Search

This report contains college enrollment, persistence, and completion outcomes of high school graduating students based on the data submitted to the National Student Clearinghouse on graduating classes of 2016, 2019, 2020, 2021, and 2022. High school diploma data are submitted to the Clearinghouse by schools and districts that participate in the StudentTracker for High Schools (STHS) service. The outcomes are presented by type of college attended, including public and private institutions, two-year and four-year institutions, and in-state and out-of-state institutions. The results presented in the report center on the following outcomes: (1) College enrollment in the first fall after high school graduation, first year after high school graduation, and first two years after high school graduation; (2) Persistence from the first to the second year of college; and (3) College completion within six years after high school graduation.

This poll was conducted between August 18-August 27, 2023 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Results from the full survey have a measure of precision of plus or minus 3.3 percentage points. Among the key findings are: (1) Less than 60 percent of teens say their schools offer mental health services, and less than half say their schools offer online class options; (2) The proportion of teens who have heard "a lot" or "some" about ChatGPT has risen sharply since March -- toward nearly 60 percent; (3) Compared to March, teens reported feeling much more positively in a number of ways. Their reported net improvements with anxiety and stress have increased most but continue to be the lowest rated categories; and (4) One in four teens either say they have no specific post-high school plans or do not know what they will do. This report highlights: (1) Teen Perspectives; (2) Schooling Experiences; (3) Support For Teens; and (4) Survey Profile and Demographics.

This year's "Tennessee Higher Education Fact Book" consists of four sections and an appendix of additional resources and terminology. The four main sections of the report provide data on Student Participation, Student Success, Academic and Fiscal Trends, and Outcomes-Based Funding. Relative to the previous Fact Book, Quality Assurance Funding (QAF) data are no longer presented in a standalone section of the Fact Book. QAF data are still reported in the Fact Book and may be found within the Student Success, Academic and Fiscal Trends, and Outcomes-Based Funding sections. Complementing this report, an online dashboard provides a by-institution snapshot of fall 2022 enrollment and academic year 2021-22 degree completion data (representing summer 2021, fall 2021, and spring 2022). New this year, data downloads are available to make the information presented within the report more accessible and useable to readers. Enrollment and degree completion data for Tennessee's newest public institution, the University of Tennessee Southern, are presented in a separate report supplement available via the Fact Book landing page. The 2022-23 Fact Book was originally published in early June 2023. Following its initial release, THEC staff received additional data on TCAT outcomes, expanded data reporting on academic majors, and corrected errors and clarified content related to College Scorecard data reporting. [For the report supplement, see ED631768. For the 2021-2022 Fact Book, see ED624464.]

This report provides a look at the Fall 2022 term enrollment in categories such as student load, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2016 reporting term, data were extracted from the Central Station Instance (CSI) using one report rather than consolidating individual customized reports from all seven colleges.

This poll was conducted between January 6-9, 2023 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Among those parents reporting a child switching school types, district schools and home schooling appear to show net-positive switching; (2) A safe environment at school is a top three reason for enrollment among parents, regardless of school type. Private school parents have significantly increased their preference for safety and academic quality since December; and (3) Private school parents are much more likely than district school parents to believe that their child's teachers have very good or better communications with them. However, both groups tend to believe their child's teachers have at least good communication with them. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics.

This poll was conducted between March 24-April 5, 2023 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Among the key findings are: (1) Over 40 percent of teens have heard either a lot or some about ChatGPT, while just under 1 in 3 have heard nothing at all about the program; (2) About half of teens express positivity when it comes to their current feelings; (3) Generally, teens feel more supported when it comes to their future and academics than when it comes to mental health; (4) Nearly one in four teens either say they have no specific post-high school plans or do not know what they will do; and (5) One-third of teens have changed schools in the last three years. This report highlights findings pertaining to: (1) Teen Perspectives; (2) Schooling Experiences; (3) Support for Teens; and (4) Survey Profile and Demographics.

This National Early Head Start Services Snapshot summarizes key data on demographics and services for infants, toddlers, and pregnant women served by Early Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This National Head Start Services Snapshot summarizes key data on demographics and services for preschool-age children served by Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This Migrant and Seasonal Head Start (MSHS) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This American Indian and Alaska Native (AIAN) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all AIAN programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This report provides a look at the Summer 2022 term enrollment in categories such as student load, location, and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2016 reporting term, data were extracted from the Central Station Instance (CSI) using one report rather than consolidating individual customized reports from all seven colleges. [For "Wyoming Community College System Term Enrollment Report. Academic Year 2021-2022," see ED625121.]

