Discipline in schools is typically disproportionate, reactive and punitive. Evidence-based strategies that have been recently developed focus on shifting schools to a more proactive and positive approach by detecting warning signs and intervening early. This project evaluates the implementation of an evidence-based intervention to improve students' mindsets and feelings of school belonging. This grant-funded project was designed to enhance school capacity to implement a Tier 2 intervention, Student Engagement and Empowerment (SEE), to improve student attendance, behavior, and achievement, while simultaneously evaluating the effects of this intervention. The intervention and research project were individualized to fit existing school operations in the school district. A grant-funded coach supported delivery of SEE at each school for the duration of the 3-year grant. SEE was delivered by trained teachers in the classroom over the course of a seven-session curriculum. The overarching project goal was to scale up and simultaneously evaluate a Tier 2 intervention that could be sustained after completion of the grant. The originally proposed research procedures consisted of an evaluation of the effects of the SEE program on the outcomes of students at elevated risk for disciplinary action and school dropout. Outcome data was collected for at-risk students in classrooms delivering the SEE program, and a comparison sample of at-risk students in classrooms not delivering the SEE program. Researchers initially hypothesized that students receiving the program would evidence a greater sense of belonging to school, endorse greater growth mindset, have better attendance and fewer suspensions/expulsions and course failure, and have better behavioral outcomes than students in the comparison group.

This project focused on children who are enrolled in school but attend irregularly, so their learning is interrupted in ways that negatively affect their learning outcomes. This form of 'learning poverty' is prevalent across government schools in southern Rajasthan’s Adivasi (tribal) belt where the project was located.

The project was a small, qualitative research study that addressed evidence gaps about the patterns and causes of interrupted learning and fragile attendance (ILFA), and about actors’ perceptions of accountability for children's learning in this context. It comprised three school sites purposively selected to include a primary school and elementary sections of a secondary and higher secondary school. The study focused on grades 2, 4 and 7. The study asked why, in any one school, some children are more or less regular in attendance, and what explains a child's pattern of presence and absence. It adopted a 'process tracing' approach anchored in analysis of daily attendance statistics to identify children’s attendance patterns, and how stakeholders understand and explain irregular attendance and its effects on learning progression. Using available school level quantitative data, the project generated a typology of learner attendance patterns that were more complex than actors had recognised. Using participant observation of classroom interactions and interviews with teachers, the project found that teachers’ pedagogical responses lacked the necessary nuance to be effective in response to differing attendance patterns. Observations and interviews also revealed that systemic monitoring of attendance was highly performative and focused on incentive schemes rather than learning progression. Profiles of households were generated using semi-structured interviews, and analysed to understand household priorities and factors positively or negatively associated with regular school attendance at the household level.

Global development policy is concerned with equitable learner participation and achievement, yet low learning outcomes and stark learning inequalities are persistent. Marketisation of provisioning is a growing trend in education that has complicated relations of accountability and regulation. This study aims to advance an understanding of accountability for improved learning outcomes for disadvantaged children by departing from the established approach of isolating specific variables for reform. Instead, it conceptualises accountability as systemic and relational. It is designed to show how multiple actors across the home, community, school and bureaucratic scales have particular norms and interests, modes of participation and regulatory roles that shape learning outcomes for disadvantaged children. It examines both the formal rule-based relations of these system actors, and the informal, everyday practices of accountability - all of which bear significantly on progress towards policy goals, yet are so far poorly understood. This project focuses on learning outcomes for 'disadvantaged learners' in India: children of primary school age who are disadvantaged by a range of structural inequalities, which are often cross-cutting, such as gender, location, caste, and class. It takes key quality and equity provisions in India's Right to Education Act (RTE) and examines how these are taken up in different ways, and with respect to differing understandings of education quality and equity held by actors across the four system scales of home, community, school, and bureaucracy. Empirical work takes place in two States, Chhattisgarh and Maharashtra, focusing on two districts and within each, two blocks which are purposively selected to enable intra-block, inter-district and inter-state comparisons. In each block, we sample ten schools, which include government, private and large scale 'alternative' provision to examine the accountability relations that surround differently positioned learners. The study design follows a sequential mixed methods approach, beginning with qualitative investigation and then using a quantitative survey to validate and extend the qualitative analysis. We will use an innovative process tracing approach, anchored in the sample schools, to track how specific policy initiatives stemming from RTE directives are understood by multiple actors across system scales. This enables the study to identify how their practical actions converge and diverge with goals for learning - as understood both by the RTE and these actors - and the impact on children's learning outcomes. Our partner NGO, CSEI will co-deliver our impact strategy. We will co-facilitate workshops for bureaucratic actors that promote discussion of relational accountability and its implications for improving learning outcomes for disadvantaged learners. Co-produced outputs will include: a new Education Equity, Quality, and Accountability Audit (EEQAA) tool which community-led organisations will administer with CSEI...

