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Technical Assistance ALLIANCE for Parent Centers National Office, PACER Center
The Technical Assistance ALLIANCE for Parent Centers National Center works with the six regional Parent Technical Assistance Centers (PTACs) to provide innovative technical assistance, up-to-date information and high-quality resources and materials to the parent centers.
The Inclusion of Students with Disabilities in School Accountability Systems
A new report from the Department of Education’s Institute of Education Sciences, “The Inclusion of Students with Disabilities in School Accountability Systems,” provides information on school-level accountability for those schools accountable for the performance of the students with disabilities subgroup under the Elementary and Secondary Education Act.
What Works Clearinghouse
This resource collects, screens, and identifies studies on the effectiveness of educational programs, products, practices, and policies for educators, policymakers, researchers, and the public. This resource is designed to help schools, school districts, and educational program developers identify potential researchers (individuals and organizations) to conduct studies of effectiveness of educational interventions.
Report: 2012-13 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities
This report (PDF, 122 pages) analyzes how states publicly report online assessment data for students with disabilities in K-12 schools in the United States, including English Language Learners (ELLs) with disabilities.
Resource: What Works Clearinghouse Widget
WWC released a widget that allows website visitors to easily connect with the free products and resources available from the WWC. Once the widget is on a website, it will automatically update as new products and features are released.
Resource: Branch Military Parent Technical Assistance Center
MPTAC helps parent centers in their work supporting military families. The MPTAC website features tools and resources on topics such as TRICARE, permanent change of station, Department of Defense Educational Agency schools, and Medicaid. MPTAC also offers three dedicated staff members to support parent centers and a quarterly newsletter that includes information from parent centers and military subject matter experts.
Resource: Compendium of Social-Behavioral Research Funded by NCER and NCSER: 2002–2013
This compendium provides brief descriptions of the more than 245 projects focused on social-behavioral competencies or outcomes developed or tested by researchers funded by NCER and NCSER between 2002 and 2013.
Resource: Digest of Education Statistics, 2014
This compendium reviews statistical information covering the field of education from prekindergarten through graduate school. It includes data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
Report: The Condition of Education 2016
This Congressionally-mandated report presents 43 indicators related to education, grouped under four areas: population characteristics, participation in education, elementary and secondary education, and postsecondary education. It also describes issues of current policy interest.
Resource: New Software to Support Program Evaluation in Education
This press release announced the launch of a new tool that can make it easier and more cost-effective for states and school districts to evaluate the impact of their programs. RCT-YES™ is free software that supports sophisticated analysis and reporting of results from randomized controlled trials and other types of evaluation designs.
Resource: A Profile of Military Undergraduates: 2011-12
These web tables (PDF, 56 pages) provide key statistics on military students enrolled as undergraduates, with a specific focus on military students enrolled after the enactment of the Post 9/11 GI Bill.
Report: Results of the 2015 NAEP in Science
This report illustrates the outcomes of the 2015 National Assessment of Educational Progress (NAEP), which measured fourth, sixth, and 12th grade students’ knowledge of science. Scores have improved overall, and higher percentages of fourth and eighth grade students demonstrated mastery as compared with the 2009 assessment.
Resource: Improving Outcomes for Youth with Disabilities in Juvenile Corrections
This toolkit includes evidence- and research-based practices, tools, and resources that educators, families, facilities, and community agencies can use to better support and improve the long-term outcomes for youth with disabilities in juvenile correctional facilities. The toolkit focuses on four key areas identified as part of an OSEP-sponsored focus group series on juvenile corrections: facility-wide practices, educational practices, transition and re-entry practices, and community and interagency practices.
Report: Changes in America’s Public School Facilities
This report summarizes changes between the 1998-99 and the 2012-13 academic years in the average age of public school structures, satisfaction ratings of the environmental quality of school facilities, the cost to get school buildings into good overall condition, and short-range plans to improve school facilities.
Report: Homeschooling in the U.S.