This poll was conducted between November 10-14, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) In November, economic issues dominated voting priorities at the local, state, and federal levels. Education had decreased in priority across those levels; (2) One out of three parents think their child's school is political. Republicans and Democrats are about equally likely to say their school takes a political viewpoint; (3) Three out of five parents believe their child's teacher does an effective job teaching English/Language Arts and Math; and (4) Roughly half of school parents think their own child is progressing 'very well' academically, socially, and emotionally. School parents are much more pessimistic about how their friends' children are doing in school, compared to their own children. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This report presents the results of a poll focusing on teens and their schooling perspectives. This poll was conducted between September 21-October 3, 2022 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. The poll found that teens continue to be much more positive about the future rather than feeling negative. When compared to school parents, teens have much more negative feelings about how their school addresses several issues related to mental health, guns, violent behaviors, and bullying. Teens who are planning on entering the workforce, or taking a gap year right after graduating high school, report feeling more prepared than those who are planning on attending college. This report highlights: (1) post-high school plans; (2) support for teens; (3) school year experiences; (4) teen perspectives; and (5) the survey profile and demographics.

This report provides an annual look at the summer 2021, fall 2021 and spring 2022 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2018 term, data were extracted from the Centralized Station Instance (CSI) reporting system using one report without the need to consolidate individual reports from each of the seven colleges. [For the 2020-2021 report, see ED615924.]

This report provides a look at the Spring 2022 term enrollment in categories such as student load, location, and demographics of the community college student population in Wyoming. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2016 reporting term, data were extracted from the Central Station Instance (CSI) using one report rather than consolidating individual customized reports from all seven colleges.

This poll was conducted between July 14-July 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Parents most frequently reported their children participating in athletics-focused programs in July. The least common activities were culture-focused programs and those related to career preparation; (2) Parents who have paid for career-focused activities for their children report spending the most amount of money. Those who have paid for arts-focused activities report spending the least amount of money; (3) Parents point to not having enough information, high prices, and inconvenient locations as primary reasons why their child isn't able to participate in certain supplemental activities; and (4) Most often, parents point to location, a safe environment, and academic quality as the main reasons why their child is enrolled in a specific school type. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) extracurricular activities; (4) school choice policies; and (5) the survey profile and demographics.

The Undergraduate Degree Earners report series, published annually, provides demographic and educational profile data for all students graduating with an undergraduate credential each year. Undergraduate credentials may include associate and bachelor's degrees and certificates. In the current report, graduates in the 2020-21 academic year are profiled, with a focus on first-time versus non-first-time graduates, and changes in demographics and education credentials received over the last nine academic years, since 2012-13. The appendix provides state-level and regional trends, in addition to the national graduate profiles by age and type of credential received. [For the seventh report in the series, see ED613165.]

This poll was conducted between June 15-June 21, 2022 among a sample of 2,198 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) School parents were much more likely in June than in May to say that their children progressed very well last school year. Roughly half of parents believe their children progressed very well in terms of academic, emotional, and social development; (2) In June, nearly one-third of parents indicated they were participating in or seeking learning pods. Expressed interest in pods increased by four points since May; (3) In June, school parents' favorable views of homeschooling increased by six points; and (4) All school choice policies continue to see a lift in support when people are given a description. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.

This polling brief describes the observations and views about guns and school safety among school parents, teachers, and the general public. The brief highlights their perspectives about what steps can be taken to ensure children across America have safe schools and classrooms for their learning. This poll was conducted between June 15-June 21, 2022 among a sample of 2,198 Adults and June 15-June 25, 2022 among a sample of 1,000 Teachers. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. The poll found that roughly one out of four adults -- and a similar proportion of school parents -- believe that it is likely gun violence will occur at their local school sometime in the next school year. Teachers tend to be much more supportive of policies that have been proposed to reduce school shootings. While parents are much more likely than the general public to support their school district allowing teachers/administrators to carry a firearm/gun in school, only one out of five teachers indicate they would carry a gun in school if allowed. This brief highlights: (1) school safety climate; (2) opinions on school safety policies; and (3) the survey profile.

This document is a guide through the process of setting up and running a book study about diversity, equity, inclusion, and belongingness, to better create an inclusive and equitable environment where everyone feels they belong. Books on these topics provide tools and context to navigate race, age, physical ability, religion, and sexual orientation. In this context, the topics relate to the workplace and education. The books that are read should teach respect, compassion, and dignity for others. Many books are available in multiple formats, including traditional hard- or paperback books, e-books (e.g., Kindle), and audiobooks. [The Office of Teaching and Learning's Diversity, Equity, Inclusion, and Belonging (DEIB) Team at the Kentucky Department of Education prepared this guide with assistance from the Region 5 Comprehensive Center.]