This dataset shows all school level performance data used to create CPS School Report Cards for the 2011-2012 school year. Metrics are described as follows (also available for download at http://bit.ly/uhbzah): NDA indicates "No Data Available." SAFETY ICON: Student Perception/Safety category from 5 Essentials survey // SAFETY SCORE: Student Perception/Safety score from 5 Essentials survey // FAMILY INVOLVEMENT ICON: Involved Families category from 5 Essentials survey // FAMILY INVOLVEMENT SCORE: Involved Families score from 5 Essentials survey // ENVIRONMENT ICON: Supportive Environment category from 5 Essentials survey // ENVIRONMENT SCORE: Supportive Environment score from 5 Essentials survey // INSTRUCTION ICON: Ambitious Instruction category from 5 Essentials survey // INSTRUCTION SCORE: Ambitious Instruction score from 5 Essentials survey // LEADERS ICON: Effective Leaders category from 5 Essentials survey // LEADERS SCORE: Effective Leaders score from 5 Essentials survey // TEACHERS ICON: Collaborative Teachers category from 5 Essentials survey // TEACHERS SCORE: Collaborative Teachers score from 5 Essentials survey // PARENT ENGAGEMENT ICON: Parent Perception/Engagement category from parent survey // PARENT ENGAGEMENT SCORE: Parent Perception/Engagement score from parent survey // AVERAGE STUDENT ATTENDANCE: Average daily student attendance // RATE OF MISCONDUCTS (PER 100 STUDENTS): # of misconducts per 100 students//AVERAGE TEACHER ATTENDANCE: Average daily teacher attendance // INDIVIDUALIZED EDUCATION PROGRAM COMPLIANCE RATE: % of IEPs and 504 plans completed by due date // PK-2 LITERACY: % of students at benchmark on DIBELS or IDEL // PK-2 MATH: % of students at benchmark on mClass // GR3-5 GRADE LEVEL MATH: % of students at grade level, math, grades 3-5 // GR3-5 GRADE LEVEL READ: % of students at grade level, reading, grades 3-5 // GR3-5 KEEP PACE READ: % of students meeting growth targets, reading, grades 3-5 // GR3-5 KEEP PACE MATH: % of students meeting growth targets, math, grades 3-5 // GR6-8 GRADE LEVEL MATH: % of students at grade level, math, grades 6-8 // GR6-8 GRADE LEVEL READ: % of students at grade level, reading, grades 6-8 // GR6-8 KEEP PACE MATH: % of students meeting growth targets, math, grades 6-8 // GR6-8 KEEP PACE READ: % of students meeting growth targets, reading, grades 6-8 // GR-8 EXPLORE MATH: % of students at college readiness benchmark, math // GR-8 EXPLORE READ: % of students at college readiness benchmark, reading // ISAT EXCEEDING MATH: % of students exceeding on ISAT, math // ISAT EXCEEDING READ: % of students exceeding on ISAT, reading // ISAT VALUE ADD MATH: ISAT value-add value, math // ISAT VALUE ADD READ: ISAT value-add value, reading // ISAT VALUE ADD COLOR MATH: ISAT value-add color, math // ISAT VALUE ADD COLOR READ: ISAT value-add color, reading // STUDENTS TAKING ALGEBRA: % of students taking algebra // STUDENTS PASSING ALGEBRA: % of students passing algebra // 9TH GRADE EXPLORE (2009): Average EXPLORE score, 9th graders who tested in fall 2009 // 9TH GRADE EXPLORE (2010): Average EXPLORE score, 9th graders who tested in fall 2010 // 10TH GRADE PLAN (2009): Average PLAN score, 10th graders who tested in fall 2009 // 10TH GRADE PLAN (2010): Average PLAN score, 10th graders who tested in fall 2010 // NET CHANGE EXPLORE AND PLAN: Difference between Grade 9 Explore (2009) and Grade 10 Plan (2010) // 11TH GRADE AVERAGE ACT (2011): Average ACT score, 11th graders who tested in fall 2011 // NET CHANGE PLAN AND ACT: Difference between Grade 10 Plan (2009) and Grade 11 ACT (2011) // COLLEGE ELIGIBILITY: % of graduates eligible for a selective four-year college // GRADUATION RATE: % of students who have graduated within five years // COLLEGE/ ENROLLMENT RATE: % of students enrolled in college // COLLEGE ENROLLMENT (NUMBER OF STUDENTS): Total school enrollment // FRESHMAN ON TRACK RATE: Freshmen On-Track rate // RCDTS: Region County District Type Schools Code

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

Abstract

To support national goals of educational access and equity, Senegal has launched PAQEEB 2013-2017 (Projet d’Amelioration de la Qualité et de l’Equité dans l’Education de Base), which is a comprehensive government strategic plan to improve school governance, as well as increase equity and access to formal education. This is a collaborative effort of the Ministry of Education (MoE) of Senegal, the World Bank (WB), and other International agencies to improve the quality and equity of basic education (World Bank, 2013). A sub-component of this wide initiative is the objective to reach children who do not typically access formal education and are enrolled in religious education in Koranic schools known as Daaras. With Muslims comprising around 95% of the Senegalese population, a vast majority of Senegalese males would have attended Daaras at one time or another, and it is estimated that between 800,000 and one million children and youth attend Daaras (D’Aoust, 2013; as cited in Goensch, 2016). In Senegal, a “Traditional Daara” is dedicated only to memorization of the Koran and advanced studies (Islamic law, etc.) and do not offer any additional instruction in science, math, French or other core courses under the official curriculum. “Modern Daaras”, on the other hand, train students not only in religious education like memorization of Koran but also in Math and French as per the official curriculum.

This subcomponent of the PAQEEB project aims to upgrade and improve Traditional Daaras to have language and math curricula like the Modern Daaras. This is an innovative intervention that provides pedagogical support through disbursement of “grants for results.” In return for this funding, project schools commit to perform the following activities: (1) to implement the specific “Modern Daaras” math and French curriculum; and (2) to ensure that students achieve learning results as reported through indicators measuring their levels of proficiency in reading and mathematics. The project stakeholders selected 100 Daaras in 20 counties based on the lowest gross enrollment ratios out of the 46 counties in Senegal (effectively, counties with gross enrollment ratios between 29 percent and 69 percent) to pilot the Daara modernization efforts (Bureau des Statistiques Scolaires et Universitaires, 2007).

