This dataset shows broad performance metrics for education for Maryland as a whole, from School Years 2005/2006 to 2013/2014. Data are provided by the Maryland State Department of Education (MSDE) and were originally submitted to the Governor's Office.

What percent of high school graduates enrolled in post secondary institutions in the first year after graduation?

Total enrollment count for students whose learning preference is remote or blended or missing and who have attended school in person at least once since September 16, 2020. Students attending charter schools, students receiving home or hospital instruction, pre-K students (3-K) attending New York City Early Education Centers (NYCEECs), and students attending some District 79 programs are not included. In order to comply with regulations of the Family Educational Rights and Privacy Act (FERPA) on public reporting of education outcomes, data for groups with 5 or fewer students enrolled are suppressed with an “s”. In addition, corresponding groups with the next lowest number of students enrolled are suppressed when they could reveal, through addition or subtraction, the underlying numbers that have been redacted.

In which post secondary sectors (private/public, 2 Year / CTC / 4 Year, in-state/out of state) do high school graduates enroll in the first year after graduation?

The growing demand for an educated workforce dictates the need to monitor student outcomes closely throughout student enrollments, progress through different levels of education, successful completion of education, and into gainful employment. Successful student outcomes require robust programs of study, a variety of financial aid, and a customized approach to student needs. Data plays a critical role for the ability of decision-makers to improve educational programs, direct financial aid into best channels, align education programs with industry demands, and cater better to student needs. This student outcomes dashboard allows Iowa partners ease of access to Iowa's student outcomes in one consolidated place providing information related to student success, from PK-12 education and college readiness, to postsecondary education, gainful employment, and adult literacy programs.

Starting in 2013, the NY State Education Department (NYSED) changed the exams to be common core aligned. In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed. Rows with 5 or fewer students have been replaced with an "s". English Language Arts test results of all students from third to eighth grade.

This volume of PISA 2009 results examines how human, financial and material resources, and education policies and practices shape learning outcomes. Following an introduction to PISA and a Reader's Guide explaining how to interpret the data, Chapter 1 presents a summary of features shared by "successful" school systems. Chapter 2 details how resources, policies and practices relate to student performance. Chapter 3 provides detailed descriptions and in-depth analyses of selected organisational features (how students are sorted into grades, schools, and programmes, school autonomy, etc.) of schools and systems and how those aspects affect performance. Chapter 4 describes and analyzes key aspects of the learning environment (behaviours, discipline, parental involvement, school leadership, etc.) and how they affect performance. The final chapter discusses the policy implications of the findings. Annexes provides detailed statistical data and technical background.

Graduation Outcomes - 4 Year Outcome - Cohorts of 2001 through 2006 (Classes of 2005 through 2010) •The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005). The cohort consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school year). Graduates are defined as those students earning either a Local or Regents diploma and exclude those earning either a special education (IEP) diploma or GED. For the most recent cohort, graduation rates as of both June and August (including summer graduates) are reported. •Records with cohorts of 20 students or less are suppressed. August outcomes are only reported for the most recent cohort. •August outcomes include all June and August graduates. •In school-level reporting, students who were in a school for less than 5 months are not included in the school’s cohort, but are included in citywide totals. •School level results are not presented for District 79 schools, but their outcomes are included in citywide totals.

The National Education Longitudinal Study of 1988 (NELS:88) is a study that is part of the Longitudinal Studies Branch (LSB) program; program data is available since 1988 at . NELS:88 (https://nces.ed.gov/surveys/nels88/) is a longitudinal study that is designed to provide trend data about critical transitions experienced by students as they leave middle or junior high school, and progress through high school and into postsecondary institutions or the work force. A nationally representative sample of eighth-graders were first surveyed in the spring of 1988. A sample of these respondents were then resurveyed through four follow-ups in 1990, 1992, 1994, and 2000. Overall weighted response rate was unavailable as of December 2014. Key statistics produced from NELS:88 data can be used for policy-relevant research about educational processes and outcomes, for example: student learning; early and late predictors of dropping out; and school effects on students' access to programs and equal opportunity to learn.

What are the median earnings of high school graduates in the years following high school graduation in each industry group (6 Digit NAICS)?

What are the median earnings of high school graduates in the years following high school graduation?

