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The fifth annual report covers a variety of activities of the Indiana Career Resource Center, including goals of the center (related to inservice training), staff presentations, inservice and preservice training of teachers, and media editing and production. The center's involvement in career awareness for girls and women and staff support functions also are described. Appendixes contain an enumeration of staff activities, evaluation summaries of a career education workshop, copies of the "Career Digest" (the center's publication), multimedia developments, a list of institutions borrowing materials, and other materials related to the center's 1973-74 activities. (NH)

This report provides a brief summary of the status of FY2025 Labor, Health and Human Services, and Education (LHHS) appropriations as of the cover date of this report. It also provides background on the scope of the LHHS bill generally and the context for congressional appropriations decisions, including the submission of the President's budget request for FY2025 and budget enforcement in the absence of a budget resolution. On May 23, 2024, the House Appropriations Committee voted to report its draft initial suballocations for all 12 subcommittees, including LHHS (30-22). (These draft suballocations, and subsequent revised suballocations, have not yet been reported to the House.) The Senate Appropriations Committee reported to the Senate its full set of suballocations (S.Rept. 118-190) on July 11, 2024 (15-11). On July 10, the House Appropriations Committee marked up its version of the FY2025 LHHS bill in full committee, and voted to report the bill (31-25). The bill (H.R. 9029) was reported to the House on July 12, 2024 (H.Rept. 118-585). Previously, the LHHS subcommittee had approved the draft LHHS bill on June 27, 2024 (voice vote).

The Wake County Public School System (WCPSS) conducts a student survey in the spring of each year to determine the level of student engagement in and out of the classroom. Students who actively participate in their learning process generally experience higher academic achievement (Wang & Hofkens, 2020). The survey contains items from the Student Engagement Instrument (Appleton et al., 2006), which measures students' level of engagement in school on five domains: Teacher-Student Relationships, Control and Relevance of School Work, Peer Support for Learning, Future Aspirations and Goals, and Family Support and Learning. Additional items to measure three other domains were added to include Rigor, Civic Engagement, and Creativity. The survey results from 2022-23 can be used to identify areas of strengths and weaknesses so schools can proactively determine whether the environment is meeting the needs of students (Huang, 2019). The purpose of this report is to highlight key district findings from the 2022-23 survey administration. A total of 33,643 eligible students in grades 5-12 (33.3%) from 188 schools completed the survey during the administration period. The report examines survey domains, presents item-level results by grade level, and concludes by exploring item-level results across various student groups. Overall, most students reported positive perceptions of their school experience, although middle school students had lower rates of agreement on four of the eight student engagement domains; Teacher-Student Relationships, Control and Relevance of School Work, Civic Engagement, and Creativity. Among all domains, the highest percent agreement was for Future Aspirations and Goals and Family Support and Learning, both of which were more than 90%. Analysis by student groups revealed that African-American students had lower percent agreement for approximately 25% of the items in the survey. Detailed results are summarized in the subsequent sections of this report.

This memorandum provides information on Advanced Placement (AP) and International Baccalaureate (IB) course enrollment, exam participation, and exam performance during the 2022--2023 school year. During the 2022--2023 school year, 129 AP or IB courses were offered across high schools. Among the 25 comprehensive high schools, all offered AP courses, while 8 provided IB programs. Notably, 13 of the 25 high schools offered 30 or more AP/IB courses. The schools with the highest number of AP/IB course offerings included Bethesda-Chevy Chase (65 courses), Albert Einstein (55 courses), John F. Kennedy (55 courses), and Richard Montgomery (71 courses) high schools. Districtwide, in 2023, 48.4% of high school students enrolled in at least one AP or IB course, a slight increase from 47.6% in 2022. In 2023, Montgomery County Public Schools (MCPS) high school students took 35,526 AP exams, an increase of 3,776 from 2021 and 2,235 from 2022. The percentage of AP exams taken by students achieving a score of 3 or higher was 73.5% in 2023, a 5.0 percentage-point increase from 2021 and a 1.0 percentage-point increase from 2022. In 2023, the 20 AP exams most frequently taken by students included: U.S. Government and Politics, English Language and Composition, World History, Psychology, U.S. History, Computer Science Principles, English Literature and Composition, Calculus AB, Statistics, Calculus BC, Biology, Spanish Language and Culture, Physics 1, Environmental Science, Microeconomics, Macroeconomics, Computer Science A, Chemistry, Human Geography, and Physics C: Mechanics. Over the last three years, IB participation has shown some fluctuations, starting at 3,084 in 2021, dipping to 2,992 in 2022, and rebounding to 3,027 in 2023. In 2023, the percentage of IB exams with a score of 4 or higher was 68.8%, marking a notable decline from 87.0% in 2021 and a decrease from 82.5% in 2022. In 2023, the 10 IB exams most frequently taken by students included: English A: Language and Literature, history, Spanish B, mathematics: Analysis and Approaches, mathematics: Application and Interpretation, biology, English A: Literature, Environmental Systems and Societies, Physics, and Psychology.