This survey was used to evaluate this sub-component of the larger PAQEEB project that provides “grants for results” to selected Daaras. The survey consists of three distinct instruments that collected relevant data from teachers, caretakers of students, and students.

Geographic coverage

Rural and peri-urban areas only.

Analysis unit

Individuals, households, and schools.

Universe

Primary school and Daara teachers, students, and caretakers of students.

Kind of data

Sample survey data [ssd]

Sampling procedure

Identifying Eligible Treatment and Control Schools The first step in the sampling implementation process was to identify a list of eligible treatment and control schools for the sample. To this effect, The World Bank and the Inspections des Daara committee provided IMPAQ with lists of Daaras that participated in the selection process for the Daara sub-component of the PAQEEB program within each of the 20 included districts. These lists included details on the ranking assigned to each candidate Daara and which Daaras were selected into the program (treatment Daaras) based on those rankings. Using this data on school rankings and characteristics, as well as information gathered during an initial visit to candidate Daaras, IMPAQ began the sample selection process by disqualifying schools from the sample that have previously been deemed ineligible for program allocation based on PAQEEB guidelines.

Selecting from Eligible Treatment and Comparison Schools In order to decrease spillover effects between individuals in treatment school communities and those in comparison school communities, IMPAQ used GPS data to apply a set of minimum distance criteria to all eligible comparison schools and remove any that were too close to treatment schools. More specifically, comparison Daaras were removed from the sample if they were less than 2 kilometers from a treatment school. This decision was based on Theunynck (2009), who shows that distance to school is inversely related to the probability of being enrolled in school in Senegal. Additionally, Theunynck explains that evidence from multiple countries in Africa shows that enrollment and retention decline significantly when students must walk more that 1 to 2 kilometers to get to school. This trend is particularly strong among younger children. Thus, at a distance of two kilometers, we should see minimal interference between treatment and comparison Daaras.

Additionally, in order to be able to distinguish the communities around comparison schools, comparison Daaras were removed from the sample if they were less than ½ kilometer away from other comparison school. In these cases, one school out of the two was randomly chosen to remain as eligible for selection. The radius around comparison schools is smaller because there is no concern of spillover effects between these Daaras. Rather, this radius ensured the research team that they were not measuring the outcomes of two comparison Daaras within the same community. The concern that children from comparison communities may enroll in other nearby comparison Daaras is not considered a major source of bias in the ITT estimate, as the comparison Daaras are generally considered to be of similar quality, making it less likely for a child in a comparison community to commute to a Daara in a different comparison community.

Remaining eligible Daaras were selected for inclusion in the sample based on their ranking in the PAQEEB program selection process. Specifically, Daaras included in the PAQEEB program that were ranked closest to (just above) the program selection threshold were identified as treatment Daaras. Daaras not included in the PAQEEB program that were ranked closest to (just below) the program selection threshold were identified as comparison Daaras. In this way, IMPAQ ensured that treatment and comparison Daaras were as similar as possible concerning the key criteria used for program selection. In the event that multiple comparison schools received equivalent rankings, a random number generator was used to select among them for inclusion into the sample. If an appropriate comparison school could not be identified within a given IEF, all schools from that IEF were dropped from the sample. In most IEFs, IMPAQ selected 3 treatment Daaras and 3 comparison Daaras into the sample.

Selecting Eligible Secondary Comparison Schools In addition to the comparison Daaras, IMPAQ included a second comparison group consisting of formal government schools. These schools were selected based on proximity to treatment Daaras, while still meeting the minimum distance criteria outlined above for comparison Daaras (i.e. 2-kilometer distance).

Household and Child Selection IMPAQ performed a house-listing census of all households with children under the age 16 within a 1-kilometer perimeter (school catchment areas) of each Daara and formal school selected into the sample. For details on this house listing please see section 6.3.3 below. Once all households within the established perimeter of a selected school that had at least one child aged 7-10 were identified, IMPAQ randomly selected 15 households with at least one girl aged 7-10 and 15 households with at least one boy aged 7-10 for inclusion in the study. Only one child of each gender was selected from a given household in order to minimize the influence of larger households on the study outcome. Lastly, if a selected household had more than one child aged 7-10 of a single gender, IMPAQ randomly selected which of those children would be included in the sample, in order to prevent any bias in the selection of children within households.

Mode of data collection

Face-to-face [f2f]

Research instrument

All instruments were originally developed in French, but have been translated to English as well.

Instruments The baseline survey consisted of three unique instruments: A caretaker survey, a child survey and academic assessment, and a teacher survey.

Caretakers’ instrument (Enquête sur les personnes qui s’occupent des enfants) The caretaker survey was designed to learn about the decisions and opinions within each household in the sample. A caretaker was defined as “the person who takes care of the child and makes decisions about what he/she eats and how he/she spends his/her time.” The survey instrument was divided into a schooling section and a household information section. Within the schooling section, caretakers were asked about schools and Daaras in their community, last year’s schooling choices, this year’s schooling choices, their opinions about education, and the child’s school participation/attendance. The household information section briefly captured some basic household characteristics, such as household size, number of children, education levels, and household assets.