Education for Marginalized Children in Kenya (EMACK) is an initiative of the Ministry of Education (MOE) and the Aga Khan Foundation (AKF) and is funded by the United States Agency for International Development (USAID). The original EMACK project was initiated in 2006 to increase quality educational opportunities for pre-primary, primary, and lower secondary school children who had been historically marginalized by cultural practices and poverty in Coast Province (CP), North Eastern Province (NEP), and informal settlements of Nairobi. From 2006 to 2012, as a part of the EMACK project, AKF developed and implemented a package of interventions focused on learner engagement and achievement at the classroom level in order to improve learning outcomes and learner transitions from pre-primary to lower secondary school. By 2012, EMACK had reached 767 informal and formal schools in 23 districts across Nairobi, CP, and NEP, benefitting nearly 425,000 people, including 400,000 children (215,426 boys and 183,706 girls), 4,000 teachers, and 11,000 orphans and vulnerable children. In 2012 EMACK refocused its interventions towards building improved readiness of children (before and as they enter primary school) and ensuring schools, especially the lower primary standards (standards 1 through 3) are ready to support children’s learning and development. This refocus, EMACK II, complements the USAID education strategy (April 2011 – 2015) and has been developed by AKF in collaboration with USAID. The overall goal of the re-aligned EMACK II (Oct 2012-Sept 2014) program is to “enhance equitable access and improve learning outcomes in Kiswahili, English and Mathematics for children in primary grades 1, 2 & 3. To achieve the re-aligned EMACK II goal, AKF identified the following four revised strategic objectives (SOs): Improved teaching and learning in Kiswahili, English and mathematics in primary grades1, 2 and 3 in target areas of CP, NEP and the informal settlements of Nairobi directly benefiting over 269,000 children attending 800 schools (formal and informal). Improved effectiveness, efficiency and accountability of school management, and improved parents’ and communities’ participation to support reading outcomes in primary grades1, 2 and 3 in CP, NEP and the informal settlements of Nairobi in 800 schools (formal and informal). Strengthened MOE delivery systems at the cluster and district levels to enhance learning outcomes in Kiswahili, English and mathematics in primary grades1, 2 and 3 at the national level, in 8 counties [4 in CP, 1 in Nairobi, and 3 in NEP], and in 28 districts [14 in CP, 2 in Nairobi, and 12 in NEP]. Increased equitable access to education for 120,000 children in crisis and conflict environments in specific areas of CP, NEP, and the informal settlements of Nairobi. AKF plans to achieve these through improving the quality of teaching and learning in the classroom, establishing a cadre of trained trainers, and education officials as well as increasing the engagement and participation of the parents and communities so they become more accountable, effective and efficient in providing sustained support to the lower primary (grades 1, 2 and 3) education.

What percentage of first year college students enroll in remedial (pre-college) courses?

New York City Department of Education 2016 - 2017 School Quality Report Results for YABC. The Quality Review is a process that evaluates how well schools are organized to support student learning and teacher practice. It was developed to assist New York City Department of Education (NYCDOE) schools in raising student achievement by looking behind a school’s performance statistics to ensure that the school is engaged in effective methods of accelerating student learning.

In which post secondary institutions do graduates of WA public high schools enroll in the first year after HS graduation?

Graduation results for all students by year; cohorts of 2001 through 2011 (Classes of 2005 through 2015). Graduation Outcomes as Calculated by the New York State Education Department. The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005). The cohort consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school year). Graduates are defined as those students earning either a Local or Regents diploma and exclude those earning either a special education (IEP) diploma or GED. In order to comply with FERPA regulations on public reporting of education outcomes, rows with a cohort of 20 or fewer students are suppressed. Due to the small number of students identified as Native American or Multi-Racial, these ethnicities are not reported on the Ethnicity tab; however, these students are included in the counts on all other tabs. 4 Year August outcomes are available for the 2004-2011 cohorts at the citywide level and for the 2005-2011 cohorts at the borough, district and school level. 5 Year August outcomes are available for the 2006-2010 cohorts. Cells are blank when data is not available. Charter schools are not included in the NYSED calculation of graduation rates for NYC. School level results are not presented for District 79 and District 75 schools, but their outcomes are included in citywide totals. Starting with the 2009 cohort (Class of 2013), students with IEPs could use the compensatory score option (CSO) to meet graduation requirements, which contributed to an increase in the graduation rate. Students are considered English Language Learners by NY State if classified as an ELL as of graduation.

In 2018, NYSED rescaled the Math and ELA exams to account for a change in test administration from 3 days to 2 days. Therefore, 2018 and 2019 results can be compared to each other but cannot be compared to prior years. Starting in 2013, NYSED changed the exams to be Common Core aligned. In order to comply with regulations of the Family Educational Rights and Privacy Act (FERPA) on public reporting of education outcomes, groups with 5 or fewer tested students are suppressed with an “s”.