Charter schools are public schools governed by an independent board of directors that come into existence through a contract with an authorized public chartering agency. This report, known as the Illinois Charter School Biennial Report, provides legislators, policymakers, educators, and the general public with information regarding the state of Illinois' charter schools. In compliance with Section 27A-12 of the Charter Schools Law [105 ILCS 5/27A-12], it contains information that: (1) compares the academic performance of charter school students to the performance of their peers in traditional public schools; (2) analyzes whether or not exemption from certain regulations allows charter schools to better meet their stated goals and objectives; and (3) recommends any changes to the Charter Schools Law. This report also includes authorizer-specific information for each school district authorizer in the state, including: (1) the authorizer's strategic vision for chartering and progress toward achieving that vision; (2) the status of each authorizer's charter school portfolio; and (3) the authorizing functions provided by the authorizer to the charter schools under its purview, including its operating costs and expenses. [For the 2019-2020, 2020-2021 report, see ED618454.]

Seven decades after the landmark U.S. Supreme Court case "Brown vs. Board of Education," Michigan students of color continue to face devastating educational inequities in deeply under-resourced public schools. Today, they are far more likely to be enrolled in Michigan public schools with the highest concentrations of poverty, where they are more likely, on average, to face vastly different opportunities than do their affluent White peers in the state's wealthiest school districts, according to the newly-released 2024 State of Michigan Education Report, "Brown's Hope: Fulfilling the Promise in Michigan," by The Education Trust-Midwest. Today a coalition of diverse leaders across the state are launching a new campaign to call attention to not only decades of neglect to Black, Latino/a students and students from low-income backgrounds -- and the resources and supports their public schools need and deserve -- but also to the urgent need to address profound pandemic learning losses that students who are underserved were especially hard hit by. For decades, Michigan did not have a mechanism to address the legacy of racial and socio-economic segregation in our state's public schools. Today, we do -- and we have a responsibility to use it. State legislators can do just that by investing fairly in the state's new Opportunity Index, a historic new funding change that became law in 2023. The new "Opportunity for All" campaign includes a publicly accessible website, where Michiganders can compare how much more their local school district would receive if the state invested in students from low-income backgrounds at the same level as Massachusetts, the nation's leading education state. The campaign's new website also offers new tools to allow Michiganders to see the difference it would make in their own local school districts if Michigan fully funded its current long-term goals for investing in students from low-income backgrounds. Among the findings cited in the new report: (1) This year nearly half of all Michigan students of color and two-thirds of all Black students in Michigan attend public school in districts with high concentrations of poverty where 73% or more of the students come from economically disadvantaged backgrounds, compared to only 13% of Michigan's White students learning in those same school districts; (2) Michigan students in districts with the highest concentrations of poverty are much less likely to be in classrooms with highly experienced teachers who are, on average, more likely to be effective. Research shows that teachers are the single most important in-school factor related to student success, highlighting the critical need for effective teachers in all classrooms; and (3) School funding disparities undermine higher-poverty districts' capacity to support their students' educational recovery from the pandemic. Had Michigan returned to its 2006 school funding levels by 2016, our state would have invested 20 percent more -- or $22 billion dollars more -- on K-12 public education between 2016 and 2021. High-poverty districts bear the brunt of that lack of investment. Michigan has an opportunity now to ensure public education far better serves all students, especially Black and Latino/a children and children from low-income backgrounds, who have been underserved for too long.

