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Descriptors:
Public Education; Preschool Education; Elementary Secondary Education; National Programs; Data Collection; Special Education; School Statistics; Information Dissemination; State Departments of Education; Educational Administration; Federal Government; State Government; Public Officials; Public Policy; Educational Research; Educational Researchers; Educational Policy; News Media; Citizen Participation; Educational Finance; National Surveys; School Surveys; Enrollment; Average Daily Attendance

Abstract:
This documentation is for the revised file (Version 1b) of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) National Public Education Financial Survey (NPEFS) for school year 2008-2009, fiscal year 2009 (FY 09). It contains a brief description of the data collection along with information required to understand and access the data file. The Governments Division of the U.S. Census Bureau conducts the NPEFS data collection on behalf of NCES. The Education Sciences Reform Act of 2002, section 151(b) (3), 20 U.S.C. 9541, authorizes NCES to collect these data. NPEFS provides state aggregate finance data for revenues and expenditures for public elementary and secondary education. NPEFS data are useful to: (1) chief officers of state education agencies; (2) policymakers in the executive and legislative branches of federal and state governments; (3) education policy and public policy researchers; (4) the press; and (5) citizens interested in information about education finance. State education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, and four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands) report state aggregate finance data to the NPEFS program. The data file is organized by state or jurisdiction and contains revenue data by funding source, expenditure data by function and object, and average daily attendance (ADA) data. The file also includes total student membership data from the 2008-2009 CCD State Nonfiscal Survey of Public Elementary/Secondary Education 1c file. Appended are: (1) Record Layout and Description of Data Elements; (2) Glossary; (3) State Abbreviations and American National Standards Institute (ANSI) State Codes; (4) Imputations and Edits List; (5) Fiscal Data Plan Questions; (6) Fiscal Data Plan Responses; (7) Value Distribution and Field Frequencies; (8) State Notes; and (9) Survey Form. (Contains 3 tables, 7 exhibits and 11 footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Child Health; Child Labor; Social Indicators; Average Daily Attendance; Attendance Patterns; Access to Health Care; Health Services; Health Care Costs; Predictor Variables; Measures (Individuals); Outcomes of Education; Outcomes of Treatment; Program Validation; Academic Achievement; Social Influences

Abstract:
We study the effects of accessing better healthcare on the schooling and labor supply decisions of sick children in Tanzania. Using variation in the cost of formal-sector healthcare to predict treatment choice, we show that accessing better healthcare decreases length of illness and changes children's allocation of time to school and work. Children attend school for more days per week--but not for more hours per day--as a result of accessing better healthcare. There are no significant effects on child labor, but the results suggest that time spent in physically strenuous activities such as farming and herding increases. (Contains 11 tables and 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; School Size; Average Daily Attendance; Grade 11; Public Schools; Standardized Tests; Correlation; Educational Quality; Scores; Socioeconomic Status; Reading Achievement; Mathematics Achievement; Access to Computers; Teacher Qualifications; Educational Attainment; Expenditure per Student; Educational Finance; Taxes; Dropout Rate; Extracurricular Activities; Educational Environment

Abstract:
The purpose of this study was to examine the relationship between the size of Alabama's public high schools, selected school quality and financial indicators, and their students' performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little relationship with 11th grade student (both regular and special education) performance on the reading and math portions of the Alabama High School Graduation Exam (AHSGE). High schools' average daily attendance rates and pupil-to-computer (and computer with Internet connections) ratios do not vary in accordance with school size. Higher percentages of highly qualified teachers are found in Alabama's largest high schools. There was very little difference in the percentage of teachers with a master's degree or above across school size categories. Very little difference exists across size categories in regard to mean expenditures per pupil (range = $7,322 to $7,829). However, districts of the large high schools exert over twice the effort of those with small high schools (3.2 mills to 1.5 mills) and approximately 50 percent greater local effort than the districts of the medium-size high schools. (Contains 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Indicators; Federal Programs; Public Education; Elementary Secondary Education; Public Policy; Poverty; Educational Finance; Social Indicators; Public Schools; Educational Improvement; Academic Achievement; Funding Formulas; Educational Equity (Finance); State Aid; Resource Allocation; Achievement Tests; Taxes; State Legislation; Accountability; Truancy; Average Daily Attendance; Low Income; Violence; Suspension; At Risk Students; Models; School Districts

