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Descriptors:
High Schools; Public Schools; School Districts; Urban Education; At Risk Students; Screening Tests; Grade 9; Intervention; Time Management; Credits; Computation; Probability; Dropout Research; Identification; Prediction; Middle School Students; High School Students

Abstract:
This article describes the development of early warning indicators for high school and beyond in the Milwaukee Public Schools (MPS) by the Value-Added Research Center (VARC) at the University of Wisconsin-Madison, working in conjunction with staff from the Division of Research and Evaluation at MPS. Our work in MPS builds on prior early warning work by using both preexisting and new district data sets to build predictive models for identifying students at elevated risk of an entire series of adverse outcomes in high school and beyond, beginning with grade 9 retention and continuing into postsecondary education. This early warning work in MPS makes at least 2 significant contributions to the existing base of research: (a) broadening the set of outcomes that early warning work can predict; and (b) investigating new ways of conveying early warning information to practitioners, such as probability estimates for each outcome and the "total quality credits" (TQC) measure. (Contains 4 tables, 6 figures, and 5 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 School Students; Academic Achievement; Grade 8; Grade 9; Grade 10; Educational Indicators; Predictor Variables; Educational Attainment; Graduation; Graduation Rate; Urban Education; At Risk Students; Dropout Characteristics; Reliability; Credits; Evidence

Abstract:
Students' engagement and performance in their first year of high school offer strong signals about their prospects for earning a diploma 4 years later. These performance measures can be used to construct "on-track" indicators to measure a school's performance and to identify needs of specific students who are at risk of dropping out. This article undertakes a systematic reanalysis of several on-track indicators that predicted the likelihood of graduating with a New York State Regents diploma in New York City. The analytic dataset contains comprehensive longitudinal information for first-time 9th graders who are enrolled in high school between 2001-2002 and 2010-2011. The results show that the current New York City Department of Education indicator (earning 10 or more course credits in the 9th grade) offers a reliable prediction of graduation with a Regents diploma. However, an indicator based on earning 10 or more credits and passing at least one Regents exam represents a substantial improvement on the current indicator and was used as the primary indicator for additional analyses. These analyses showed that this on-track indicator has been reliable and stable across seven cohorts of entering 9th graders. The analysis also shows that the substantial increase in 9th-grade on-track rates offers a reliable foreshadowing of increases in Regents diploma graduation rates in New York City. Additionally, the on-track indicator was highly predictive for a wide range of student subgroups and helps to highlight the prominent gaps in performance along racial, gender, and economic lines. Finally, the article highlights significant variation in on-track rates across schools, that should be investigated in future research. (Contains 7 tables, 5 figures, 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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Descriptors:
Academic Achievement; Credits; Accreditation (Institutions); Prior Learning; Evaluation; Best Practices; Integrity; Higher Education; Professional Development

Abstract:
The heart of prior learning assessment (PLA) is the quality and validity of the academic evaluation process itself. Institutions providing PLA opportunities are faced with issues of accountability from all constituents: students, faculty, state systems, and accrediting agencies. Increasingly, institutions are more and more accepting of different PLA practices and, therefore, the question of program integrity is of concern. Whether an institution is just beginning or has historically engaged PLA practices, a better understanding of standards and best practices is needed in the field. Understanding the impact of PLA programs has had recent attention. For example, CAEL released a study (Klein-Collins, 2010) across 48 institutions, comprising 62,475 students age 25 or older. Twenty-five percent of these students (n = 15,594) had earned PLA credits between the years of 2001-2008. Klein-Collins (2010) reports that PLA students have higher rates of degree completion than non-PLA students regardless of size, level, or type of institution. The data also indicated that even if they did not complete their degrees, PLA students persisted for longer and took more credits than their counterparts. The research strongly indicates that PLA participation increases student success in most measures tracked on persistence. It did not examine different factors pertaining to PLA practices. In this article, the author revisits the 2009 Hoffman, Travers, Evans, and Treadwell study. (Contains 1 table and 1 figure.) 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:
Difficulty Level; Mathematics Achievement; Academic Records; Credits; Program Effectiveness; National Competency Tests; Algebra; Geometry; Mathematics Curriculum; High School Graduates; Academic Achievement; Textbooks; Course Content; High School Students; Grade 12; Scores; Racial Differences; Comparative Analysis; Course Selection (Students)