This poll was conducted between February 12-February 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Education issues rank higher when it comes to voting for local offices. Most Americans continue to view economic issues as their top priority when deciding who to vote for at the federal, state, or local levels; (2) Nearly three out of four parents are comfortable with their child attending school right now -- an increase of six points since January; (3) The gap between Americans' views towards mandatory masking and vaccinations has tightened. Many view masking as less of a priority compared to previous months; and (4) Parent interest in either participating in or looking to form/join a learning 'pod' decreased by eight points in February. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

This AIAN Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all American Indian and Alaska Native (AIAN) programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This National Early Head Start Services Snapshot summarizes key data on demographics and services for infants, toddlers, and pregnant women served by Early Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This National Head Start Services Snapshot summarizes key data on demographics and services for preschool-age children served by Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This MSHS Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This year's "Tennessee Higher Education Fact Book" consists of five sections and an appendix of additional resources and terminology. The five main sections of the report provide data on Student Participation, Student Success, Academic and Fiscal Trends, Quality Assurance Funding, and Outcomes-Based Funding. Each section begins with either an introductory overview or a summary of key takeaways. Complementing this report, the interactive dashboard provides a by-institution summary of fall 2021 enrollment and academic year 2020-21 degree completion data. New to this year, the Fact Book offers an expanded scope of data to provide report readers additional insight into Tennessee postsecondary education trends and context. Most notably, these expansions include longitudinal retention data across Tennessee's public colleges and universities; new and longitudinal data on lower-division, distance education course offerings; updated fiscal trends data (and data sources) to position Tennessee more holistically and accurately in the larger postsecondary landscape; and additional details on Tennessee higher education resources and initiatives. Enrollment and degree completion data for Tennessee's newest public institution, the University of Tennessee Southern, are presented in a separate report supplement (ED624465). [For the 2020-2021 Fact Book, see ED615539.]

This report provides information on the 15 Iowa community colleges for the fall of 2022 including: (1) Students; (2) Student Demographics; (3) Academics; (4) Program Type; (5) Transfer Major Programs; (6) Career Clusters; (7) Online Enrollment; (8) Joint Enrollment; (9) Immediate Enrollment; and (10) Enrollment Projections. [For the 2021 report, see ED617607.]

This poll was conducted between January 15-January 16, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Although there has been an ongoing surge of COVID cases with the emergence of the Omicron variant, the percentages of Americans who felt major disruptions to their lives -- personal, household, or community -- were still near pandemic-lows; (2) In January, the majority of school parents were still comfortable with their children attending school -- despite a decrease compared to the previous month; (3) Based on parent reports, the share of students who have had to quarantine from school increased substantially. In November and December, about a quarter of parents said they had a child who had to quarantine. But in January that number jumped to 37 percent. The vast majority of those parents -- 82 percent -- viewed quarantining as disruptive to their child's education; and (4) In January, three out of five school parents supported moving back to remote learning due to the Omicron variant. Democrats, Blacks, urbanities, and younger generations were the most supportive of shifting to remote learning. Republicans and those living in small town/rural areas were least supportive. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

Every year, the BC Student Outcomes Program collects feedback from former students who took post-secondary programs at a participating B.C. post-secondary institution. Student feedback is essential to maintain quality and relevance in the education system. The former Diploma, Associate Degree, and Certificate students are surveyed within two years of completing or leaving their programs. The survey collects outcomes and evaluative information, which is used to improve the quality of training, meet accountability requirements, help with policy development, and inform prospective students. This report presents results for the 2022 BC Student Outcomes Survey of former Diploma, Associate Degree, and Certificate Students. Respondents from programs with no credential are excluded. Nineteen public post-secondary institutions in British Columbia participated in the 2022 Survey. In total, 30,575 former Diploma, Associate Degree, and Certificate students were eligible for the survey. Of these, 14,982 completed the survey for an overall response rate of 49%. [Outcomes surveys are conducted with funding from the Ministry of Advanced Education and Skills Training, the Industry Training Authority, and from British Columbia's public post-secondary institutions.]

Self-regulation is a set of abilities and skills that allow an individual to adjust their emotions, behaviors, and cognitions to meet demands. These sets of skills are obtained over an individual's lifespan, but the acquisition of these skills is highly regarded in early childhood and is a predictor of academic achievement. Students use self-regulation through several methods to monitor, manage, and assess both their behavior and academic achievement. Self-regulation is a large psychological umbrella that includes a wide range of strategies, skills, and cognitive processes appropriate for all ages and abilities. Broadly, this practice guide addresses emotional and behavioral self-regulation development in students within the context of family systems and examines the contribution of cultural influences. Additionally, evidence supports teaching these skills together rather than as independent domains.

