology Chemistry Physics Biology Chemistry Physics
Juvenile Justice Schools Traditional High Schools
%studentswithaccesstoclass
See Appendix E for individual state data
19. 19
When science classes are offered, youth in juvenile justice
schools enroll in them at similar rates as their peers
36%
16%
12%
28%
18%
10%
0%
10%
20%
30%
40%
50%
Biology Chemistry Physics Biology Chemistry Physics
JJ Enroll NJJ Enroll
Traditional High SchoolsJuvenile Justice Schools
%studentsenrolledinclass
See Appendix E for individual state data
20. 20
Restricted access to lab science classes can pose a
challenge to on-time graduation
There are several potential explanations for the variation in access to lab sciences:
• Some states may not require or provide the resources for facilities to offer a lab science class
• Some state universities might require a lab science class for admission, prompting juvenile justice
facilities to offer one
• Some facilities might not be able to accommodate a science classroom
• Some facilities might prioritize safety and security and, as a result, prohibit the use of lab
equipment
Additional data could help to
identify the cause and impact
of lack of access. For
example:
• Facilities that do not offer a course could be asked to report why
(e.g., lack of equipment, lack of demand, safety & security, etc.)
• Facilities could be asked to report the percentage of time
dedicated to actual lab exposure over the duration of the course
With better information about why certain classes aren’t being offered, policymakers
could set meaningful requirements around the inclusion of hands-on lab science
classes in juvenile justice facilities.
21. 21
It appears that youth in residential placement typically have
less access to credit recovery programs than their peers
43%
74%
0%
20%
40%
60%
80%
100%
Traditional High SchoolsJuvenile Justice Schools
%studentswithaccesstocreditrecovery
See Appendix F for individual state data
22. 22
Youth in custody often need credit recovery programs the
most, but appear to have less access to them
Credit recovery programs give students who have failed a class the chance to redo
coursework through alternative pathways and earn academic credit
Additional data on credit recovery options could inform better policy decisions to
help more students graduate
How many students took advantage of a credit recovery program* and for which courses?
What type of credit recovery options are available? Are they considered high-quality?
Of the credit recovery options offered and accessed, how many students pass?
If no credit recovery options are offered, what is the reasoning for that decision?
Given the high academic needs of youth in juvenile justice schools, the reduced access
to credit recovery options is especially troubling.
* The 2015 data do include information about the number of students
who participated in at least one credit recovery course, but do not
include course types or pass rates.
23. 23
Are the 2015 data more complete and/or accurate than the 2013 data? To what extent is a sample
analysis still necessary in order to generate reliable conclusions?
For the future: An analysis of the 2015 data set
OCR recently released the 2015 data. We will engage in a similar analysis with some
important updates.
Key Questions & Considerations:
1
Of states with sufficiently accurate juvenile justice data in the 2013 data set, is there comparably
accurate 2015 data? If so, what growth or progress can we see?
2
Are there new domains that we can analyze? Do they bring us closer to developing a coherent picture
of student achievement in juvenile justice facilities?
3
How do the now-required 2015 data about school discipline, transfers to alternative schools, and
length of incarceration inform our understanding of educational opportunity for incarcerated youth?
4
25. 25
Appendix A: Enrollment (OCR) / Residential placement
(OJJDP) alignment for all states
State OCR Enrollment
OJJDP
Residential
Placement
Alignment
SC 0 672 0%
AR 6 681 1%
UT 82 612 13%
OH 478 2283 21%
LA 165 774 21%
NM 100 402 25%
PA 795 2781 29%
CO 315 1077 29%
OK 153 519 29%
IN 478 1581 30%
NJ 279 888 31%
NV 188 591 32%
IL 597 1617 37%
MA 147 393 37%
NC 206 543 38%
NE 197 411 48%
ND 84 171 49%
MN 480 939 51%
OR 561 1086 52%
DC 119 228 52%
TN 361 666 54%
KY 423 774 55%
ME 96 162 59%
MI 1055 1683 63%
RI 108 159 68%
TX 3096 4383 71%
State OCR Enrollment
OJJDP
Residential
Placement
Alignment
WY 118 165 72%
WI 587 816 72%
VA 1153 1563 74%
NH 58 78 74%
CA 6052 8094 75%
USA 40691 54148 75%
IA 561 735 76%
MD 599 771 78%
WA 847 1014 84%
MT 126 150 84%
CT 237 279 85%
GA 1554 1557 100%
FL 2896 2802 103%
AK 208 195 107%
WV 559 510 110%
SD 370 333 111%
AZ 984 882 112%
KS 1093 885 124%
ID 712 450 158%
NY 2757 1650 167%
MO 1937 1053 184%
MS 601 243 247%
AL 3833 933 411%
VT 137 27 507%
HI 648 78 831%
DE 1495 159 940%
26. 26
Appendix B: In many states, student enrollment was not
aligned to the number of incarcerated youth
• The Office of Juvenile Justice and Delinquency Prevention (OJJDP), part of the
U.S. Department of Justice, administers the census of youth in residential
placement.
• The OJJDP census data and OCR enrollment data for 2013 should be roughly
equal.
• But in many states, there were stark differences in the number of enrolled
students and youth incarcerated.
Enrolled in school
(OCR)
0 6 82 658 1495
Incarcerated (OJJDP) 672 681 612 78 159
Number enrolled in
school out of number
incarcerated
0% 1% 13% 831% 940%
South
Carolina
Arkansas Utah Hawaii Delaware
In some states, only a fraction of youth in residential placement were reported as enrolled. In
others, reported enrollment was many times greater than the number of incarcerated youth.
For example:
27. 27
Appendix C: How we calculated access and enrollment
rates
• Example question: What share of students in juvenile justice schools had access to an
Algebra 1 class in Alaska? At what rate did they enroll in Algebra 1?
7 out of 9 reporting juvenile justice schools offered at least one Algebra 1 class
196 students were enrolled in a school
that offered an Algebra 1 class
208 students were enrolled
in a juvenile justice school
196
208 = 94%
Of the 196 students,
59 students actually
enrolled in an Algebra
1 class
Share of students with
access to an Algebra 1
class
59
196 = 30% Enrollment rate
for Algebra 1
30. 30
Appendix F: Credit recovery; access for well-aligned states
States Access
AK 89%
AZ 48%
CA 49%
CT 100%
FL 0%
GA 0%
IA 48%
KS 19%
MD 9%
MT 3%
NH 100%
SD 9%
TX 25%
VA 60%
WA 25%
WI 40%
WV 54%
WY 100%
31. 31
About the Authors
Alexander Brand was an intern with the Bellwether Education Partners
Policy and Thought Leadership practice area in the spring of 2018.
Currently, he is pursuing an M.Ed. in STEM education at the University of
Augsburg in Germany. Before interning at Bellwether, Alexander spent a
semester studying education policy and leadership in Finland. He has also
interned with the DC Public Schools central office, an EdTech startup in
Munich, and the Bavarian State Institute for School Quality and Education
Research. He can be reached at alexander@alexanderbrand.de
Hailly T.N. Korman is a principal at Bellwether Education Partners on the
Policy and Thought Leadership team where she supports justice agencies and
their education partners as they work to craft practices that significantly
improve outcomes for justice-involved students, and she advocates for
systemic reforms that mitigate the institutional obstacles to providing high-
quality education services to youth in secure schools.
Hailly is a graduate of Brandeis University with a major in politics and minors
in legal studies and education. She also holds a JD from UCLA School of Law,
where she was a member of the Public Interest and Critical Race Studies
programs and the Collegium of University Teaching Fellows. She can be
reached at hailly.korman@bellwethereducation.org