The classification of test-takers into ethnic and racial groups ensures individuals and groups, identified in Title VI and VII of the Civil Rights Act of 1964 and the 14th Amendment to the Constitution of the United States, are protected from adverse treatment (Camilli, 2006). The United States Office of Management and Budget (OMB) suggests that…

The report brief describes district-level ACT test results for AISD students in the 2015-2016 school year.

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: (1) RISE Testing, 2018-19; (2) Utah ASPIRE Testing, 2018-19; (3) 2019 Utah ACT Scores; (4) CTE Career Pathways; (5) 2019 Public Education General Fund; (6) 2019…

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: (1) SAGE Testing; (2) 2018 Utah ACT Scores; (3) CTE Career Pathways; (4) 2018 Public Education General Fund; (5) 2017 Public Enrollment Demographics; (6) Public…

For more than 25 years, the Annie E. Casey Foundation has used the data-based advocacy of KIDS COUNT to raise the visibility of children's issues and to inform decision making at the state and local levels. Building on this work and the efforts of other groups nationwide that are using indicator analysis to contribute to positive change for…

As policymakers endeavor to address the teacher shortage as a whole, they should also consider the research around teacher diversity and explore policies that aim to increase the achievement of minority students. This issue of "coNCepts" examines the diversity gap in North Carolina and highlights the need for a strategic solution that…

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

The purpose of this study was to describe participation patterns at the district level of students enrolled in career academies and determine whether participation in career academies is a function of demographic and/or prior learning experience and prior performance variables. Ex-post facto data was used to determine six-year enrollment trends.…

This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. This report shows that over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska…

ACT has been a leader in measuring college and career readiness trends since 1959. Each August, ACT releases The Condition of College & Career Readiness (www.act.org/newsroom/data/2015), an annual report on the progress of the ACT-tested graduating class relative to college readiness. Nationally, a record 59% of the 2015 graduating class took…

Alaska's Department of Education & Early Development shares a vision that all students can succeed in their education and work, shape meaningful lives for themselves, exemplify the best values of society, and be effective in improving the character and quality of the world about them. To support this mission, the Alaska State Board of…

This report provides information about the performance of Arkansas' 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of Georgia's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of Colorado's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of Delaware's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…