Children’s instrument (Enquête sur les enfants) The children’s survey begins with a few questions for the child’s caretaker, which are used to confirm the child’s name, age, and the school he or she attends. The rest of the survey is addressed to the child. First, the enumerator spent 3 to 5 minutes speaking with the child and setting him/her at ease. Next, the child answers questions about the school/Daara they attend. There are different sets of questions depending on whether he/she attends

Abstract

The main objective of the interventions supported by this impact evaluation is to strengthen linkages between communities and school to improve education outcomes. Rigorous evidence generated from the research will provide valuable information to Pakistani policy makers, donors and development practitioners on the ways in which school based management reforms can be strengthened in low-governance environments like Sindh, Pakistan. The findings of this research are valuable for the ongoing dialogue with the GoSindh on school based management, one of the critical reform area supported under the Second Sindh Education Sector Program (SEP-II).

The impact evaluation is a component of the World Bank's ongoing technical and advisory support to the Government of Sindh for improving the quality and performance of government primary schools as part of its medium-term, multi-pronged Sindh Education Sector Reform Program (SERP-II). An important subprogram under SERP and SERP-II has been the revitalization of school management committees (SMCs) in government schools, with the provision of annual school improvements grants and basic guidelines on SMCs rights, roles and responsibilities across Sindh province. An area of concern in these early efforts has been poor or dissipating community interest and engagement. The interventions piloted in select districts of rural Sindh were designed by the World Bank in partnership with the Reform Support Unit, which is the implementation arm of the Education and Literacy Department of GoSindh. The aim of these interventions was to explore concrete ways to elicit meaningful and sustained local community engagement in improving education outcomes.

Both the baseline survey and the interventions were implemented in three pilot districts in 2012 and 2013. The core intervention being evaluated is community engagement to revitalize SMCs under two distinct mechanisms: 1) a community-level meeting to engage the community in a dialogue for school improvement via SMCs; 2) a virtual network of community members to engage in a similar dialogue supported through text messages on mobile phones.

The first intervention arm makes use of an existing social platform, enabling community members to participate in traditional meetings to acquire information and engage the community in dialogue and discussion on school-related issues. The second arm has created an innovative virtual platform through which registered community members receive school-related information, anonymously send text messages about these issues and receive a summary of key observations or issues twice every month.

The baseline survey, documented here, was implemented in January 2012 - January 2013. There is no midline survey for this study. The endline survey will start in January 2015.

Geographic coverage

Mirpur Khas, Mitiari and Sanghar districts in Sindh province.

Analysis unit

The unit of randomization for the intervention is a village.

Administered questionnaires have the following units of analysis: individuals (teachers, students, parents), households, schools, and communities.

Universe

All primary schools and rural households in Mirpur Khas, Mitiari and Sanghar districts in Sindh province.

Kind of data

Sample survey data [ssd]

Sampling procedure

The districts chosen for the study were based on district ranks in terms of school density in the district and school participation rates from the Pakistan Social and Living Standards Measurement Survey (PSLM) and Administrative School Census (ASC) data respectively. One district each was chosen from the low, middle and top category to make an overall representative sample of rural Sindh. By this method, the final districts selected were Mirpur Khas, Mitiari and Sanghar. Using the ASC data in terms of number of schools, Mitiari was ranked the third smallest district, Mirpur Khas was ranked at number twelve (middle rank) and Sanghar at number eighteen (top rank). Using the PSLM for education indicators (proportion of adults who ever attended school and school participation rate of primary-age children), Sanghar ranked at the top followed by Mitiari (median) and lastly by Mirpur Khas.

The Administrative School Census (ASC) data is collected by the Government of Sindh every year to provide an updated list of primary schools in all districts of Sindh. The census data for 2010-2011 was used to randomly draw 300 villages within our sample districts. However, because of poor quality of administrative census data, researchers conducted a census listing of all households and also mapped all primary schools in these 300 villages to set the population frame for the study.

• School Sampling Strategy

The school sampling strategy was primarily to target all primary schools in the main settlement that were either open on the day of visit or closed for a period of less than one year. In addition, 15% of the remaining schools in these villages were also surveyed to capture spillover effects. For villages with no school in the main settlement, all schools located out of the main settlement were surveyed1. For villages that did not meet these criteria, all schools were sampled even if the school was closed for more than one year. 4 villages had to be dropped because no school was found in village-level mapping of primary schools.

• Household Sampling Strategy

The household sampling strategy for each village was to randomly select 20 households from the main settlement and 8 households from the peripheral settlements conditional on the household having at least one child of school going age (5-16 years). From this list, the first 16 households were to be surveyed and in case the head of the household was not available, the household was substituted from the list of four buffer households. For the peripheral settlement, any 4 out of the 8 households were surveyed2. In addition, household questionnaires were also administered to all SMC members from the target schools, approximately 4 households in a village.

Overall, on the school level 514 school, 454 head teacher, 409 teacher and 4,573 student questionnaires were administered. On the household level, 6,505 head of the household, 6,503 spouse, 5,281 child and 901 school management committee questionnaires were administered.

Mode of data collection

Face-to-face [f2f]

Research instrument

School Surveys

Detailed data on school-level variables such as enrollment, attendance, teacher on-task, facilities, school committees, funding and expenditure were collected through a set of four questionnaires: School Observation, Teacher Roster, Head Teacher and Teacher Questionnaire. In addition, a list of School Management Committees (SMC) members was enumerated at the school-level for household surveys.