Abstract:
The purpose of this research was to address the public policy of adequacy by the creation of a Florida state-wide poverty index model to assist in the distribution of state and local dollars in funding public education. This poverty index model would measure the amount and severity of poverty in every public school within the state each year and determine how much money should be allocated to each school beyond the basic allocation now in existence by using Adequate Yearly Progress (AYP) data. This poverty index model would address the funding for schools with a disproportionate percentage of students living in poverty. A weighted formula was developed to increase funding to Florida students focused on addressing poverty and supplemental indicators. The creation of this funding index could be utilized by the state legislature in determining an adequate funding level for all public elementary and secondary students in the state and, thus, to enhance the Florida Education Finance Plan (FEFP). (Contains 4 figures and 94 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Design; Teacher Effectiveness; Student Evaluation of Teacher Performance; Attendance; Attendance Patterns; Average Daily Attendance; Performance Factors; Statistical Bias; Social Desirability; Course Evaluation; Weighted Scores; Foreign Countries; Models; Classification

Abstract:
Background: Many university departments use students' evaluations of teaching (SET) to compare and rank courses. However, absenteeism from class is often nonrandom and, therefore, SET for different courses might not be comparable. Objective: The present study aims to answer two questions. Are SET positively biased due to absenteeism? Do procedures, which adjust for absenteeism, change course rankings? Research Design: The author discusses the problem from a missing data perspective and present empirical results from regression models to determine which factors are simultaneously associated with students' class attendance and course ratings. In order to determine the extent of these biases, the author then corrects average ratings for students' absenteeism and inspect changes in course rankings resulting from this adjustment. Subjects: The author analyzes SET data on the individual level. One or more course ratings are available for each student. Measures: Individual course ratings and absenteeism served as the key outcomes. Results: Absenteeism decreases with rising teaching quality. Furthermore, both factors are systematically related to student and course attributes. Weighting students' ratings by actual absenteeism leads to mostly small changes in ranks, which follow a power law. Only a few, average courses are disproportionally influenced by the adjustment. Weighting by predicted absenteeism leads to very small changes in ranks. Again, average courses are more strongly affected than courses of very high or low in quality. Conclusions: No-shows bias course ratings and rankings. SET are more appropriate to identify high- and low-quality courses than to determine the exact ranks of average courses. (Contains 1 figure, 4 tables, and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Closing; Equal Education; Declining Enrollment; Mexican Americans; Academic Achievement; Average Daily Attendance; Second Language Learning; Court Litigation; Goodness of Fit; Boards of Education; Prevention; Budgets; Retrenchment; Case Studies; Hispanic American Students; English Language Learners; School Districts; Educational Quality

Abstract:
Primarily because of underutilized schools (caused by declining enrollments) and the need to address budgetary deficits brought on by dramatic reductions in average daily attendance, many public school districts, in decades past and the present, have been forced to close numerous schools across the nation. The school boards of these economically troubled districts have resorted to consolidation to help alleviate their financial woes. In highly segregated biethnic or triethnic districts, school boards continue to struggle in deciding which schools to close. The closures of schools with high enrollments of Mexican American or other Latino students who are of low socioeconomic status and who are English language learners are particularly problematic, given their vulnerability for school failure. This article involves a case study of 1 such school proposed for closure, Park Oaks Elementary School in the Conejo Valley Unified School District (Southern California). Via activist scholarship, I relate how my efforts in documenting a goodness of fit at Park Oaks Elementary School proved successful in preventing the school from being closed. A major implication stemming from this study is that educational equality for Latino students and their parents can be achieved without having to resort to litigation. Unfortunately, months after this article was accepted for publication I received some very bad news that the school board reneged on its decision not to close Park Oaks. I explain these events in the Epilogue. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Enrollment; Kindergarten; Charts; Attendance Patterns; Average Daily Attendance; Disadvantaged Youth; Preschool Education; Elementary School Students; Student Characteristics; State Departments of Education; Preschool Children; Comparative Analysis; Program Effectiveness; Regression (Statistics); Poverty; Models; Federal Programs; School Readiness; Young Children; Gender Differences; Racial Differences; Ethnicity