Abstract:
The 2005 National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) found that high school graduates in 2005 earned more mathematics credits, took higher level mathematics courses, and obtained higher grades in mathematics courses than in 1990. The report also noted that these improvements in students' academic records were not reflected in twelfth-grade NAEP mathematics and science scores. Why are improvements in student coursetaking not reflected in academic performance, such as higher NAEP scores? The Mathematics Curriculum Study (MCS) explored the relationship between coursetaking and achievement by examining the content and challenge of two mathematics courses taught in the nation's public high schools--algebra I and geometry. Conducted in conjunction with the 2005 NAEP HSTS, the study used textbooks as an indirect measure of what was taught in classrooms, but not how it was taught. In other words, the textbook information is not used to measure classroom instruction. Textbooks served as an indicator of the intended course curriculum (Schmidt, McKnight, and Raizen 1997). The chapter review questions in each textbook were used to identify the mathematics topics covered (or subject matter content) and the complexity of the exercises (or degree of cognitive challenge). Chapter review questions, and not the entire textbook, were coded because the questions have been found to be representative of the chapter content and complexity level in previous studies (Schmidt 2012). The study uses curriculum topics to describe the content of the mathematics courses and course levels to denote the content and complexity of the courses. The results are based on analyses of the curriculum topics and course levels developed from the textbook information, coursetaking data from the 2005 NAEP HSTS, and performance data from the twelfth-grade 2005 NAEP mathematics assessment. The study addresses three broad research questions: (1) What differences exist within the curricula of algebra I and geometry courses?; (2) How accurately do school course titles and descriptions reflect the rigor of what is taught in algebra I and geometry courses compared to textbook content?; and (3) How do the curricula of algebra I and geometry courses relate to subsequent mathematics coursetaking patterns and NAEP performance? In this report, curriculum topics, course levels, and grade 12 NAEP mathematics scale scores are used to describe the findings of the study. Curriculum topics are based on summaries of the textbook content that a school reported covering in an algebra I or geometry course. The six broad categories of curriculum topics used to describe the mathematics content found in both algebra I and geometry textbooks are: elementary and middle school mathematics, introductory algebra, advanced algebra, two-dimensional geometry, advanced geometry, and other high school mathematics. A glossary is included. (Contains 3 charts, 15 figures and 10 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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 ERIC Full Text (14478K)

Descriptors:
Public Schools; High Schools; High School Students; Credits; Dual Enrollment; Postsecondary Education; Advanced Placement Programs; Distance Education; Academic Education; Vocational Education; Student Transportation; Student Costs; Institutional Characteristics; Prerequisites; Educational Finance; Associate Degrees; Bachelors Degrees; Certification; Secondary School Teachers; College Faculty; Grouping (Instructional Purposes); National Surveys

Abstract:
This report provides nationally representative data on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. The National Center for Education Statistics (NCES) previously collected data on dual credit and exam-based courses for the 2002-03 school year from high schools (Waits, Setzer, and Lewis 2005; Kleiner and Lewis 2005). To gather current data on dual credit and dual enrollment, NCES fielded an updated survey of public high schools on dual credit and a complementary survey of postsecondary institutions on dual enrollment. The study presented in this report collected information from public high schools with grade 11 or 12 about dual credit and exam-based courses for high school students in the 2010-11 school year. NCES, in the Institute of Education Sciences, conducted this survey in fall 2011 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to approximately 1,500 public high schools with grade 11 or 12 in the 50 states and the District of Columbia. The unweighted survey response rate was 91 percent and the weighted response rate using the initial base weights was also 91 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible public high schools in the United States. Because the purpose of this report is to introduce new NCES data from the survey through the presentation of tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public high schools. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 10 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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 ERIC Full Text (1098K)

Descriptors:
Academic Achievement; Credits; Evidence; Outcomes of Education; Minority Group Children; Standardized Tests; Ownership; Educational Objectives; Family Environment; Access to Computers; Hypothesis Testing; Grades (Scholastic); Scores; Homework; Surveys; Attendance; Correlation; Low Income