This document presents statistics about higher education in Maryland for 2021. The tables in this document are presented according to the following categories: (1) Students; (2) Retention, Graduation, & Transfer; (3) Degrees; (4) Faculty & Staff; (5) Revenues & Expenditures; (6) Tuition & Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2021. Revised," see ED611860.]

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. The 2021 YRBS was conducted in February-March 2021. Data used in this report from the 2021 YRBS are based on a random sample survey of Montana high school students. The weighted data results contained in this report can be used to make inferences about the priority health-risk behaviors of all high school students in grades 9 through 12 in all schools in Montana. For the purpose of this report, two responses from the "breakfast" question were compared with association to other health risk behaviors: students who reported that they did not eat breakfast on any of the past 7 days and students who reported eating breakfast on all of the past 7 days. Fifty-four separate risk behaviors were queried for association with eating or not eating breakfast. These findings are presented in bullet, table, and graph forms in the report. [This report was produced by the Montana Office of Public Instruction's Coordinated School Health Unit. For the 2019 report, see ED599095.]

Few elementary students on the Commonwealth of the Northern Mariana Islands (CNMI) are scoring at grade level or higher on the ACT Aspire reading assessment. To better understand factors associated with the reading proficiency of CNMI grade 3 students, stakeholders there asked the Regional Educational Laboratory Pacific to examine the demographic characteristics and education experiences of students who demonstrated reading proficiency by grade 3. The study focused on grade 3 students who were enrolled in CNMI public schools from 2014/15 to 2018/19. It found that female students, students who did not receive free or reduced-priced lunch, students who were older at the time of kindergarten entry, Filipino students, and students who did not change schools were more likely to demonstrate reading proficiency in grade 3 than other students. There was no difference in grade 3 reading proficiency between students who had enrolled in Head Start and students who had not. This document presents the following four appendixes that accompany the study: (1) About the study; (2) Methods; (3) Supporting analyses; and (4) Supplementary analyses. [For the full report, see ED614905. For the Study Snapshot, see ED614908. For the Study Brief, see ED614907.]

This report provides an annual look at the summer 2020, fall 2020 and spring 2021 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2018 term, data were extracted from the Centralized Station Instance (CSI) reporting system using one report without the need to consolidate individual reports from each of the seven colleges. [For the 2019-2020 report, see ED609701.]

Many states place limitations on the use of suspension and expulsion. This data point captures restrictions on the use of suspension and/or expulsion that states have set in policy. At least 15 states and the District of Columbia have restrictions on the use of suspension and/or expulsion for students based on their grade level or age. At least 14 states and the District of Columbia prohibit suspension and expulsion for attendance or tardiness issues. This document is part of the "50-State Comparison: School Discipline Policies" that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full "50-State Comparison: School Discipline Policies" here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]

This document presents statistics about higher education in Maryland for 2020. The tables in this document are presented according to the following categories: (1) Students; (2) Retention & Graduation; (3) Degrees; (4) Faculty & Staff; (5) Revenues & Expenditures; (6) Tuition & Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2020" see ED604270.]

The 2019 edition of the "Digest of Education Statistics" is the 55th in a series of publications initiated in 1962. The purpose of the "Digest" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. It contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Seven chapters are included: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Funds for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with two appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest." [For "Digest of Education Statistics 2018, 54th Edition. NCES 2020-009," see ED601992.]

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.

This American Indian and Alaska Native (AIAN) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all American Indian and Alaska Native (AIAN) programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start.

The "Undergraduate Degree Earners" report series, published annually, provides demographic and educational profile data for all students graduating with an undergraduate credential each year. Undergraduate credentials may include associate and bachelor's degrees and certificates. In the current report, the authors profile graduates in the 2019-20 academic year, with a focus on first-time versus non-first-time graduates, and changes in demographics and education credentials received over the last eight academic years, since 2012-13. The Appendix provides state-level and regional trends, in addition to the national graduate profiles by age and type of credential received. [For the sixth report in the series, see ED609915.]

This report provides an annual look at the summer 2019, fall 2019 and spring 2020 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2019 term, data were extracted from the Centralized Station Instance (CSI) reporting system using one report rather than consolidating individual customized reports from all seven colleges. [For the 2018-2019 report, see ED600115.]

