Education Commons^™

Common Data Set 2003-04, Sharon Schmidtz

Office of Institutional Effectiveness

Data set for 2003-2004

Public Opinion About Measuring And Reporting Of Student Body Mass Index, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

In response to growing public concern about childhood obesity, the 2003 Arkansas General Assembly passed a measure requiring that school officials measure and report to parents each student’s body mass index (BMI) annually (§20-7- 135). Beginning in the 2003-2004 school year, schools were required to do the following: • include as a part of a student health report to parents an annual body mass index percentile by age for each student; and • to annually provide parents with an explanation of the possible health effects of body mass index, nutrition, and physical activity. This measure was one element of a …

The Communication Challenge Of Standards-Based Reporting, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

As traditional reporting systems based on letter grades are replaced by standards-based reporting systems, parents are often left wondering how their child is doing in school. Mr. Guskey offers some suggestions for overcoming this communication challenge.

Measuring Student Well-Being In The Context Of Australian Schooling : Discussion Paper, Julian Fraillon

Wellbeing

This report was commissioned by the South Australian Department of Education and Children's Services as an agent of the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). The report constitutes Phase 1 of a planned two phase process. Specifically this report defines a measurement construct for student well-being; outlines a methodology for measuring student well-being; and provides recommendations for ongoing work in the measuring, reporting and monitoring of student well-being (Phase 2).

Engaging Indigenous Students At School: An Evaluation Of The Deadly Vibe Magazine, Nola Purdie, Louise Ellis, Alison Stone

Indigenous Education Research

Closing the divide between Indigenous and non-Indigenous students is one of the most pressing current educational imperatives. A multifaceted approach is needed to achieve this, given the diversity of educational disadvantage experienced by Indigenous students, and the contexts within which they obtain their education. One innovative approach to overcoming the disparity between Indigenous and non- Indigenous educational outcomes is that developed by Vibe Australia through its publication of the magazine Deadly Vibe. Deadly Vibe is a magazine for Indigenous students that aims to enhance their academic and social outcomes of schooling, including literacy and numeracy learning, self-esteem and self-concept, regular …

Western Alumni, Class Of 2003 - Spring 2004 Survey Findings, Pamela Jull, Linda D. (Linda Darlene) Clark, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

During Spring Quarter of 2004, a random sample of recent graduates of Western Washington University were mailed a survey asking about their current work and educational pursuits, expectations, and their experiences at Western. The survey replicated items from previous surveys conducted on a biennial basis. This report provides the distribution of their responses on each of the survey items. In all, 527 alumni responded to the survey out of 1340 for a 39% response rate. (Respondents were sent a pre-survey notification letter, followed by the survey, a reminder and a second survey if they’d not yet responded.) Respondents tended to …

Accountability Performance Report 2003-04, Sharon Schmidtz

Office of Institutional Effectiveness

Accountability Performance Report to Higher Education Coordinating Board.

Editorial: Enhancing Teaching Performance: Managing Student Feedback Exercises, Lily Kong

Research Collection School of Social Sciences

When I was an undergraduate at the National University of Singapore (NUS) in the mid-1980s, student feedback exercises were introduced. They were manually conducted via pen-and-paper mode, with administrative staff taking about 10±15 minutes at the start of a lecture class every day in a designated week (usually the last or penultimate week of semester), distributing questionnaires and collecting the completed forms in boxes to have the responses scanned and totted up. This represented the ®rst time that a systematic data collection and feedback mechanism was instituted for students. Since then, various innovations have been introduced to manage student feedback …

2004-2005 Common Data, Morehead State University. Institutional Research & Analysis.

Office of Institutional Research & Analysis Publication Archive

2004-2005 issue of the Common Data.

Fact Book 2004, Uno Office Of Institutional Effectiveness

Fact Book

The Fact Book has been designed to present a variety of information and data about the University, in a concise, easily-used format. Included are details regarding student and faculty. Generally, data are broken out by college, rank, level, gender, age and ethnicity for both spring and fall semesters.

Completions 2003-04, Uno Office Of Institutional Effectiveness

IPEDS Completions

IPEDS Completions annual report contains the following information:

• Number of awards conferred by program, by level, and by race/ethnicity and gender of recipient
• Number of completers, separately by race/ethnicity, gender, age and level of award

Completions 2004-2005, Uno Office Of Institutional Effectiveness

IPEDS Completions

IPEDS Completions annual report contains the following information: • Number of awards conferred by program, by level, and by race/ethnicity and gender of recipient • Number of completers, separately by race/ethnicity, gender, age and level of award

Common Data Set 2004, Uno Office Of Institutional Effectiveness

Common Data Sets

Common Data Set (2004 - 2005) for the University of Nebraska at Omaha.

The Effects Of Rural High School On Attending College And Earning A Bachelor’S Degree? A Multivariate Longitudinal Analysis Of A National Cohort Of High School Seniors, Christopher S. Snyder

Faculty Research at Morehead State University

This study examines the effects of attending a rural high school on postsecondary education outcomes. Besides rural high school attendance, other school, family, and individual characteristics are examined to determine if they moderate the effects of high school location upon entering a four-year college or not and graduating with a B.A. degree or higher. Using data for the 1992 cohort of high school seniors gleaned from the National Educational Longitudinal Survey (NELS 88/2000), the results indicate that the long-term effects of receiving a rural high school education are not as detrimental as some previous research has suggested. The disadvantages of …

Interview With Dr. Charles Watson, Arkansas Department Of Education, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

No abstract provided.

Interview With Dr. Ken James, Arkansas Department Of Education, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

No abstract provided.