Abstract:
Computers are an important part of modern education, yet large segments of the population--especially low-income and minority children--lack access to a computer at home. Does this impede educational achievement? We test this hypothesis by conducting the largest-ever field experiment involving the random provision of free computers for home use to students. 1,123 schoolchildren grades 6-10 in 15 California schools participated in the experiment. Although the program significantly increased computer ownership and use, we find no effects on any educational outcomes, including grades, standardized test scores, credits earned, attendance and disciplinary actions. Our estimates are precise enough to rule out even modestly-sized positive or negative impacts. The estimated null effect is consistent with survey evidence showing no change in homework time or other "intermediate" inputs in education for treatment students. Appended are: (1) Computer Ownership and Participation Rates; (2) Attrition; (3) Heterogeneity by pre-treatment performance; and (4) Heterogeneity by demographic characteristics. (Contains 4 figures, 12 tables and 34 footnotes.) [Funding for the project was provided by Computers for Classrooms, Inc., the ZeroDivide Foundation, and the NET Institute.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (277K)

Descriptors:
Educational Certificates; Graduates; Time to Degree; Degree Requirements; Credits; Undergraduate Students; Student Characteristics; Enrollment; Employment; Education Work Relationship; Salaries; Unemployment; Job Satisfaction; Working Hours; Occupations; Fringe Benefits

Abstract:
The number of certificates conferred by U.S. postsecondary institutions increased 64 percent in the last decade, from 572,000 in 2000-2001 to 936,000 in 2009-2010, surpassing the 850,000 associate's degrees conferred in 2009-2010. Certificates are overwhelmingly conferred in vocational fields and are intended to prepare students for the growing number of jobs requiring education at the subbaccalaureate level. National statistics on certificate requirements are reported in three broad categories of completion time (less than 1 year, 1 year to less than 2 years, and 2 years or more) but do not indicate credit requirements in detail or actual time to completion. Therefore, few statistics exist on how long it actually takes students to earn a certificate, in contrast to more extensive estimates of completion time for associate's degrees and bachelor's degrees. Because time spent earning a certificate may equate to reduced time in the labor market, accurately measuring time to certificate is critical in understanding certificate students' true investment when earning this form of human capital. These Web Tables provide estimates of certificate credit requirements, completion times, and labor market outcomes for undergraduate students who entered postsecondary education for the first time in 2003-2004 and whose postsecondary transcripts indicated the first credential earned by spring 2009 was a subbaccalaureate certificate (certificate completers). The results are based on data from about 1,700 certificate completers representing a population of approximately 311,000 students in the 2003-2004 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003-2004 academic year and followed over a period of 6 academic years. Table 1 presents empirically derived credit hour requirements for certificate completers. Given the wide range in the number of required credits, table 1 displays the number required at the 10th percentile, the 25th percentile, the 50th percentile (median), the 75th percentile, and the 90th percentile among certificate completers. The credit requirements are presented for certificate completers overall and by selected field of study, the sector of institution where the student earned the certificate, and various enrollment, demographic, and employment characteristics. Table 2 describes certificate completers overall and separately for each of three categories of credit requirements. For each category, the table shows the percentage distribution by sector of the institution awarding the certificate and selected student characteristics. These distributions are also reported for the 23 percent of certificate completers whose certificate requirements were missing. Tables 3-5 report the time certificate completers took to complete their certificates in terms of the average number of months elapsed (table 3) and the median number of months elapsed (table 4) from first enrollment to certificate completion. The estimates in both of these tables are broken out by enrollment, demographic, and employment characteristics. The estimates in table 5 present the time to certification completion by credits required for certificate completion. Tables 6 and 7 focus on employment outcomes for certificate completers and noncompleters (that is, students who initially enrolled in a certificate program in 2003-2004 but had not completed any degree or certificate and were not enrolled as of spring 2009). Table 6 shows median and average salaries, labor force participation and unemployment rates, past unemployment, and satisfaction with various aspects of employment by categories of credit requirements. Table 7 reports additional employment characteristics, including full-time employment status, occupation, and availability of employer-provided benefits, by credits required for certificate completion. (Contains 14 tables and 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (673K)

Descriptors:
Vocational Education; Longitudinal Studies; Educational Trends; Career Education; Academic Education; Career Readiness; College Readiness; General Education; Labor Market; College Bound Students; High School Graduates; Mathematics Achievement; Credits; Politics of Education

