The Center on Enhancing Early Learning Outcomes (CEELO has developed the Cost of Preschool Quality & Revenue (CPQ&R) calculator, a free Excel-based tool, to help users determine costs and funding sources related to implementing high-quality preschool programs. The CPQ&R can inform funding allocations by estimating costs of expansion and quality enhancements to identify trade-offs on quality and access associated with different pre-K policy options.
The Education Commission of the States released a special report outlining state-level policy components that help ensure dual enrollment programs in science, technology, engineering, and math are broadly accessible; particularly to students traditionally underrepresented in STEM courses.
The American Institutes for Research (AIR) released a report providing information about the Beyond Accountability project whose aim is to improve the way that districts gather and use evaluation system data, enabling them to better develop and support teachers and provide them with more differentiated and high-quality opportunities to improve their instructional practice. The report highlights lessons learned by both AIR and the participating districts. It provides specific examples of participating districts’ work, including goals and participants, that may be useful to other districts facing similar challenges or interested in using similar approaches.
The Economic Policy Institute released a report examining how much school students are missing, which groups of students are missing the most school, and how bad missing school is for performance. The authors found that about one in five students—19.2 percent—missed three or more days of school in the month before they took the 2015 National Assessment of Educational Progress (NAEP) assessment. Students who have been diagnosed with a disability, Hispanic-English language learners, Native Americans, and students who are eligible for free lunch were the most likely to miss school, while Asian students were rarely absent. The report’s findings also confirmed that missing school negatively effects performance, even after accounting for student and school characteristics (including gender, race/ethnicity, language status, disability status, income, and school socioeconomic characteristics).
The National Association for College Admission Counseling (NACAC) released a practice brief to serve as a resource for professionals who serve students as they make choices about pursuing postsecondary education. This report begins with a brief overview of the political and social contexts that shape rural schools and districts. The report then provides an overview of the factors that constrain and promote college access and enrollment for rural students. It concludes with strategies and recommendations for counseling professionals, college access and preparation program professionals, and higher education enrollment management and admission professionals to enhance college access and enrollment for rural students.
ExcelinEd released a report analyzing data from the U.S. Department of Education, revealing that too many students in every state do not have the chance to take fundamental courses needed to prepare them for college and career.
- Nationally, millions of students lack access to key courses that would prepare them for college and career.
- Access is inequitable: it is worse for schools with high populations of minority students and schools with high populations of low-income students.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) released a report highlighting how state education agencies are creating statewide conditions that encourage and equip educators at the district level to engage in the work of promoting integrated, equity-focused, academic, social, and emotional learning. This report offers an in-depth look at some innovative efforts currently underway in six states to actively partner with and support districts. These states are using a variety of strategies to engage stakeholders, create a learning community, and help districts navigate the challenges of implementing high-quality SEL.
The Data Quality Campaign released their annual analysis of legislation from all fifty states to gauge how leaders are looking to put data to work for students. While all stakeholders have a role in using data to support students, policymakers are uniquely positioned to legislate how this information is collected, linked, and protected to meet states’ education goals.
The review of the 2018 legislative session found states are eager to use data to answer complex questions around how different students are being served and what leaders can do to improve the outcomes for all students.