EdStat: State Spending on Preschool More Than Doubled between 2002 and 2016, from $3.3 to $7.4 Billion
However, a range of research also shows that many early childhood programs do not have positive long-term effects.
A review of financial conditions at New England’s small private colleges finds that tuition revenue is failing to keep up with expenses at more than half the schools.
An interview with two teachers-turned-coaches about how they made the transition.
EdStat: All Else Being Equal, Teachers with Classes in which 20 Percent of Students had an Emotional/ Behavioral Disorder were 2.15 Percentage Points More Likely to Leave Their School or Teaching
Teachers are likely a key element in the successful inclusion of students with disabilities (SWDs), but few studies have investigated how general-education teachers are impacted.
EdStat: Twenty-Seven Percent of Public K‒12 Schools had a Reading Coach on Staff by the 2015‒16 School Year, According to the National Teacher and Principal Survey
Does one-to-one coaching actually help teachers get better?
Can Personalized Training Become Standard Practice?
Raw population numbers are what matter most in predicting future demand for postsecondary education.
EdStat: The Private Nonprofit Sector Enrolls About 30 Percent of All Students Attending Four-Year Colleges
How will the fiscal crisis impact this sector? And what kind of higher-education system do we want?
Weighing its effects on students with disabilities, their peers, and teachers
EdStat: At Best, Increasing Pre-K Enrollment by 10 Percent Would Raise a State’s Standard Adjusted NAEP Score by a Little Less Than 1 Point Five Years Later
According to new analyses, the positive associations between NAEP scores and earlier pre-K enrollment are small and typically not statistically significant.
While Washington, D.C. slams accreditors for not holding colleges and universities accountable for their student outcomes, the more insidious failure of accreditation is the stifling effect on innovation at existing institutions.
The hard reality is that the process of human development is complex and highly varied, so we just don’t know the optimal arrangements for all children.
States have imposed a variety of rules on teacher candidates and the programs that seek to license them, with the goal of ensuring that all new teachers are ready to succeed on their first day in the classroom. New research challenges the very assumptions underlying these efforts.
EdStat: From 2002 to 2017, the Percentage of Four-Year-Olds Enrolled in State Pre-K Rose from 14 Percent to 33 Percent
But is government-funded pre-K the surest way to provide the opportunity for all children to succeed in school and life?
EdStat: Of the 30 Percent of Undergraduate Students Who Did Not Apply for Federal Student Aid in 2011-12, Roughly a Third were Likely Eligible for Pell Grants
For the purpose of awarding need-based aid, what matters most is increasing financial aid applications among those most likely to be eligible for financial aid.
Supporters of increased investments in state pre-K need to confront the evidence that it does not enhance student achievement meaningfully, if at all. It may, of course, have positive impacts on other outcomes.
EdStat: School Districts with Higher Child Poverty Levels Have Lower FAFSA Completion Rates—About 3 Percentage Points for Every 10-Percentage-Point Difference in the Child Poverty Rate
Students in relatively affluent districts are more likely to have access to the one-on-one assistance that helps students submit the FAFSA, enroll in college, and receive more financial aid.
EdStat: 124 Four-Year Private Nonprofit Colleges have Closed in the Past 25 Years, According to Data from the National Center for Education Statistics
Many higher-education experts are concerned that more closures may be looming.
Another 330 million are in school but not learning.