Abstract:
This study looks at attendance in the early grades of elementary school. In particular, the authors focus on students enrolled in Pre-Kindergarten (PreK) and Kindergarten (K). They follow these young students over several years to determine their pattern of chronic absence (CA), defined as missing more than one-ninth of days enrolled, and their later attendance and academic outcomes. One area of concern for Baltimore is the consistent underperformance of children who were in home care prior to enrolling in K. The authors were surprised to find that these students shared similar demographic characteristics with the Head Start students in our study. They discovered that these students may have met the economic qualifications for Head Start in that they qualified for "free" meals in K. A concerted effort needs to be made to determine why they are not attending a pre-school program, and to ensure that all qualified children are enrolled in Head Start or City Schools PreK. As a result of their analyses the authors would like to recommend that: (1) MSDE report average daily attendance (ADA) and CA rates for students in PreK and K; (2) A concerted effort among relevant Baltimore City agencies should aim to maximize enrollment in Head Start and City Schools PreK programs; (3) City Schools work with Head Start to develop family education and outreach to emulate the high attendance rates seen among Head Start graduates; and (4) There be monitoring of student attendance as well as of school-wide attendance, examining both ADA and CA as important indicators. Appended are: (1) Methodological Issues; (2) Characteristics of Students Entering PreK in 2006-07; (3) Characteristics of Students Entering Kindergarten in 2007-08; (4) Characteristics of Students Entering PreK in 2008-09; (5) Regression Models for Students Entering PreK in 2006-07; (6) Regression Models for Students Entering Kindergarten in 2007-08; (7) Regression Models for Students Entering PreK in 2008-09; and (8) Charts of Student Enrollment Over Time. (Contains 3 figures, 40 tables and 3 charts.) [Additional funding for this paper was provided by the Open Society Institute-Baltimore and the Jacob and Hilda Blaustein Foundation.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrollment; Average Daily Attendance; Computation; Educational Finance; State Aid; Financial Support; State Legislation; Educational Legislation

Abstract:
This Education Policy Brief provides an overview of the student count mechanisms that are currently employed by states. It then reviews Indiana's outgoing count mechanism, the Single Count Date, and compares it with the newly enacted Multiple Count Dates mechanism. To conclude the discussion, the brief examines how other states use the Multiple Count Dates mechanism and highlights their varied experiences, to draw insights into how this new mechanism may impact Indiana school funding in the near future. (Contains 3 tables and 3 web resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Average Daily Attendance; Educational Change; Best Practices; Data Analysis; Teacher Effectiveness; Educational Policy; Educational Attainment; Incidence; Graduation; Intervention; Outcomes of Education

Abstract:
This Education Policy Brief summarizes the research and data analysis completed by the Center for Evaluation and Education Policy (CEEP) on Indiana's student attendance and absenteeism data. The study was initiated by The Indiana Partnerships Center and conducted by CEEP with funding from USA Funds and State Farm. Additional partners in the study are the Marion County Commission on Youth, Net Literacy, and Attendance Works. The intended use of the study is to inform educators, families, community partners, and policymakers about the status of attendance in Indiana and the degree to which poor attendance impacts student achievement and attainment. Findings indicate that although the majority of schools report good average daily attendance, chronic absenteeism occurs in schools in all areas of Indiana. This brief quantifies the prevalence of chronic absenteeism in Indiana and describes the impact of chronic absenteeism on achievement and graduation at the student, school, and locality level. Additionally, best practices for improving attendance are discussed, and examples of successful interventions provided. This brief concludes with a set of recommendations for education leaders and policymakers to consider that will ensure sufficient attention, reporting, and action to reduce chronic absenteeism in Indiana and help improve academic outcomes for thousands of Hoosier students. (Contains 7 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Health; Average Daily Attendance; Health Insurance; Children; Program Effectiveness; Access to Health Care; State Programs; Attendance Patterns; Program Evaluation; Regression (Statistics); Social Services; Federal Programs; At Risk Students; Minority Group Children; Racial Composition; Socioeconomic Influences

Abstract:
Enacted in 1997, the State Children's Health Insurance Program (SCHIP) represented the largest expansion of U.S. public health care coverage since the passage of Medicare and Medicaid 32 years earlier. Although the program has recently been reauthorized, there remains a considerable lack of thorough and well-designed evaluations of the program. In this study, we use school attendance as a measure of the program's impact. Utilizing state-level data and the use of fixed-effects regression techniques, we conclude that SCHIP has had a positive and significant effect on state average daily attendance rates, as measured by both SCHIP participation and eligibility rates. The results support the renewal and expansion of the program. (Contains 2 notes, 3 tables, and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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