Abstract:
This report examines change and stability across two decades in the sociodemographic characteristics, educational experiences, and postsecondary outcomes of high school graduates with different occupational coursetaking patterns. Occupational coursetaking is part of the broader field of career and technical education (CTE), which also includes general labor market preparation and family and consumer sciences education courses. Historically, CTE and occupational studies provided low-achieving or academically disengaged students with courses that prepared them for immediate entry into the labor market. However, the expansion of new types of career education within magnet schools, career academies, and traditional high schools, and the increasingly accepted perspective that all students can benefit from training that improves their workplace skills, suggests that the older dichotomies between college-bound academic education and work-oriented occupational preparation are less salient. To examine whether this is the case, this report uses descriptive statistics to analyze changes across three high school cohorts--the graduating classes of 1982, 1992, and 2004--and compares their involvement in CTE and occupational courses, their academic coursetaking and achievement outcomes, and their initial postsecondary school and work experiences. Nationally representative data come from a series of secondary longitudinal studies conducted by the National Center for Education Statistics: High School and Beyond Study of 1980 Sophomores, the National Education Longitudinal Study of 1988, and the Education Longitudinal Study of 2002. Results show that CTE, as measured by occupational coursetaking, has moved from being a clearly delineated vocational track for graduates headed to jobs immediately after high school to an exploratory program for an increasing proportion of both academic and general curriculum graduates. This shift from "track to field" involves smaller groups of graduates intensively studying an occupational area and larger groups of graduates earning a few occupational credits. It also coincides with shifts toward more academic coursetaking, improved academic achievement in math, and more involvement in postsecondary education for those with more involvement in occupational preparation. The following are appended: (1) Technical Notes; (2) Standard Errors for Main Tables; (3) Fixed-effects Regression Analysis of Mathematics Achievement and Occupational Coursetaking: 1992 and 2004; and (4) CSSC Codes and Titles for Coursetaking Subjects and Areas. [This report was prepared as a background report for the National Assessment of Career and Technical Education (NACTE) and submitted to the U.S. Department of Education, Office of Under Secretary, Policy and Program Studies Service. The report was funded under ED Contract No. ED-04-CO-0030/0002: Analytic, Evaluation, and Policy Support for the Policy and Program Studies Service.] (Contains 76 tables, 6 figures, 2 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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 ERIC Full Text (954K)

Descriptors:
Multivariate Analysis; Multiple Regression Analysis; Hierarchical Linear Modeling; College Athletics; Athletes; College Freshmen; Prediction; Academic Achievement; Grade Point Average; Predictor Variables; High School Students; College Entrance Examinations; Scores; Credits; Graduation Rate; Computer Software; Longitudinal Studies

Abstract:
This is an application of contemporary multilevel regression modeling to the prediction of academic performances of 1st-year college students. At a first level of analysis, the data come from N greater than 16,000 students who were college freshman in 1994-1995 and who were also participants in high-level college athletics. At a second level of analysis, the student data were related to the different characteristics of the C = 267 colleges in Division I of the NCAA. The analyses presented here initially focus on the prediction of freshman GPA from a variety of high school academic variables. The models used are standard multilevel regression models, but we examine nonlinear prediction within these multilevel models, and additional outcome variables are considered. The multilevel results show that (a) high school grades are the best available predictors of freshman college grades, (b) the ACT and SAT test scores are the next best predictors available, (c) the number of high school core units taken does not add to this prediction but does predict credits attained, (d) college graduation rate has a second-level effect of a small negative outcome on the average grades, and (e) nonlinear models indicate stronger effects for students at higher levels of the academic variables. These results show that standard multilevel models are practically useful for standard validation studies. Some difficulties were found with more advanced uses and interpretations of these techniques, and these problems lead to suggestions for further research. (Contains 6 tables and 6 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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Descriptors:
Credits; Educational Attainment; Measurement Techniques; Educational Policy; Attendance; High School Seniors; At Risk Students; Special Needs Students; Graduation Requirements; Politics of Education; Administrator Role; Government Role; Government School Relationship; Nontraditional Education; Educational Administration; High Schools; Parent School Relationship

Abstract:
This case was developed as part of a doctoral course for educational administration students who were specializing in K-12 educational administration. It could be used in a leadership, special education, or policy course for future school leaders or teachers. Currently, most educational institutions use Carnegie Units to structure how students earn credit throughout the year. In addition, many schools have an attendance policy delineating specific guidelines that students must meet to earn credit. Recently, two high school seniors had their graduation jeopardized due to issues with Carnegie Units and a district's attendance policy. Drawing from the case of Matthew and Jerry, this article will explore attendance policies and the usage of Carnegie Units. (Contains 4 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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