School Observation Questionnaire

School questionnaire consisted of five sections and was based on the observation of the enumerator about school building, facilities, hygiene conditions, on-going classroom practices and teacher activities. The questionnaire also required the enumerator to record school GPS coordinates and school visit details.

Head Teacher Questionnaire

Head Teacher questionnaire compromised of two parts: information based on the head teacher’s knowledge and information based on official school records. The first part gathered data on the respondent’s personal and professional background as well as his knowledge of students, school facilities and SMC. The second part collected official school details on school improvement plan, enrollment, attendance, fee, SMC funds and expenditures.

School Teacher Questionnaire

Teacher questionnaire consisted of nine sections and was administered to all teachers present in the school . It gathered the personal and professional information of the teacher as well as his perceptions on SMC functionality, student learning and returns to education.

Teacher Roster Questionnaire

Teacher Roster collected information on teachers that are currently teaching in the school and those that left or transferred over the last two years. The survey recorded teacher information on attendance, contact number, gender, contract type, pay scale and class taught. For teachers that have left, it also covered information on reasons for leaving school. The information for the roster is to be provided by the head teacher or the senior most teacher in the school.

Household Surveys

The baseline survey also covered households to gather information on demographic and socioeconomic characteristics, parent choices about child’s school, parent engagement with school’s SMC, adult perceptions of returns to schooling and quality of learning through four set of questionnaires: Household Roster, Household Head Questionnaire, Spouse of Head Questionnaire and SMC Member Questionnaire.

Household Roster Questionnaire

The household roster questionnaire collected information about gender, age, marital status, education and job status of all members of the household. This roster information was filled by the head of the household but in case of his absence, the survey was filled by other members that were required to explain their relationship to the head.

Head of the Household Questionnaire

The head of the household questionnaire consisted of fifteen sections and collected detailed information on family members, education, consumption pattern, business details, household expenditures and incomes. It also recorded information on about the respondent’s aspirations, awareness about the SMC, trust in the education system and perceptions about returns to education and quality of learning in the respective school.

Questionnaire for Female

Student Information System Market Outlook

The global Student Information System (SIS) market is anticipated to grow significantly, exhibiting a strong Compound Annual Growth Rate (CAGR) of 12.5% from 2024 to 2032. In 2023, the market size was valued at approximately USD 8.3 billion and is projected to reach an impressive USD 21.5 billion by 2032. The primary growth factors driving this market include the increasing digitization of educational institutions, the growing demand for efficient management of student data, and the rising adoption of cloud-based solutions. Additionally, the continuous advancements in technology and the increasing emphasis on enhancing the quality of education are further fueling the growth of the SIS market.

One of the foremost growth drivers for the Student Information System market is the rapid digitization across educational institutions worldwide. As schools and universities increasingly transition towards digital platforms for various functions, the demand for sophisticated student information management systems has surged. These systems enable educational institutions to streamline administrative processes, improve communication between stakeholders, and provide enhanced access to information, thus increasing operational efficiency. Moreover, the integration of such systems with other educational technologies, such as Learning Management Systems (LMS), aids in creating a comprehensive educational ecosystem that supports both students and educators.

Another significant factor contributing to the market's growth is the increasing focus on data-driven decision-making in the education sector. Educational institutions are increasingly recognizing the value of leveraging data analytics to enhance academic performance, improve student retention, and optimize resource allocation. Student Information Systems offer powerful tools for data collection and analysis, providing educators and administrators with actionable insights into student performance, attendance trends, and other critical metrics. This data-driven approach not only enhances the learning experience but also supports personalized education plans, thereby meeting the individual needs of students more effectively.

The rising adoption of cloud-based solutions in the education sector is also playing a crucial role in the expansion of the Student Information System market. Cloud deployment offers numerous advantages, including reduced IT infrastructure costs, enhanced scalability, and improved accessibility to information. Cloud-based SIS platforms enable institutions to manage student data more efficiently, offering seamless access to information from anywhere at any time. This flexibility is particularly beneficial for institutions with multiple campuses or a large number of students. Furthermore, the integration of artificial intelligence and machine learning technologies in these cloud-based systems is expected to provide additional growth opportunities, enabling institutions to predict trends and make informed decisions.

In the realm of educational technology, School ERP systems have emerged as a pivotal tool for managing various administrative tasks within educational institutions. These systems integrate multiple functions such as student enrollment, attendance tracking, and grading into a single platform, thereby streamlining operations and enhancing efficiency. By providing a centralized database, School ERP solutions facilitate better communication among teachers, students, and parents, ensuring that all stakeholders are informed and engaged. Furthermore, the adoption of School ERP systems supports data-driven decision-making, enabling institutions to analyze trends and optimize resource allocation effectively. As educational institutions continue to embrace digital transformation, the demand for comprehensive School ERP solutions is expected to grow, offering significant opportunities for providers in this market.

From a regional perspective, North America is expected to maintain its dominance in the Student Information System market, owing to the early adoption of advanced technologies and strong government support for educational innovations. The presence of a large number of established educational institutions and technology providers also contributes to the region's market leadership. Meanwhile, the Asia Pacific region is anticipated to exhibit the highest growth rate during the forecast period, driven by the increasing government initiatives to modernize education systems, growing investments in ed-tech, and the rising adopti

Situation in life, attitudes and moral orientations of young people.