The Western Scholar, Editors

WKU Scholar

No abstract provided.

Knowing Our Students: Creating A Web-Based Prior Learning Assessment, Yves P. Labissiere, Candyce Reynolds

Community Health Faculty Publications and Presentations

Students in higher education are more diverse than ever before in history. Understanding students' backgrounds, experiences and attitudes early can help faculty better serve this diverse population. This a case study that outlines the development and implementation of a web-based prior learning assessment. It also describes how faculty and administrators have used the results.

Immigrant Status And Home Language Background : Implications For Australian Student Performance In Pisa 2000, John Cresswell

ACER Research Monographs

The primary focus of this report is to examine the effect that immigrant status and home language background may have on the performance of Australian students who participated in the OECD/Programme for International Student Assessment (PISA 2000). Approximately 5477 students from 231 schools across Australia participated in the study. In this report, two sets of analyses were conducted. The first set focuses on immigrant status of students and the second set of analyses provides data on those students who speak a language other than English at home compared to students from an English home language background.

Nefdc Exchange, Volume 15, Number 2, Fall 2004, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President: The College is My Classroom - Thomas Edwards, Thomas College

Review of Robert Boice: Advice for New Faculty Members—Nihil nimus - Eric Kristensen, University of Ottawa

From the editors, Sue Barrett, Boston College, and Susan Pasquale, UMass Medical School

From Nepal to Iceland and Back Distance Learning Characteristics of Two Cultures - Karen A. Lemone, Worcester Polytechnic Institute

Building Community with Technology - Elise Martin, Middlesex Community College, and Charles Kaminski, Berkshire Community College

Two Hours and Fifteen Minutes - Tom Thibodeau, New England Institute of Technology

Elections to NEFDC Board

Learning Disabilities in Higher …

Western Educational Longitudinal Study: Spring 2004 Follow-Up Of Freshmen Entering Fall, 2003, Linda D. (Linda Darlene) Clark, Pamela Jull, Gary (Gary Russell) Mckinney

Office of Institutional Effectiveness

The third in the WELS series, this survey was conducted in the spring, 2004, following up freshmen who entered in the fall, 2003. Topics include: expectations, engagement, and attitudes.

Enrollment Report - Fall 2004, Uno Office Of Institutional Effectiveness

Enrollment Reports

The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity.

2004 Fall Nutshell, Morehead State University. Institutional Research & Analysis.

Office of Institutional Research & Analysis Publication Archive

Fall 2004 issue of the Nutshell.

The Cadre Project: A Retention Study, Sheryl Mcglamery, Nancy A. Edick Dr.

Teacher Education Faculty Publications

I his article describes the findings of a study of leachcr retention and the effectiveness of one induction program, the Career Advancement and Development for Recruits and Experienced teachers (CADRE) Project, in helping teachers remain in the profession. National statistics report teacher attrition rate to be 40 percent over five years. CADRE participants have a retention rule ol 89 percent over five years.

Cooperative Conservation - Interagency Volunteer Program Quarterly Progress Report: Period Ending September 30, 2004, Margaret N. Rees

Get Outdoors Nevada

Collaboration with Interagency Team

Although the task agreement formally commenced June 30, 2004, the agreement was not fully executed by both parties until July 29, 2004. In the first three months of this agreement, UNLV representatives have met with or communicated via email with the Interagency Volunteer Team on numerous occasions. At the first meeting on July 13, 2004, Government Technical Representative Bobbie Antonich and UNLV Public Lands Initiative Director Nancy Flagg met with the interagency team to discuss the overall goals for the Interagency Volunteer Program (IVP). The team was brought up-to-date on the status of the task agreement, …

Highly Qualified Teachers, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

One of the key features of the No Child Left Behind Act (NCLB) of 2001 is a requirement that all teachers in core academic areas be “highly qualified” before the 2005-2006 school year. Even more quickly, by the end of the 2002-2003 school year, all newly hired teachers in Title I schools had to be highly qualified. The core academic areas— which must be taught by a “highly qualified” teacher—are English, reading or language arts, math, science, arts and foreign language, economics, geography, civics or government, and history. Teachers of special education and English language learner students are not required …

No Child Left Behind Act Of 2001: An Overview, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The No Child Left Behind Act (NCLB) of 2001, the cornerstone of the Bush Administration’s plan to reform K-12 education, strengthens significantly the federal role in education through sweeping reforms to the Elementary and Secondary Education Act (ESEA). The stated legislative intent of the NCLB Act is “to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” (PL-107-110 [20 U.S.C. §6301, et seq.], 2001). Key provisions of the measure, for both Title I and non-Title I schools, are as follows: • accountability for education results through annual standardized testing and through additional standards …

Understanding Adequate Yearly Progress, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

No abstract provided.

No Child Left Behind And Act 35, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The Student Assessment and Educational Accountability Act or Arkansas Act 35 represents an ambitious attempt to develop and articulate a strategic plan for ensuring that all students in Arkansas are meeting grade-level standards in reading and math. The legislation describes the types of testing schools must implement each year, how schools and districts should report data, how data should be used to inform staff development, and the sanctions students and schools will face if they fail to meet state standards.

School Finance Litigation And Adequacy Studies, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The adequacy approach to challenging school funding systems has proven the most successful of the waves of finance litigation, and the approach serves as the foundation for new or ongoing litigation and reform in many states today, including Arkansas. The standards reform movement has provided courts with a way to measure plaintiffs’ claims that school finance systems do not provide for an adequate education, and many courts have found school funding formulae unconstitutional. In this paper, we review the history of school finance litigation across the United States and focus specifically on cases related to educational adequacy. In the final …