The Center on Enhancing Early Learning Outcomes (CEELO) published a presentation provided at the 2019 ESEA Conference discussing the evidence-based early learning initiatives that have emerged as ESSA is implemented across the country and provides advice and recommendations to state education agency (SEA) and local education agency (LEA) leaders on how to seize those opportunities.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) released a brief examining the learning standards developed by states for student social and emotional learning (SEL) and the frameworks they reflect. The most recent scan of the CASEL State Scorecard Project found that the number of states with SEL learning standards increased dramatically in the last two years. At the end of 2018, 14 states had articulated K-12 standards for student SEL.
The Office of English Language Acquisition (OELA) released a tool kit with information on questions families may have about public schools in the United States. The following topics are covered in the tool kit: 1. Enrolling Your Child in School 2. Attending School in the United States 3. Obtaining Services for English Learners 4. Finding Additional Services for Your Child 5. Keeping Your Child Safe and Healthy in School 6. Helping Your Child With Schoolwork at Home.
Each topic covered in the English Learner Family Tool Kit is divided into 5 parts: (1) General Information, (2) Family and Student Rights. (3) Questions to Ask School Staff, (4) Tips, and (5) Resources.
The National Center for Education Statistics released latest Digest of Education Statistics. The Digest provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains 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.
The National Center for Education Statistics released a report profiling current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
ACT released the results of a survey of ACT-tested students showing how family income, racial/ethnic background, geography and other factors can adversely affect students’ access to technology. Lack of technological access can limit the ability to complete assignments, participate in online courses, or complete a college application.
ExcelinEd released a publication presenting various funding models state policymakers can consider as they prioritize their state CTE program offerings and desired outcomes. With CTE program audit results and priorities in hand, policymakers are ready to create their specific CTE funding approach to enact a high-quality CTE program and maximize long-term student success. The recent federal Perkins V legislation offers states a timely opportunity to review their vision for a high-quality CTE program. States should consider ways to align their federal, state and local resources to get the most value for their K-12 CTE investments. States that align their funding sources and structures to support their priorities can maximize the return on investment of critical, but finite, resources.
The National Student Clearinghouse Research Center released a supplement to their Signature Report on College Completions released in December 2016, containing an analysis of the eight-year completion outcomes for the fall 2010 cohort. The nation’s postsecondary students who started college in 2010 at a two-year or a four-year college pushed their combined overall completion rate—to earn either a bachelors, associate or certificate—to 60.4 percent within eight years.
This is a 5.6 percentage point jump, compared to the six-year completion rate of 54.8 percent when the same students’ outcomes were measured in 2016.