The American Institutes for Research conducted a multisite randomized study that tested an online learning model for credit recovery at 24 high schools in Los Angeles, California in 2018 and 2019. The study focused on first-year high school students who failed Algebra 1 or English 9 (their ninth-grade English course) and retook the course during the summer before their second year of high school. Within each participating school, we used a lottery to determine whether each student was placed in either the school’s typical teacher-directed class (business-as-usual control condition) or a class that used an online learning model (treatment condition). For the online learning model, an online provider supplied the main course content, and the school provided a subject-appropriate, credentialed in-class teacher who could supplement the digital content with additional instruction.The study compared outcomes of students assigned to the treatment condition to outcomes of students assigned to the control condition. Analyses focused both on proximal outcomes (ex: student course experiences, content knowledge, and credit recovery rates) and distal outcomes (ex: on-time graduation and cumulative credits earned by the end of the 4th year of high school). We estimated average treatment effects for the intent-to-treat sample using regression models that control for student characteristics and randomization blocks. We conducted separate analyses for students who failed Algebra 1 and students who failed at least one semester of their English 9 course.This ICPSR data deposit includes our final analytical dataset and three supplemental files. Data come from three sources: (1) extant district data on student information and academic outcomes, (2) end-of-course surveys of students’ and teachers’ experiences, and (3) end-of-course test of students’ content knowledge. Data fields include:Sample information: term, school (anonymized), teacher (anonymized), course, randomization block, student cohort, treatment statusDemographics: sex, race/ethnicity, National School Lunch Program status, inclusion in the Gifted/Talented program, Special Education status, and English language learner statusPre-treatment information (treatment group only): 9th grade GPA, 9th grade attendance rate, number of 9th grade courses failed, 8th grade test scoresOnline course engagement information: percentage of online course completed, average score on online activities, minutes spent in online platformStudent survey data: responses a survey administered at the end of the course for treatment and control students. Questions cover degree of student engagement with the course, perceptions of teacher support and course difficulty, and clarity of course expectations.End-of-course test data: answers and scores on an end-of-course assessment administered to treatment and control students to evaluate content knowledge (Algebra 1 or English 9). The test did not count towards the final course grade and included 17-20 multiple choice questions.Academic outcomes: grade in credit recovery course, credits attempted/earned in each year of high school, GPA in each year of high school, credits/GPA in math and ELA in each year of high school, indicator for on-time high school graduation, 10th grade PSAT scoresTeacher survey and logs: teacher-reported logs on the use of different instructional activities and responses to surveys about course pacing, content, goals, and degree of student support

This dataset tracks annual total students amount from 2006 to 2012 for Caring Opportunities For Recovery Education High School

Hurricane Education Recovery account, Iteration 1, Fiscal year 2022

This dataset tracks annual total classroom teachers amount from 2006 to 2012 for Caring Opportunities For Recovery Education High School

Credit report of Basic Education Recovery Project contains unique and detailed export import market intelligence with it's phone, email, Linkedin and details of each import and export shipment like product, quantity, price, buyer, supplier names, country and date of shipment.

In order to assist higher education institutions and their students during the pandemic, the federal government established the Higher Education Emergency Relief (HEER) fund, which directed over $75 billion to institutions of higher education - including nearly $25 billion to community colleges - over a three-year period. Researchers at the Community College Research Center (CCRC), the Public Policy Institute of California (PPIC), and Wheelhouse: The Center for Community College Leadership and Research at the University of California, Davis (Wheelhouse) partnered through the Accelerating Recovery in Community Colleges (ARCC) Network to understand how community colleges used HEER funds to support their students and institutions during the pandemic. This data collection contains responses from a survey of 170 community colleges across six states: California, Michigan, New York, Ohio, Tennessee, and Texas. This institutional survey of pandemic relief spending and recovery strategies attempted to answer the following research questions: How did colleges use HEER student and institutional aid? How did colleges target specific populations for HEER-funded student supports? What do colleges' expenditure patterns reveal about how student and institutional needs changed over time? How successful did colleges perceive HEER funds to be in meeting student and institutional needs during the pandemic? What do colleges' concerns about the end of HEER funds reveal about how to prioritize future funding efforts? In what ways did colleges' experiences with HEER funds vary based on institutional characteristics? The resulting dataset provides insight into the specific pandemic recovery activities colleges implemented, colleges' perceptions of how successful funds were in addressing student and institutional needs during the pandemic, and what institutional needs were not met by aid.

Dr Keri Wong gave the keynote at the International Congress for Educators, attended by over 1,500 participants (of whom 561 were at this talk). She shares her latest findings from the UCL-Penn Global COVID Study looking at age contrasts on mental health indicators, short- and longer-term stressors during lockdown 1 and 2 in the UK, teachers wellbeing, bereavement and loss during lockdown 1 and 2 and the importance of investing in staff mental health wellbeing as part of the COVID-19 recovery plan.

