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Source: National Center for Education Statistics
Resulting in 2 citations.
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Grissmer, David W. Flanagan, Ann. |
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Improving the NAEP Data For Policy Analysis Working Paper, Washington DC: National Center for Educational Statistics, 1997. Also: http://books.nap.edu/books/0309062853/html/45.html#pagetop Cohort(s): NLSY79 Publisher: U.S. Department of Education Keyword(s): Children, Academic Development; Education; Family Influences; Longitudinal Data Sets; Longitudinal Surveys; National Assessment of Educational Progress (NAEP); National Education Longitudinal Survey (NELS) Grissmer and Flanagan combined information from several federal databases to help explore student performance data, define problems areas for close examination, and stimulate discussion of possible solutions. They investigated potential sources of improved performance by combining NAEP information with census data, information from the National Longitudinal Survey of Youth and from the National Education Longitudinal Study. They studied academic gains in relation to data on changing family characteristics, changed education and social policies, and increased investment. Like other analysts, Grissmer and Flanagan found a strong relationship between family variables and academic performance. Most important, however, they found that class size and student/teacher ratio variables bore s lesser but still strong relationship to academic performance, a finding that ran counter to earlier, much publicized research. The smaller class sizes were funded by compensatory educational monies available to minority students and schools during the time period studied. |
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Bibliography Citation
Grissmer, David W. and Ann. Flanagan. "Improving the NAEP Data For Policy Analysis." Working Paper, Washington DC: National Center for Educational Statistics, 1997. |
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National Center for Education Statistics |
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Education and Labor Market Outcomes of High School Diploma and GED Graduates: Indicator of the Month Indicator No. 34, Washington DC, National Center for Education Statistics, January 1994. Also: http://www.eric.ed.gov/PDFS/ED366658.pdf Cohort(s): NLSY79 Publisher: U.S. Department of Education Keyword(s): Children, Adjustment Problems; Dropouts; Education Indicators; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; Gender Differences; High School Completion/Graduates; High School Diploma; Income; Labor Market Outcomes The Condition of Education is an annual compendium report to Congress which describes the current status and recent progress of education in the United States. This report is extracted from the Condition of Education 1993, A. Nabeel et al, eds., Washington DC, 1993: 90-91 Differences in educational and labor market outcomes across groups completing high school at different ages and by different means (e.g., graduation, GED) may result from a variety of factors, including those that influence a person to leave school early. For a high school dropout, an estimate of the value of completing high school is the difference between outcomes of those who have graduated either by passing the GED examination or by returning to school and those who have not completed high school. By 1990, young adults with a GED were more likely to have attended either a third or fourth year of high school than other dropouts. For both males and females, those who did not attain a high school diploma before age 20 did not do as well as a group in the labor market as those who did. Females who took advantage of a second chance to complete high school usually had higher annual earnings than those who did not, and those who received a diploma or GED before age 20 were more likely to be employed. |
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Bibliography Citation
National Center for Education Statistics. "Education and Labor Market Outcomes of High School Diploma and GED Graduates: Indicator of the Month." Indicator No. 34, Washington DC, National Center for Education Statistics, January 1994. |