This report provides an update on the 2021 California Classified School Employee Teacher Credentialing Program and presents the 2023 Annual Report to the Legislature on the California Classified School Employee Teacher Credentialing Program (Classified Grant) as required by statute (Education Code §44393(f)). The 2021-22 state budget appropriated $125 million one-time funds, available for five years through June 30, 2026, to expand the existing California Classified School Employees Teacher Credentialing Program (Classified Grant), which was initially funded with $20 million in 2016 and an additional $25 million in 2017 and had a project period that ended June 30, 2021. The 2022 annual state report was the final report for the 2016 and 2017 Classified Grant rounds, and the first report on the 2021 Classified Grant. This 2023 state report includes information on the 2021 Classified Grant Program and reflects the first year of program participant data collected for the 2021 Classified Grant Program. The local education agencies (LEAs) that successfully applied to this competitive grant program use these funds to support tuition, fees, books, and related services for participating classified staff; up to ten percent of grant funds may be used for program administrative purposes. This report responds to the requirements specified in statute and provides an update to policymakers and others interested in the California Classified School Employee Teacher Credentialing Program.

The "2023 Nebraska Higher Education Progress Report" is the latest edition of the annual progress report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system. They are: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who persist and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This report is a comparative analysis that measures and evaluates performance in respect to each priority. [For the "2022 Nebraska Higher Education Progress Report," see ED619079.]

Our 2022-23 Fordham Sponsorship Annual Report shares our work during the last school year, overseeing thirteen schools that served approximately 6,000 students in Dayton, Columbus, Cincinnati and Portsmouth, Ohio. We value this opportunity to keep stakeholders and the public informed about our efforts, provide information on each of the schools we sponsor and provide a transparent look at the performance of our portfolio of schools. The report also highlights the most significant projects produced by our research teams at the Thomas B. Fordham Institute's Ohio and national offices.

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2022 (July 1, 2021-June 30, 2022), 350 Early Childhood Education Grant-funded programs served 16,732 children because of the $72,608,000 investment in state funding. These grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers who earned 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. [For the 2021 report, see ED619733.]

Charter schools are public schools governed by an independent board of directors that come into existence through a contract with an authorized public chartering agency. This report, known as the Illinois Charter School Biennial Report, provides legislators, policymakers, educators, and the general public with information regarding the state of Illinois' charter schools. In compliance with Section 27A-12 of the Charter Schools Law [105 ILCS 5/27A-12], it contains information that: (1) compares the academic performance of charter school students to the performance of their peers in traditional public schools; (2) analyzes whether or not exemption from certain regulations allows charter schools to better meet their stated goals and objectives; and (3) recommends any changes to the Charter Schools Law. This report also includes authorizer-specific information for each authorizer in the state, including: (1) the authorizer's strategic vision for chartering and progress toward achieving that vision; (2) the status of each authorizer's charter school portfolio; and (3) the authorizing functions provided by the authorizer to the charter schools under its purview, including its operating costs and expenses. [For the 2017-18, 2018-19 report, see ED618453.]

The latest edition of the Thomas B. Fordham Foundation's sponsorship annual report highlights our work during the 2021-22 school year, overseeing twelve schools that served 5,500 students in four Ohio cities. We value this opportunity to keep stakeholders and the public informed about our efforts, and provide information on each of the schools that we sponsor. The report also highlights the most significant projects produced by our research teams at the Thomas B. Fordham Institute's Ohio and national offices. Our goal is to provide a transparent look at the performance of our portfolio of schools. We hope that you will find the report informative. [For the 2021 report, see ED616336.]

The Annual Service Plan Report is designed to meet the requirements of the "Budget Transparency and Accountability Act" (BTAA), which sets out the legislative framework for planning, reporting and accountability for Government organizations. Under the BTAA, the Minister is required to report on the actual results of the ministry's performance related to the forecasted targets documented in the previous year's Service Plan. This year's Annual Service Plan is organized into the following sections: (1) Minister's Accountability Statement; (2) Letter from the Minister; (3) Purpose of the Annual Service Plan Report; (4) Purpose of the Ministry; (5) Strategic Direction; (6) Operating Environment; (7) Report on Performance: Goals, Objectives, Measures and Targets; and (8) Financial Report. [For the 2020-2021 report, see ED615393.]