Topics: greatest pleasure and greatest annoyance in the last year; occupational goal; willingness to make sacrifices to achieve the goal; chances of realizing one´s own occupational plans; obstacles in selecting desired occupation; reasons for difficulties with one´s own job; most important reasons for upward social mobility; social-political interest or family orientation; attitude to government; satisfaction with various areas of life and desired changes; assumed influence on personal success in life of political and social activities in the Federal Republic as well as comparison with the GDR; achievement orientation or simple life-style; preference for intensive theoretical instruction and starting occupation in an advanced position or practical instruction with steady occupational advancement; preference for long schooling or practical experience; thinking in terms of performance or humanitarian goals; assessment of significance of good school achievements for success in life; perceived performance pressure; judgement on solidarity in the school class and contact with others of the same age outside of school; self-assessment as young person or adult; judgement on the situation of young people (scale); preferred vacation partner; amount of pocket-money; expectations of an improvement in the situation in life after conclusion of school and occupational training or fear of unemployment; satisfaction with personal situation in life or desire for steady employment and starting a family; age-group orientation or class orientation; most important area of social life to convey necessary characteristics and life experience; conditions for success for upward social mobility; judgement on personal upward social mobility compared to father and grandfather as well as social advancement or decline of the family; work orientation; satisfaction with education, work and job; assumed equal opportunities in the Federal Republic and disadvantaged groups; judgement on preparation for occupation by school; interest in attending a secondary school and reasons for non-attendance or lack of interest; assumed obstacles to acquiring a good education by gifted young people; class orientation; self-assessment of social class; judgement on the generation conflict (scale); friendships; age of friends; frequency of meeting with other young people and time of last meeting with this group; feeling of soliarity with colleagues in school or at work; probability of future party membership as well as participation in youth demonstrations; possible causes for participation in a demonstration; attitude to the social system; ideas about one´s own life in comparison to the life of one´s parents and desired changes; frequency of selected topics of conversation in one´s family and in one´s circle of friends and possible differences of opinion; reference person; judgement on father and mother in childhood; personal desire for children and concepts of education in comparison to those of parents; preference for conformity or critical faculty in young people (scale); judgement on selected moral orientations (scale); judgement on one´s own certainty of decision in political or occupational and school questions; support by parents in school and occupation as well as manner of help received; attitude to diligence and order; freedom or control in parental home; attitude to parents; judgement on intervention of parents in one´s own matters; preferred housing situation of a young working person; conversation partner with concerns and needs; achievement and moral orientations (scale); personal willingness to compromise on political opinions; satisfaction with government measures against social crises; satisfaction with the parties or interest in new parties; social origins.

Demography: age; sex; marital status; marital status of parents; religious denomination; school education; school education of father; occupational position; occupational position of father; employment; income; household income; size of household; respondent is head of household; characteristics of head of household; housing situation; party preference; memberships; number of siblings; type of address, polite or familiar; current school attendance.

Interviewer rating: ZIP (postal) code; date of interview; city code; identification of interviewer.

The Metropolitan Development and Housing Agency in Nashville, Tennessee, received a National Institute of Justice grant to study the effectiveness of Nashville's Juvenile Court Truancy Reduction Program (TRP). The goals of the TRP were to increase attendance and to get children safely to and from school. While habitual truancy, also referred to as chronic absenteeism, was legally defined under the Juvenile Offender Act of the State of Tennessee as five or more aggregate, unexcused absences in the course of a school year, the TRP operationally defined students at risk of truancy as those who had three unexcused absences in a school year. The intent of TRP was to intervene before the student was adjudicated habitually truant, so once a student had a third unexcused absence, the child was placed on the TRP caseload. TRP staff would then intervene with a variety of services, including home visits, community advisory boards, a suspension school, and a summer program. The evaluation study was designed to test the following hypotheses: (1) students who participated in TRP would increase their attendance rates, and (2) students who participated in TRP and other community services that were part of the Public Housing Drug Elimination Program network would increase their attendance rates at higher rates than students who participated in TRP alone. The targeted population for this study consisted of child and youth residents from five of the six public housing communities that participated in TRP. These communities also represented the public housing communities with the highest crime rates in Nashville, and included five of the eight total family public housing developments there. All kindergarten through 8th-grade students from the targeted communities who began participating in TRP during the 1998-1999 or 1999-2000 school years were included in the study. The TRP served over 400 kindergarten through 8th-grade students during the two school years included in this study. Students who had all of the required data elements were included in the analyses. Required data elements included TRP entry date and school entry and exit dates. Students also had to have begun TRP during the study period. Variables include students' grade, gender, race, age, school enrollment date, TRP program entry date, bus eligibility, other program participation, attendance records for every school day during the two years of the study, and aggregated counts of attendance and truant behavior.

Inclination toward political extremism among students in colleges of the Federal Republic. Political attitudes, political participation and judgement on parties as well as the nation. Learning conditions and occupational concepts.

