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

What percentage of high school graduates complete a post secondary credential between two and eight years of high school graduation?

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?

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.

Based on the survey results of OECD's PISA 2000 programme, this report looks at: the extent to which the schools that students attend make a difference in performance; the relative impact of school climate, school policies and school resources on quality and equity; the relationship between the structure of education systems and educational quality and equity; and the effect of decentralisation and privatisation to school performance. It concludes with a summary of how school factors relate to quality and equity, and the implications for policy. The analysis and data cover almost all OECD countries and 14 additional non-OECD countries.

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.

This page provides granteee-level program performance data and data analysis derived from performance reports submitted by grantees under the Educational Opportunity Centers (EOC) program.

New York City school level College Board AP results for 2010.

Records with 5 or fewer students are suppressed.

Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school.

Data collected and processed by the College Board.

The Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) is a study that is part of the Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) program. RTT-SIG Impact Evaluation (https://ies.ed.gov/ncee/projects/evaluation/other_racetotop.asp) is a cross-sectional survey that assesses the implementation of the Race to the Top (RTT) and School Improvement Grant (SIG) programs at the State, local education agency (LEA), and school levels, as well as whether the receipt of RTT and/or SIG funding to implement a school turnaround model has had an impact on outcomes for the lowest-achieving schools. Additionally, the study investigates whether RTT reforms were related to improvements in student outcomes and whether implementation of the four school turnaround models, and the strategies within those models, was related to improvement in outcomes for the lowest-achieving schools. The study was conducted using a combination of telephone interviews and web-based surveys targeted to school administrators at the state, LEA, and school levels. Key statistics produced from RTT-SIG Impact Evaluation include State, LEA, and school adoption levels of policies and practices promoted by RTT and SIG, as well as impacts on student outcomes of RTT and SIG funding.

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

What percentage of high school graduates persist/retain in post secondary institutions after the first year of post secondary enrollment?

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

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

• Alternative Education Progress Report (AEPR): includes program results from the Alternative Education Progress Report. Example metrics include: Credit Accumulation, Annual Graduation, Attendance
• District Graduates by Act 158 Pathway: Beginning with the graduating class of 2022-2023, students in Pennsylvania are required to demonstrate postsecondary preparedness in order to graduate from high school. Students can graduate via one of five pathways, or by meeting goals and objectives (for special education students only), or through a waiver (in limited circumstances).
• School Graduates by Act 158 Pathway: Reports on Act 158 by school
• District Graduation Rate: information about the graduation rates for the district broken out by: aggregation level (including alternative schools or excluding alternative schools), graduation rate type (four-year, five-year, or six-year), demographic category (EL status, IEP status, Economically Disadvantaged Status, Gender, or Ethnicity), and 9th grade cohort
• School Graduation Rate: information about the graduation rates for schools broken out by: graduation rate type (four-year, five-year, or six-year), demographic category (EL status, IEP status, Economically Disadvantaged Status, Gender, or Ethnicity), and 9th grade cohort. Students are attributed to the last school at which they actively attended in the respective graduation window, which ends on September 30 each year. Students are classified as EL, as having an IEP, and/or economically disadvantaged if they were designated as such at any point during their high school career.
• Aimsweb Star: The files include, at the school level, the distribution of students across performance tiers based on the aimswebPlus and Star assessments, which measure student’s reading and math skills
• Attendance: 90% Attendance, 95% Attendance, and Average Daily Attendance (ADA) by school and district - does not include charter schools
• Out-of-School Suspensions: display the number and percent of enrolled students in each grade that had out-of-school suspensions (OSS)
• Serious Incidents: Incidents reported to the Office of School Safety; the Counts by Incident Type files provide the number of reported incidents at a school, by incident type
• NSC Student Tracker Reports: National Student Clearinghouse (NSC) Student Tracker Reports for individual schools and the District as a whole. These reports contain data on student post-secondary enrollment, persistence, and graduation.
• College Matriculation: Information on the fall matriculation rates for students who graduated during the school year indicated (e.g., 2019-2020 matriculation rates represent enrollment of students who graduated during 2019-2020). Students are considered to have matriculated if they enrolled at a postsecondary institution that reports information to the National Student Clearinghouse (NSC).

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

This report includes 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.

The National Reporting System (NRS) for Adult Education, 2017-18 (NRS 2017-18) is a performance accountability system for the national adult education program that is authorized under the Adult Education and Family Literacy Act (AEFLA), title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014. More information about the program is available at https://www2.ed.gov/about/offices/list/ovae/resource/index.html. NRS 2017-18 is a cross-sectional data collection that is designed to monitor performance accountability for the federally funded, state-administered adult education program. States are required to submit their progress in adult education and literacy activities by reporting data on the WIOA primary indicators of performance for all AEFLA program participants who receive 12 or more hours of service, as well as state expenditures on the adult education program. States may also report on additional, optional secondary measures that include outcomes related to employment, family, and community. The data collection is conducted using a web-based reporting system. NRS 2017-18 is a universe data collection activity, and all states are required to submit performance data. Key statistics that are produced from the data collection include student demographics, receipt of secondary school diploma or a high school equivalency (HSE) credential, placement in postsecondary education or training, measurable skill gain, and employment outcomes.

This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and of concerned school systems. It discusses how 15-year old students are selected and grouped into different schools, programmes, and education levels, and how human, financial, educational and time resources are allocated to different schools. The volume also examines how school systems balance autonomy with collaboration, and how the learning environment in school shapes student performance. Trends in these variables between 2003 and 2012 are examined when comparable data are available, and case studies, examining the policy reforms adopted by countries that have improved in PISA, are presented throughout the volume.

Mission statements and role documents of medical schools in the United Kingdom, United States, Canada and Australia have been examined on their Internet Web sites and categorised in purpose, content and presentation. The format and content are highly variable, but there is a common vision of three integral roles, namely, education, advancement of knowledge and service to society. Other frequent themes include tradition and historical perspective, service for designated communities, and benchmarking to accreditation standards. Differences in content reflect variable interpretation of the notion of "mission", and local or national characteristics such as institutional affiliations, the types, levels and organisation of medical education, relationships with health systems, and extent of multi-professional education. Outcomes data and measures of medical school performance referenced to the institution's stated missions are rarely encountered. Mission documents placed on the Internet are in the public domain. These Web sites and documents and linked information constitute a valuable new resource for international exchange of approaches and ideas in medical education and generally in academic medicine. Routine inclusion of outcome or performance data could help to demonstrate the community roles and social accountability of medical schools This paper proposes that partial standardisation of these Web documents could enhance their value both internally and for external readers. A generic descriptive statement template is offered.