The purpose of this report is to share with the U.S. Department of Education (Department) observations made by the Office of Inspector General (OIG) regarding States' Governor's Emergency Education Relief (GEER) Fund initial 45-day reports and annual reports. The objectives of the review were to review States' initial 45-day GEER Fund reports to determine how States plan to allocate funds to entities within the three authorized categories: local educational agencies (LEA), institutions of higher education (IHE), and education-related entities, and the criteria upon which these decisions were based; and review GEER Fund annual reports to identify changes to and progress made from the initial plans in the 45-day reports. To accomplish the objective, OIG reviewed plans submitted by each of the 50 States, as well as the District of Columbia and Puerto Rico, to determine how they planned to allocate funds to entities within the three authorized categories and the criteria upon which these decisions were based. OIG also reviewed the annual reports submitted by each State to determine if there were any notable changes from what was reported in their initial plans and to compile reported expenditure data.

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2021 (July 1, 2020-June 30, 2021), 353 Early Childhood Education Grant-funded programs served 15,052 children because of the $71,480,000 investment in state funding. These grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers who earned 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. [For the 2020 report, see ED615708.]

"Student Debt and the Class of 2020" is The Institute for College Access & Success' (TICAS') sixteenth annual report on the student loan debt of recent graduates from four-year colleges, documenting changes and variation in student debt across states and colleges. State averages for debt at graduation in 2020 ranged from $18,350 (Utah) to $39,950 (New Hampshire), and new graduates' likelihood of having debt varied from 39 percent (Utah) to 73 percent (South Dakota). In 19 states, average debt was more than $30,000, and it was over $35,000 in six states. Many of the same states appear at the high and low ends of the spectrum as in previous years. High-debt states remain concentrated in the Northeast and low-debt states are mainly in the West. Available data on the impact of the COVID-19 pandemic on current students and borrowers suggest a cause for concern about college affordability and unaffordable debt burdens. This report includes federal policy recommendations to reduce debt burdens and manage repayment in the wake of COVID-19 and beyond. [For "Student Debt and the Class of 2019. 15th Annual Report," see ED609297.]

ORS 327.016 directs the Oregon Department of Education (ODE) to prepare an annual report on English learner program funding and student outcomes. The report's intention is to describe the population of English Learners in Oregon and provide a summary of district and state progress towards meeting their needs and objectives. The ODE annually reports four groups of English learners: current, former, ever, and never English learners. Current English learners are multilingual students who were learning English in an English language development (ELD) program during the 2019-20 school year. The report also examines the involvement of English learners in targeted federal and state programs: free or reduced price meals, special education, migrant education, and the talented and gifted (TAG) program. This report consists of six sections: (1) Demographics of English Learners; (2) Participation in Targeted Programs; (3) Language Development and Academic Achievement; (4) Attendance, Progress toward Graduation, Graduation, and Beyond; (5) Instructional Programming for Current English Learners; and (6) State Revenues and Expenditures for English Learners. [For the 2018-2019 report, see ED612744.]

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the state's BMEPs. The LCD actively works to streamline and provide data that can be used in meaningful and purposeful ways. To that aim, the report focuses on the four key areas: (1) Reports data collected on district, school, and student participation; (2) Reports data collected regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) Reports achievement data based on the Istation, Partnership for Assessment of Readiness for College and Careers (PARCC) tests, the Transition Assessment in Math and English Language Arts (TAMELA), and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses these four key areas with data for the 2019-2020 school year (SY), including some longitudinal data for comparison over time. Due to the unprecedented circumstances brought on by the COVID-19 pandemic and the closure of schools, the US Department of Education has granted the New Mexico Public Education Department (PED) a waiver to bypass assessment and accountability requirements under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). Thus, the student achievement data within this report was not collected during school year 2019-2020. Student data from 2018-2019 has been repeated. [For the 2018-2019 report, see ED615699.]

The Annual Service Plan Report is designed to meet the requirements of the "Budget Transparency and Accountability Act" (BTAA), which sets out the legislative framework for planning, reporting and accountability for Government organizations. Under the BTAA, the Minister is required to report on the actual results of the ministry's performance related to the forecasted targets documented in the previous year's Service Plan. This year's Annual Service Plan is organized into the following sections: (1) Minister's Accountability Statement; (2) Letter from the Minister; (3) Purpose of the Annual Service Plan Report; (4) Purpose of the Ministry; (5) Strategic Direction; (6) Operating Environment; (7) Report on Performance: Goals, Objectives, Measures and Targets; and (8) Financial Report. [For the 2019-2020 report, see ED608457.]