Topics: political interest and frequency of political conversations; political participation; judgement on social justice in the FRG; most important political goals and issue-ability of the nation; self-assessment on a left-right continuum and comparison with one´s own position 5 years ago; party preference and rank order for the SPD, CDU, CSU, FDP, NPD, DKP, KPD, KPD/ML and KBW; personal political conduct in the last few years; attitude to use of violence and demonstrations; attitude to the conduct of the judiciary, government and police; behavior at the polls in the Federal Parliament election 1972 (first vote and second vote); party ties; assessment of the dependence of politics in the FRG on special interest groups; attitude to the trade unions and extremists in the civil service; attitude to various forms of political protest; judgement on the economic situation of the FRG and one´s own economic situation; contentment with life; fear of the future and fatalism; media usage; information on presence at home or availability in the last week; description of learning conditions and housing situation; subjects of studies and personal impact from restricted admission; judgement on the selection procedure regarding its fairness; assignment of responsibility for the shortage of university/college openings; satisfaction with form of instruction and examination regulations in one´s subject; desired occupation; actual and ideal criteria for occupational success; assessment of personal occupational chances; judgement on the economic situation in the FRG; judgement on the necessity of a leadership elite; important problems to be solved at the university; degree of familiarity of university political groups and preferred university group; motives for non-participation in the election to the student parlament; behavior at the polls in the last student parlament elections; composition of the ASTA; satisfaction with ASTA; membership in a student university group; judgement on various forms of political conduct and protest at the university as well as judgement on their effectiveness; type of entitlement to university admission; participation in military service or community service; religiousness; political interest of both parents and assessment of parents on a left-right continuum.

In the form of extensive scales the following was surveyed: political protest potential, conventional political conduct, postmaterialism, trust in political leadership, assessment of the ability of the political system to react, assessment of personal political influence, expected effectiveness of unconventional political conduct, political deprivation and government responsibility and achievement; contacts with the police, court and authorities.

Demography: age; sex; marital status; religious denomination; frequency of church attendance; school education; occupation; occupational position; household income; composition of household; respondent is head of household; memberships; telephone.

Interviewer rating: weekday of interview; willingness of respondent to cooperate; distance to large city; length of interview.

Also encoded was: identification of interviewer and date of interview.

Understanding Society (UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex, and the survey research organisations Verian Group and NatCen. It builds on and incorporates the British Household Panel Survey (BHPS), which began in 1991.

The Understanding Society: Linked Education Administrative Datasets (Scottish Education Data), Scotland, 2007-2018: Secure Access study contains six files extracted from Sottish Education Data held by the Scottish Government. These can be linked (within the Secure Access service) to Understanding Society participants using the cross-wave personal identifier (variable pidp). The Scottish Education Data files include information on pupil background, attainment, destination of leavers, student support, school attendance, absences and exclusions for all individuals with a valid consent to education linkage collected in Waves 1 and 4 of Understanding Society. This includes consents collected from parents of children aged 4-15 and of the young adults aged 16-43 and born in 1981 or later. The files include School Pupil Census data collected in September from pupils in state schools. Attainment data relates to senior phase attainment covering SQA qualifications. See documentation for further details.

Related UK Data Archive studies
The equivalent study to this one that covers England is available in SN 7642. This study is frequently linked through the pidp variable to one of the main Understanding Society datasets: SN 6614 (End User Licence), SN 6931 (Special Licence) or SN 6676 (Secure Access). A Special Licence dataset containing School Codes for the main Understanding Society study (SN 7182) is also available. Further details can be found on the "http://discover.ukdataservice.ac.uk/series/?sn=2000053" target="_blank" style="background-color: rgb(255, 255, 255);"> Understanding Society series webpage.