The "Yearly Success and Progress Rates" report goes beyond traditional student outcome measures by showing year-by-year rates of retention, persistence, transfer, completion and stop-out. This report is designed to help institutions and states better identify and inform effective intervention points to increase student success. It examines yearly academic progress for approximately 2.3 million individuals who began college for the first time in fall 2013 with the intent to earn a credential. Academic progress is measured in each subsequent academic year for six years after entry. The report shows the highest level of academic progress made, broken out by the type of starting institution and enrollment intensity at entry (full-time vs. part-time). In addition to providing a national-level outcomes summary, a 50-state data dashboard is available through a hyperlink to an Excel file. Results show the national six-year college completion rate continues to grow. But there is a disadvantage in students who first enroll on a part-time basis, with elevated stop-out rates from the very first year. More than half of them (51%) stopped out by the end of year six, nearly two times larger than full-time starters (26%). The stop-out rate has gone up for part-time starters over the past years, while data shows it is down for full-time counterparts. [For the previous report (2019) in this series, see ED595321.]

This is the technical report for "Apprenticeships Evaluation 2018-19 - Learners." It details how the survey of apprentices was sampled, conducted, weighted and analysed, and how this compares to the previous surveys. Four appendices are included in the report. [For the full report, see ED604913.]

Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities are the most commonly diagnosed neurodevelopmental disorders in children and often coexist. Previous research has suggested that the prevalence of these conditions may differ by race and Hispanic origin. Using timely, nationally representative data, this report examines the reported prevalence of ADHD and learning disabilities by race and ethnicity and select demographic characteristics that are associated with the diagnosis of these conditions.

This report outlines findings from our ninth Annual Literacy Survey relating to children and young people's reading. 56,906 children and young people aged nine to 18 in the UK participated in our survey between January to March 2019. For the first time we also had information from 3,748 children aged 5 to 8 who completed a similar survey designed for younger children. Where possible, we relate our findings back to the reading surveys we conducted from 2005. Our report explored: (1) How many children and young people enjoy reading; (2) How often they read in their free time; (3) The type of formats they read, in print and on screens; (4) How good a reader they think they are; (5) What they think about reading; (6) Which groups of young people are more likely to engage in reading; and (7) How reading differs by geographical region. Our key findings include: (1) Children and young people's levels of reading enjoyment continue to decline and are at their lowest since 2013 (53% said they enjoyed reading in 2019 vs 53.3% in 2013); (2) Children and young people's daily reading levels are the lowest we've ever recorded, with just 25.8% of children saying they read daily in their free time in 2019; (3) Based on reading skills data for 712 pupils aged 11 to 14, young people who enjoy reading are three times more likely to read above the level expected for their age than children who don't enjoy reading (30.1% vs 8.1%); and (4) Based on reading skills data for 712 pupils aged 11 to 14, young people who read daily in their free time are twice as likely to read above the level expected for their age than children who don't read daily (37.6% vs 14.2%). [For the 2017/18 report, see ED598400.]

This document presents statistics about higher education in Maryland for 2020. The tables in this document are presented according to the following categories: (1) Students; (2) Retention & Graduation; (3) Degrees; (4) Faculty & Staff; (5) Revenues & Expenditures; (6) Tuition & Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For "Maryland Higher Education Commission Data Book 2019. Creating a State of Achievement," see ED594205.]

Currently, an option of Pell Grant eligibility for the Second Chance Pell (SCP) experiment is priority given to students who will be released within 5 years of enrollment in the college program. Using the 2014 U.S. PIAAC Prison Survey, conducted by the National Center for Education Statistics (NCES), this analysis evaluates the demographics of adults in prison who would be impacted by a 5-year stipulation and the validity of a 5-year threshold on incarcerated adults' enrollment, completion, and interest patterns in higher education. We find that a 5-year priority of Pell Grants for those with fewer than five years, would inevitably exclude individuals with more than five years from accessing higher education -- exacerbating inequities for people of color. Furthermore, the analysis provides no evidence to suggest those closer to release are more likely to be interested in, enroll in, or complete correctional postsecondary programs.

The "Current Term Enrollment Estimates Report Series" is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2018, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of the total enrollments at Title IV, degree-granting institutions in the U.S. Most institutions submit enrollment data several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated student headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. Overall postsecondary enrollments declined 2.5 percent in fall 2020, nearly twice the rate of enrollment decline reported in fall 2019. Undergraduate enrollment was the primary driver for this decline, decreasing 3.6 percent or over 560,200 students from 2019. Most notable is the public two-year sector, which suffered the most from enrollment decline this fall while all other major institutional sectors had more positive enrollment outcomes than they did last fall. In a bright spot for fall 2020, graduate enrollment increased by over 98,800 students, or 3.6 percent from the previous fall. Graduate enrollment increases were evident across all institutional sectors, with the largest increase seen at public four-year institutions. [For "Current Term Enrollment Estimates: Spring 2019," see ED610016.]