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2020 (July 1, 2019-June 30, 2020), 369 Early Childhood Education Grant-funded programs served 17,870 children as a result of a $71,480,000 investment in state funding. These grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers who earned 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. This annual report meets the requirements of Section 263.20 of House Bill 49 (C), which says: "The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards." [This report was prepared by the Ohio Department of Education's Office of Early Learning and School Readiness. For the 2019 edition of this report, see ED605040.]

This document describes the model used to measure student growth for institutional accountability in New York State for the 2018/19 school year and how three years of student growth results were combined to generate a three-year growth measure called the Growth Index. The Growth Index was first used in 2017/18 to make accountability determinations. The results presented in this report are based on the 2018/19 student growth model and Growth Index results, with some comparison to prior-year results. This technical report contains four sections: (1) Data -- Description of the data used to implement the student growth model, including data processing rules and relevant issues that arose during processing; (2) Model -- Description of the unadjusted statistical model; (3) Reporting -- Description of reporting metrics; and (4) Results -- Overview of key model results aimed at providing information on model quality and characteristics. [For the 2017/18, see ED601254.]

Charter schools are public schools governed by an independent board of directors that come into existence through a contract with an authorized public chartering agency. This report, known as the Illinois Charter School Biennial Report, provides law and policymakers, educators, and the general public with information regarding the state of Illinois' charter schools. In compliance with Section 27A-12 of the Charter Schools Law [105 ILCS 5/27A-12], it contains information that: (1) compares the academic performance of charter school students to the performance of their peers in traditional public schools; (2) analyzes whether or not exemption from certain regulations allows charter schools to better meet their stated goals and objectives; and (3) recommends any changes to the Charter School Law. This report also includes authorizer-specific information for each authorizer in the state, including: (1) the authorizer's strategic vision for chartering and progress toward achieving that vision; (2) the status of each authorizer's charter school portfolio; and (3) the authorizing functions provided by the authorizer to the charter schools under its purview, including its operating costs and expenses. [For the 2015-16 and 2016-17 report, see ED618450.]

This annual report demonstrates the value of Cedefop's work and the ingredients of the Agency's success: being a step ahead, understanding current trends, and a solid knowledge and evidence base on vocational education and training (VET), skills and qualifications. Continuity and innovation characterise the achievements of Cedefop in 2019--a year when the overall and the VET-specific European Union (EU) policy framework was in transition. While the VET and adult learning policy cycles 2010-20 were moving into their final stage, in the second half of the year, the new Commission's ambitious goals and priorities were unfolding. This annual report is comprised of the following sections: (1) Highlights of 2019; (2) Results Achieved; (3) Communication, Information and Dissemination; (4) Relations with EU Agencies; and (5) Resources. [For the 2018 report, see ED602879.]

Early Childhood Education (ECE) programs are an important investment in Ohio's youngest learners. Ohio has worked to increase the availability of high-quality early learning programs for preschool children by providing the Early Childhood Education grants. Funded programs deliver high-quality, comprehensive learning environments focused on healthy development and intellectual, social and emotional success. Research is clear: children who participate in high-quality early learning programs begin school better prepared for educational success. In Fiscal Year 2019 (July 1, 2018-June 30, 2019), the number of Early Childhood Education grant-funded programs increased as a result of the $71,480,454 investment in state funding. These funds allowed for a total of 370 state-funded grantees that serve 17,870 children. Eligible grantees included public school districts, educational service centers, joint vocational schools, community schools, chartered nonpublic schools and community-based child care providers receiving 3-, 4- or 5-star ratings in Ohio's quality rating system, Step Up To Quality. This annual report meets the requirements of Section 265.20 of House Bill 166 (C), which says: "The Department shall provide an annual report to the Governor, the Speaker of the House of Representatives, and the President of the Senate and post the report to the Department's web site, regarding early childhood education programs operated under this section and the early learning program standards." [For the 2018 edition of this report, see ED605038.]