NEW YORK CITY Results on the NEW YORK STATE English Language Arts (ELA) & Mathematics Exams (Grades 3 - 8) 2013 - 2015 Notes Starting in 2013, the NY State Education Department (NYSED) changed the exams to be Common Core aligned. Results on earlier exams from 2006-2012 can be found at this link: http://schools.nyc.gov/NR/exeres/05289E74-2D81-4CC0-81F6-E1143E28F4C4,frameless.htm Results presented here include all students who sat for either the Math or ELA exam. On the NYSED website, results for "matched" students can be found. To account for participation changes across years and anticipate the importance of year-to-year same-cohort comparisons for the Class of 2022, "matched" Math and ELA results were calculated to include 4th grade students who were tested in both the current and previous year and to include 5th – 8th grade students who were tested in all three years. In order to comply with FERPA regulations on public reporting of education outcomes, rows with 5 or fewer students are suppressed. For 2013, District 75 students are represented in their home districts and boroughs. For 2014 & 2015, they are not included. Charter schools are not included. School level charter data can be found here: http://schools.nyc.gov/Accountability/data/TestResults/ELAandMathTestResults In 2007, the New York State Education Department updated its testing policy for English Language Learners: ELLs in an English Language School System for more than one year are required to take the ELA exam. Previously, ELLs in an English Language School System for less than 3 years were exempt from taking the ELA exam. A change in State testing policy drove a decrease in eighth grade proficiency rates in 2014: to reduce double testing, most students in accelerated math courses who took the Algebra Regents exam were exempted from taking the 7th or 8th grade State math assessment. Former English Language Learners includes any students who were classified as English Language Learners in at least one of the previous two school years.

Overall attendance data include students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Schools & Programs), charter schools, home schooling, and home and hospital instruction are excluded. Pre-K data do not include NYC Early Education Centers or District Pre-K Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K. Transfer schools are included in citywide, borough, and district counts but removed from school-level files. Attendance is attributed to the school the student attended at the time. If a student attends multiple schools in a school year, the student will contribute data towards multiple schools. Starting in 2020-21, the NYC DOE transitioned to NYSED's definition of chronic absenteeism. Students are considered chronically absent if they have an attendance of 90 percent or less (i.e. students who are absent 10 percent or more of the total days). In order to be included in chronic absenteeism calculations, students must be enrolled for at least 10 days (regardless of whether present or absent) and must have been present for at least 1 day. The NYSED chronic absenteeism definition is applied to all prior years in the report. School-level chronic absenteeism data reflect chronic absenteeism at a particular school. In order to eliminate double-counting students in chronic absenteeism counts, calculations at the district, borough, and citywide levels include all attendance data that contribute to the given geographic category. For example, if a student was chronically absent at one school but not at another, the student would only be counted once in the citywide calculation. For this reason, chronic absenteeism counts will not align across files. All demographic data are based on a student's most recent record in a given year. Students With Disabilities (SWD) data do not include Pre-K students since Pre-K students are screened for IEPs only at the parents' request. English language learner (ELL) data do not include Pre-K students since the New York State Education Department only begins administering assessments to be identified as an ELL in Kindergarten. Only grades PK-12 are shown, but calculations for "All Grades" also include students missing a grade level, so PK-12 may not add up to "All Grades". Data include students missing a gender, but are not shown due to small cell counts. Data for Asian students include Native Hawaiian or Other Pacific Islanders . Multi-racial and Native American students, as well as students missing ethnicity/race data are included in the "Other" ethnicity category. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with five or fewer students are suppressed, and have been replaced with an "s". Using total days of attendance as a proxy , rows with 900 or fewer total days are suppressed. In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted. Chronic absenteeism values are suppressed, regardless of total days, if the number of students who contribute at least 20 days is five or fewer. Due to the COVID-19 pandemic and resulting shift to remote learning in March 2020, 2019-20 attendance data was only available for September 2019 through March 13, 2020. Interactions data from the spring of 2020 are reported on a separate tab. Interactions were reported by schools during remote learning, from April 6 2020 through June 26 2020 (a total of 57 instructional days, excluding special professional development days of June 4 and June 9). Schools were required to indicate any student from their roster that did not have an interaction on a given day. Schools were able to define interactions in a way that made sense for their students and families. Definitions of an interaction included: • Student submission of an assignment or completion of an

"Cohorts of 2001 through 2014 (Classes of 2005 through 2018) Graduation Outcomes as Calculated by the New York State Education Department"