This report provides estimates of the number and percentage of homeschooled students in the U.S. in 2012 and provides historical context with overall estimates of homeschooling in the U.S. since 1999. It also describes demographics of homeschoolers, reasons parents choose homeschooling, and parent reports on curriculum sources, online learning, and math and science subjects children have been taught since starting homeschooling.
Report: Use of Private Loans by Postsecondary Students
This report examines the use of private education loans by both undergraduate and graduate students in the 2003–04, 2007–08, and 2011–12 academic years. This report uses data from three administrations of the National Postsecondary Student Aid Study.
Report: Common Guidelines for Education Research and Development
This report provides a broad framework that clarifies research types and provides basic guidance about the purpose, justification, design features, and expected outcomes from various research types. It aims to establish cross-agency guidelines for improving the quality, coherence, and pace of knowledge development in science, technology, engineering and mathematics (STEM) education.
Report: Digest of Education Statistics, 2015
This report provides a compilation of statistical information covering the broad field of U.S. education, from pre-kindergarten through graduate school. Topics outlined in the report, which is the 51st in the series, include the participation of students, teachers, and faculty in educational institutions; student performance; the numbers of high school graduates and postsecondary degrees; and expenditures on education.
Resource: Analyzing Student-Level Discipline Data: A Guide for Districts
This guide (PDF, 43 pages) helps school and district leaders use data to better inform their use of disciplinary actions. Developed by the Regional Educational Laboratory Northeast and Islands Urban School Improvement Alliance, administrators can use this guide to determine whether disciplinary actions are disproportionately applied to some student subgroups and whether differences exist in student academic outcomes across the types of disciplinary actions that students receive. Schools and districts can also use the guide when designing and implementing their own analyses and when engaging in conversations with external researchers who are studying disciplinary data.
Report: Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education
This multi-volume descriptive report presents information from the National Longitudinal Transition Study 2012, a longitudinal study conducted over several decades to examine the characteristics, experiences, and post-high school outcomes of youth with an individualized education program (IEP). The report shows that, overall, youth with an IEP feel positive about school but are more likely than their peers to struggle academically and to lag behind in taking key steps toward postsecondary education and jobs.
Report: Are Two Commonly Used Early Warning Indicators Accurate Predictors of Dropout for English Learner Students? Evidence from Six Districts in Washington State
This study examined the accuracy of early warning indicators used by six Seattle-area school districts to identify students at risk of not graduating from high school. Published by Regional Education Laboratory Northwest, the report shows the indicators did not accurately identify many students who dropped out, especially newcomer English learner students, suggesting that school districts may want to examine the accuracy of their own indicators for different student populations.
Report: A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012
This report illustrates changes in several key characteristics of the teaching force between the 1987-1988 and 2011-2012 school years, including the number of teachers, the level of teaching experience, and the racial/ethnic diversity of the teaching force. The report focuses on how these demographic changes varied across different types of teachers and schools.
Report: 2016 National Assessment of Educational Progress (NAEP) Arts Assessment
This report illustrates the scores for the 2016 NAEP, which measures eighth grade students' knowledge and skills in music and visual arts. The results show scores in arts were unchanged from the last assessment in 2008. The percentage of students taking a music or visual arts course in school also remained unchanged, but participation in the arts outside of school declined in several categories.
Report: Impacts of the Early Warning Intervention and Monitoring System (EWIMS) After One Year
This report describes a study that examined the impacts of EWIMS, a systematic approach to early identification and intervention with students at risk of not graduating on time. Published by Regional Education Laboratory Northwest, the report shows that after a year of limited implementation, EWIMS reduced chronic absence and course failures, but did not reduce the percentage of students with low grade point averages, suspensions, or insufficient credits for graduation.
Report: Public High School Students’ Use of Graduation, Career, or Education Plans
This report analyzes public high school students’ use of graduation, career, or education plans as of 2012. About 40% of students were required to create their own plan, 23% selected from plans offered, and 5% were assigned a plan by the school. Approximately 11% of students developed a plan they submitted and met with school staff at least annually to review or revise it.