This Issue Brief reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. Data come from the ECLS-K.
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This report examines three questions concerning students pursuing postsecondary certificates or associate’s degrees in career-related fields (occupational students): (1) Who enters postsecondary occupational education? (2) To what extent do these students attain their credential goals? (3) What are the labor market outcomes for those who earn credentials?
National Comprehensive Center for Teacher Quality has compiled information about the availability, recruitment, and retention of teachers for at-risk schools and students in this inaugural biennial report.
This report begins by sharing data and research on the problem of minority male achievement and the narrow pipeline to STEM careers, and discusses the Model Institutions for Excellence Program and why it is ideally poised to lead the Expanding the K–16 Pool effort.
This National High School Center research brief outlines existing barriers regarding teacher expectations, tracking, and placement of English language learners and offers key policies and useful strategies in building capacity and developing learning environments conducive for all students in obtaining academic success.
This report presents the results from a seven-month study of successful schools in California performed by the American Institutes for Research (AIR). This study is part of a larger group of studies coordinated through Stanford University and funded by the Bill and Melinda Gates Foundation, the William and Flora Hewlett Foundation, the James Irvine Foundation, and the Stuart Foundation.
The motivation for the present study was to obtain more systematic information about how decisions are made at the local school level so as to better understand the causes of the observed variation and to suggest modifications in NAEP procedures that could reduce variation.