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FAQ(s): Using Data: How can long-term outcomes inform instructional programming?
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Career and Technical Education as Pathways: Factors Influenc...
To investigate the role of career and technical education (CTE) programs in influencing the postcollege earning of students. Additionally, to investigate the relationship between student characteristics such as gender, race/ethnicity, program of study, and earnings outcomes for students enrolled in community college CTE programs in business, information technology and marketing in the state of Iowa.
Issue/Topic: Economic/Workforce Development--Value of an Education; Postsecondary Institutions--Community/Technical Colleges; Career/Technical Education
Author(s): Coyle, Harold; Starobin, Soko; Santos Laanan, Frankie
Publication: Journal of Education for Students Placed at Risk (JESPAR)
Published On: 4/19/2010
Findings/Results:

Completion

For the three career clusters studied (Business, IT and Marketing), and for all types of students, associate degree completion rates are very low, particularly for male students, non-White students, and,...

2010-04-19T00:00:00
The Long-Term Impacts of Teachers: Teacher Value-Added and S...
To determine 1) if differences in test-score gains across teachers measured by VA capture causal impacts of teachers or are driven primarily by student scoring and 2) if teachers who raise test scores improve their students' outcomes in adulthood or are simply better at teaching to the test.
Issue/Topic: Teaching Quality--Evaluation and Effectiveness
Author(s): Rockoff, Jonah; Chetty, Raj; Friedman, John
Publication: National Bureau of Economic Research Working Paper
Published On: 2011
Findings/Results:
  • Teachers' impacts on students are substantial.

  • Great teachers create great value and test score impacts are helpful in identifying such teachers.

2011-01-01T00:00:00
A Statistical Approach to Identifying Schools Demonstrating ...
This article examines several statistical models that can be used with school-level data to identify schools that previously were performing poorly but have made substantial and rapid improvements. The article also considers the advantages and limitations of the authors' proposed model.
Issue/Topic: Accountability--Measures/Indicators; Accountability--School Improvement
Publication: Journal of Education for Students Placed at Risk
Published On: 2/8/2012
Findings/Results: In short, the study results demonstrate that, when utilized in an appropriate model structure, publicly available school level student achievement data can help effectively identify improving or turnaround schools.

As for the specific...

2012-02-08T00:00:00
Effects of a Data-Driven District Reform Model on State Asse...
To determine whether institutional change is facilitated by helping local decision makers not only understand their problems, but also making them aware of programs found in rigorous research to solve the problems identified in benchmark assessments or other data.
Issue/Topic: Data-Driven Improvement; Accountability--School Improvement
Author(s): Chamberlain, Anne; Slavin, Robert; Madden, Nancy; Cheung, Alan; Holmes, Gwen Carol
Publication: American Educational Research Journal
Published On: 11/15/2012
Findings/Results: The Center for Data-Driven Reform in Education (CDDRE) was intended to try to solve the problem of scale in educational reform by working with entire schools districts. The idea was to help district and school leaders understand and supplem...
2012-11-15T00:00:00
The ABCs of Keeping On Track to Graduation: Research Finding...
The study probes the relationship between 8th and 9th grade early warning indicators as predictors of graduation outcomes, as well as the relationship between 9th grade indicators and college enrollment outcomes.
Issue/Topic: At-Risk (incl. Dropout Prevention)
Author(s): Messel, Matthew; MacIver, Martha
Publication: Journal of Education for Students Placed at Risk
Published On: 2013
Findings/Results:

  • Equipping schools to implement interventions to address chronic absenteeism and course failure in 9th grade is a crucial strategy for increasing both high school graduation and college enrollment.  
  • The stron...
2013-01-01T00:00:00
Building On-Track Indicators for High School Graduation and ...
To analyze several on-track indicators that predict the likelihood of graduating with a New York State Regents Diploma; to track changes in graduation rates and in the rates at which students are on track for graduation at the end of their ninth-grade year; and, to identify student, school, and system-level characteristics associated with students' readiness for college or work.
Issue/Topic: Data-Driven Improvement; High School--College Readiness
Author(s): Segeritz, Michael; Stephenson, Nickisha; Kemple, James
Organization(s): New York University
Publication: Journal of Education for Students Placed at Risk (JESPAR)
Published On: 2013
Findings/Results:

Why Are On-Track Indicators Important?

  • Being on track at the end of the ninth grade can supersede prior performance as a crucial signal about students' prospects for graduating with a Regents diploma.
  • ...
2013-01-01T00:00:00
Theory and Application of Early Warning Systems for High Sch...
To investigate the feasibility of developing an indicator that could simultaneously convey information about both academic quantity (i.e. the accumulation of credits on a trajectory toward on-time graduation) and the quality of the academic experience (i.e. the ability to say something about how well student performance in core subjects translates to post-high school successes such as probability of college enrollment).
Issue/Topic: High School; Data-Driven Improvement; High School--College Readiness
Author(s): Meyer, Robert; Cheng, Emily; Kim, HeeJin; Richardson, Jed; Carl, Bradley
Publication: Journal of Education for Students Placed at Risk
Published On: 2/5/2013
Findings/Results:

  • Low GPA in core subjects and dismal prospects for college readiness may be considered “on track” for graduation, but it shouldn’t be overlooked that intervention is still needed in a different way given core GPA in the 1.0 ra...
2013-02-05T00:00:00
Measuring the Impacts of Teachers II: Teacher Value-added an...
To estimate the long-term impacts on a student of being assigned to a high VA teacher
Issue/Topic: Teaching Quality--Evaluation and Effectiveness
Author(s): Rockoff, Jonah; Friedman, John; Chetty, Raj
Organization(s): National Bureau of Economic Research
Publication: National Bureau of Economic Research Working Paper
Published On: 9/1/2013
Findings/Results:
  • Teacher VA has substantial impacts on a broad range of long-term outcomes, including:

    • increased college attendance rates
    • increased quality of the colleges students attend, as measured by average earnings of ...
2013-09-01T00:00:00
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