This dataset tracks annual student-teacher ratio from 2006 to 2012 for Caring Opportunities For Recovery Education High School vs. Wisconsin and Kimberly Area School District

In June 2011, fifteen New York City public schools closed due to poor performance. This report provides data regarding students enrolled in these schools during the 2010-2011 school year, according to the guidelines set by local law 2011/043.

In a survey conducted among parents in early 2021 in the United States, ** percent of respondents supported the proposal of in-person tutoring in targeted problem areas in order to help students recover from the impact of COVID-19. A further ** percent of parents supported the proposal of structured social, emotional, and mental health support for their students.

XML feed of weekly update report on the American Recovery and Reinvestment Act of 2009 from the U.S. Department of Education

In June 2015, 18 New York City public schools closed for poor performance. This report provides data regarding students enrolled in these schools during the 2014-2015 school year, according to the guidelines set by Local Law 2011/043

In June 2012, 7 New York City public schools closed for poor performance. This report provides data regarding students enrolled in these schools during the 2011-2012 school year, according to the guidelines set by Local Law 2011/043

This dataset tracks annual white student percentage from 2006 to 2012 for Caring Opportunities For Recovery Education High School vs. Wisconsin and Kimberly Area School District

Historical Dataset of Caring Opportunities For Recovery Education High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2006-2012),Total Classroom Teachers Trends Over Years (2006-2012),Student-Teacher Ratio Comparison Over Years (2006-2012),Asian Student Percentage Comparison Over Years (2007-2011),White Student Percentage Comparison Over Years (2006-2012),Diversity Score Comparison Over Years (2007-2011),Free Lunch Eligibility Comparison Over Years (2007-2012),Graduation Rate Comparison Over Years (2011-2012)

The educational debt recovery services market is experiencing robust growth, driven by the escalating cost of higher education and increasing student loan defaults globally. The market, estimated at $10 billion in 2025, is projected to exhibit a Compound Annual Growth Rate (CAGR) of 8% from 2025 to 2033, reaching approximately $18 billion by 2033. This growth is fueled by several key factors. Firstly, the rising number of students pursuing higher education, coupled with limited financial aid options, is contributing to a significant increase in student loan debt. Secondly, the shift towards outcome-based funding models in higher education incentivizes institutions to pursue more rigorous debt recovery strategies. Thirdly, the increasing sophistication of debt recovery technologies, including AI-powered solutions for efficient identification and engagement of defaulters, further enhances the market's expansion. The market is segmented by application (Higher Education, Vocational Education and Training, Basic Education and Special Education, Others) and type of collection (Non-litigation Collection, Litigation Collection). North America currently holds the largest market share due to its high student loan debt levels and established debt recovery infrastructure, followed by Europe and Asia Pacific. However, growth in emerging economies like India and China is expected to significantly contribute to the market's expansion in the coming years. Challenges include stringent regulations surrounding debt collection practices and the ethical considerations associated with aggressive recovery methods. Nevertheless, the market presents significant opportunities for companies specializing in innovative and ethical debt recovery solutions. The competitive landscape is characterized by a mix of large multinational corporations and smaller specialized firms. Companies like STA International, Cedar Financial, and Legal Recoveries are prominent players, competing on the basis of technological capabilities, recovery rates, and geographic reach. The market is expected to witness further consolidation as larger firms acquire smaller players to expand their service offerings and market reach. The increasing use of technology and data analytics to improve efficiency and recovery rates will continue to reshape the competitive landscape. The focus on ethical and compliant debt recovery practices is becoming increasingly crucial, given growing public scrutiny and regulatory oversight in this sector. Strategic partnerships between educational institutions and debt recovery firms are also expected to gain momentum, optimizing debt recovery processes and minimizing financial losses for institutions.

This filtered view lists school districts receiving elementary and secondary school emergency relief payments from the Iowa Department of Education that were funded by the Coronavirus Aid, Relief, and Economic Security (CARES) Act.

Financial overview and grant giving statistics of Women in Recovery Education Corporation

The School Pulse Panel (SPP), sponsored by the National Center for Education Statistics (NCES), part of the Institute of Education Sciences (IES), within the United States Department of Education, collects insightful data on U.S. public schools. Originally focusing on the 2021-22 school year to assess the impact of the COVID-19 pandemic on students and staff, the survey has since broadened its scope to address various evolving educational topics. Conducted by the U.S. Census Bureau, the SPP continues into the 2024-25 school year, surveying school principals monthly on key issues such as staffing, attendance, after-school programs, learning recovery, digital literacy, mental health, and more. The September 2021 SPP survey asked about schools' offering performing arts activities (for example, band, choir, orchestra, or drama) and how these activities were affected by the COVID-19 pandemic. For detailed information on the survey content and methodology, visit the NCES website.