Attitudes to questions of domestic policy. Topics: satisfaction with democracy in the Federal Republic; party preference (Sunday question and rank order procedure); behavior at the polls in the last Federal Parliament election; sympathy scale for the parties; satisfaction with the achievements of the government, opposition and individual parties; trust in public institutions; degree of familiarity and assessment of the importance of Federal Offices; attitudes to snooping by the government in the private sphere; knowledge of tax benefits for low-emission vehicles; car possession; possession of an environmentally friendly motor vehicle; knowledge about possiblities to re-equip older cars; personal plans to re-equip or intent to purchase an environmentally friendly car; intended time of purchase; compatibility of unleaded gasoline with one´s own car and source of information; use of unleaded gasoline; attitude to nuclear power plants; party responsible for air pollution; perceived changes in air pollution in the last few years; assumed air pollution from a coal-fired power plant in comparison with a nuclear power plant; sport and play facilities in the residential surroundings and perceived disturbances from these facilities; preferred location of sport and play facilities; assessment of the degree of annoyance from selected sources of noise; personal experience with authorities; understandability of official announcements and notifications; frequency of filling out applications or forms that are difficult to understand; rank order of preferred environmental protection measures; participation in recycling of used glass and waste paper; availability of return containers for used glass and waste paper; purchase of disposable and returnable bottles; willingness to collect metal household trash; opportunity for separate disposal of household trash (green trash can); presence or use of special collection points and special collections at place of residence; willingness to participate in unconventional forms of political protest; assessment of the importance of selected political tasks and goals as well as their development since the last Federal Parliament election; issue competence of the government and parties in the Federal Parliament; attitude to the identity card secure against forgery; attitude to the planned census and intent to participate; attitude to selected social demands and concepts of an ideal society (scale); attitude to summer time; assumed winner in the next Federal Parliament election. Demography: year of birth; month of birth; sex; marital status; religious denomination; frequency of church attendance; school education; occupational position; employment; respondent is head of household; characteristics of head of household; party inclination; party identification; union membership; number of persons in household 18 years old and older; characterization of residential surroundings according to occupational groups. Interviewer rating: city code; place of interview; date of interview. Einstellungen zu Fragen der Innenpolitik. Themen: Zufriedenheit mit der Demokratie in der Bundesrepublik; Parteipräferenz (Sonntagsfrage und Rangordnungsverfahren); Wahlverhalten bei der letzten Bundestagswahl; Sympathie-Skalometer für die Parteien; Zufriedenheit mit den Leistungen der Regierung, der Opposition und den einzelnen Parteien; Vertrauen in öffentliche Institutionen; Bekanntheitsgrad und Einschätzung der Wichtigkeit von Bundesämtern; Einstellungen zum Einblick des Staates in die Privatsphäre; Kenntnis von Steuervergünstigungen für schadstoffarme Fahrzeuge; PKW-Besitz; Besitz eines umweltfreundlichen Kraftfahrzeugs; Kenntnisse über Umrüstmöglichkeiten für ältere PKW; eigene Umrüstpläne oder Kaufabsichten für ein umweltfreundliches Auto; beabsichtigter Kaufzeitpunkt; Verträglichkeit von bleifreiem Benzin beim eigenen PKW und Informationsquelle; Benutzung von bleifreiem Benzin; Einstellung zu Kernkraftwerken; Verursacher der Luftverschmutzung; perzipierte Veränderungen in der Luftverschmutzung in den letzten Jahren; vermutete Luftbelastung eines Kohlekraftwerks im Vergleich zu einem Kernkraftwerk; Sport- und Spielanlagen im Wohnumfeld und empfundene Störungen durch diese Einrichtungen; präferierte Lage von Sport- und Spielanlagen; Einschätzung des Belästigungsgrades durch ausgewählte Lärmquellen; persönliche Erfahrung mit Behörden; Verständlichkeit behördlicher Mitteilungen und Bescheide; Häufigkeit des Ausfüllens von schwer verständlichen Anträgen bzw. Formularen; Rangfolge der präferierten Umweltschutzmaßnahmen; Beteiligung am Recycling von Altglas und Altpapier; Erreichbarkeit von Sammelbehältern für Altglas und Altpapier; Kauf von Einweg- und Pfandflaschen; Bereitschaft zur Sammlung von metallenen Haushaltsabfällen; Möglichkeit zur getrennten Entsorgung von Haushaltsabfällen (grüne Tonne); Vorhandensein bzw. Nutzung von Sondersammelstellen und Sondersammlungen am Wohnort; Bereitschaft zur Beteiligung an unkonventionellen Formen politischen Protests; Einschätzung der Wichtigkeit ausgewählter politischer Aufgaben und Ziele sowie deren Entwicklung seit der letzten Bundestagswahl; Issue-Kompetenz der Regierung und der Parteien im Bundestag; Einstellung zum fälschungssicheren Personalausweis; Einstellung zur geplanten Volkszählung und Beteiligungsabsicht; Einstellung zu ausgewählten sozialen Forderungen und Vorstellungen von einer idealen Gesellschaft (Skala); Einstellung zur Sommerzeit; vermuteter Wahlsieger bei der nächsten Bundestagswahl. Demographie: Geburtsjahr; Geburtsmonat; Geschlecht; Familienstand; Konfession; Kirchgangshäufigkeit; Schulbildung; berufliche Position; Berufstätigkeit; Befragter ist Haushaltsvorstand; Charakteristika des Haushaltsvorstands; Parteineigung; Parteiidentifikation; Gewerkschaftsmitgliedschaft; Anzahl der Personen im Haushalt von 18 Jahren und älter; Charakterisierung des Wohnumfeldes nach Berufsgruppen. Interviewerrating: Ortkennziffer; Interviewort; Interviewdatum.

Attitudes to questions of domestic policy.

Topics: satisfaction with democracy in the Federal Republic; party preference (Sunday question and rank order procedure); behavior at the polls in the last Federal Parliament election; sympathy scale for the parties; satisfaction with the achievements of the government, opposition and individual parties; trust in public institutions; degree of familiarity and assessment of the importance of Federal Offices; attitudes to snooping by the government in the private sphere; knowledge of tax benefits for low-emission vehicles; car possession; possession of an environmentally friendly motor vehicle; knowledge about possiblities to re-equip older cars; personal plans to re-equip or intent to purchase an environmentally friendly car; intended time of purchase; compatibility of unleaded gasoline with one´s own car and source of information; use of unleaded gasoline; attitude to nuclear power plants; party responsible for air pollution; perceived changes in air pollution in the last few years; assumed air pollution from a coal-fired power plant in comparison with a nuclear power plant; sport and play facilities in the residential surroundings and perceived disturbances from these facilities; preferred location of sport and play facilities; assessment of the degree of annoyance from selected sources of noise; personal experience with authorities; understandability of official announcements and notifications; frequency of filling out applications or forms that are difficult to understand; rank order of preferred environmental protection measures; participation in recycling of used glass and waste paper; availability of return containers for used glass and waste paper; purchase of disposable and returnable bottles; willingness to collect metal household trash; opportunity for separate disposal of household trash (green trash can); presence or use of special collection points and special collections at place of residence; willingness to participate in unconventional forms of political protest; assessment of the importance of selected political tasks and goals as well as their development since the last Federal Parliament election; issue competence of the government and parties in the Federal Parliament; attitude to the identity card secure against forgery; attitude to the planned census and intent to participate; attitude to selected social demands and concepts of an ideal society (scale); attitude to summer time; assumed winner in the next Federal Parliament election.

Demography: year of birth; month of birth; sex; marital status; religious denomination; frequency of church attendance; school education; occupational position; employment; respondent is head of household; characteristics of head of household; party inclination; party identification; union membership; number of persons in household 18 years old and older; characterization of residential surroundings according to occupational groups.

Interviewer rating: city code; place of interview; date of interview.