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We use administrative panel data from seven states covering nearly 3 million students to document and explore variation in "academic mobility," a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their public schooling careers. On average, we show that student ranks are highly persistent during elementary and secondary education--that is, academic mobility is limited in U.S. schools as a whole. Still, there is non-negligible variation in the degree of upward mobility across some student subgroups as well as individual school districts. On average, districts that exhibit the greatest upward academic mobility serve more socioeconomically advantaged populations and have higher value-added to student achievement.

The "Texas K-12 & School Choice Survey" project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI), measures Texas registered voters' familiarity and views on a range of K-12 education topics and school choice reforms. The author and his colleagues report response levels and differences of voter opinion, as well as the intensity of those responses. Where do Texans stand on important issues and policy proposals in K-12 education? They try to provide some brief observations and insights in this memo. A randomly selected and statistically representative sample of Texas voters recently responded to 20 substantive questions and 11 demographic questions. A total of 613 telephone interviews were conducted in English and Spanish from March 19 to 27, 2013, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the statewide sample is plus or minus 4.0 percentage points. In this project the author and his colleagues also included one split-sample experiment. A split-sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. In this case, the purpose is to see if providing a new piece of information about education spending can significantly influence opinion on the topic--a salient issue in Texas's state politics and representing an undercurrent in education policy discussions. Their polling paper has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 9 notes and 3 footnotes.)

For two decades, researchers at the Economic Policy Institute have been tracking nine school districts, typical of districts nationwide, to understand how the spending levels and composition in elementary and secondary education have changed over time. The first report, "Where's the Money Gone?" (1995) tracked expenditures from 1967 to 1991. The second report, "Where's the Money Going?" (1997) carried the analysis forward to 1996. These reports concluded that conventional views of the rise of education spending are exaggerated because inflation in educational services is more rapid than inflation in the economy overall. When an appropriate education price deflator is applied, elementary and secondary school spending increases since 1967 have been substantial, but not as much so as commonly believed. The authors have now completed a new analysis that carries the data through 2005. They find that the trends identified in earlier reports have continued: real spending increases that are slower than conventionally believed when an appropriate price deflator is used, and a continued growth of special education as a share of total elementary and secondary expenditures. Publication of the full report, covering changes in the level and composition of spending from 1967 to 2005, is forthcoming. Until that time, to assist researchers and policy makers, this briefing paper contains the data tables that will eventually appear in that full report. (Contains 40 tables.)

This report examines the results of the field test for the base year of the High School Longitudinal Study of 2009 (HSLS:09). The general purposes of the field test were, in anticipation of the base-year full-scale effort, to test instruments, forms, and procedures; to experiment with different approaches to questionnaire content and survey methodology; and to evaluate the overall study design. The HSLS:09 field test faced a number of challenges. In varying degrees, these challenges will require further strategies and efforts be applied in the main study. Specific recommendations are summarized in this report, challenge by challenge. Appendices include: (1) HSLS:09 Sampling Plan for Main Study and Field Test; (2) HSLS:09 Field Test Codebook; (3) HSLS:09 Assessment Pilot Report; (4) HSLS:09 Technical Review Panel Participants and Meeting Minutes; (5) HSLS:09 Field Test Letters, Permission Forms, and Scripts; (6) HSLS:09 Mathematics Assessment Specifications:Final Working Version; (7) HSLS:09 Field Test Classical Item Statistics; (8) HSLS:09 Field Test Item Parameter Estimates; (9) HSLS:09 Student Instrument Scale Reliability Analyses; and (10) Questionnaires. (Contains 42 tables, 10 figures and 9 footnotes.)

Of the nearly 100 different types of high school diplomas that are awarded across all fifty states and the District of Columbia, less than half prepare students for success in college and career. And while the national high school graduation rate is at an all-time high, the rate at which students earn these college- and career-ready (CCR) diplomas is substantially lower, especially among students from low-income families, students of color, and other traditionally underserved students. "Paper Thin? Why All High School Diplomas Are Not Created Equal" provides a state-by-state analysis of the different types of diplomas that states awarded to the Class of 2014 and the impact on traditionally underserved students. [Robyn Harper, Francisco Jaimes, Liz Spurgeon, and Sean Bradley contributed to this report.]

This report contains enrollment projections for public higher education in Texas from 2000 through 2015. Based on current population projections and recent patterns in college and university attendance, enrollment in Texas institutions of higher education is expected to reach well over 1 million students by 2005. This figure represents an increase of more than 72,000 students over 2000 enrollment, producing an annual growth rate of approximately 1.5% during the 5-year period. During the ensuing 5-year period, from 2005 to 2010, enrollments are expected to increase at a rate of 1.3% to provide an additional 66,000 students. For the following 5 years, 2010 to 2015, the growth rate is expected to remain steady, providing an additional 72,000 students. Enrollment projections are made for public universities, public community colleges, and the Texas State Technical College System. An addendum to this report discusses Closing the Gaps in Participation, a description of the magnitude of increases that can be expected in the public sectors of higher education if the strategies outlined in the Texas higher education plan developed by the Coordinating Board are successful. An appendix describes continuing education enrollment in public community and technical colleges. (Contains 3 figures and 21 tables.) (SLD)

Intended to supplement the textbook series "Houghton Mifflin English Grammar and Composition" and to offer students and classroom teachers in the secondary schools a review of research writing, this guide outlines a step-by-step process allowing for thorough student comprehension and comfort with the application of basic research and writing skills. The table of contents reflects the series of steps involved in this process: (1) select a topic; (2) write a thesis statement; (3) make an outline; (4) research the subject; (5) record sources on "works cited" cards; (6) take notes; (7) write a rough draft; (8) use parenthetical references for documentation; (9) list the works cited; and (10) revise, proofread, and write the final paper. A sample cover page, outline, research paper, and works cited list are included. A list of correlations of curriculum to Texas Essential Elements for Library/Information Skills for grades 6, 7, 8, and 9-12 conclude the guide. (SR)

This document explores various issues that affect Texas public school finance. It opens with an overview of the Texas public school system, which comprises 1,043 independent school districts, with an average of 6.4 campuses per district. The federal role in financing schools is examined, along with education finance and the state budget. Four major models of school-finance equalization are presented, and school-finance equity issues are dealt with in depth. The text looks at school-finance adequacy issues and lays out how local school districts secure their revenue, for example, a two-tier system. Expenditures for facilities and debt service and operating expenditures, including accounting procedures and laws governing financial transactions, are described. Some of the school-finance efficiency issues, such as productivity and educational outcomes, are discussed, as are public-policy issues: accountability, choice, and reading. Reform issues on the national and state levels receive coverage and include National Education Goals, safe schools and discipline, capacity, learning time, technology, and reducing the dropout rate. Finally, emerging issues in education, such as high standards and the importance of public education, are described. (RJM)

This report contains enrollment projections for public higher education in Texas from 1997 through 2010. Based on current population projections and recent patterns in college and university attendance, enrollment in Texas institutions is expected to reach one million by the year 2005. Enrollment in public universities is expected to increase approximately 3.14 percent from 1995 to 2000, 3.99 percent from 2000 to 2005, and 3.49 percent from 2005 to 2010. One of the highest priorities of Texas higher education is to increase minority representation through enrollment and retention. It is projected that by the year 2010, Hispanic and Black enrollment rates will be at parity with Anglo/Other rates for 1995. By 2010, the ethnic mix of students enrolled in Texas higher education will approximate the ethnic mix for the general population of Texans in the same age range. Tables provide detail on: fall headcount enrollment forecasts at all institutions of higher education and at Texas public universities; enrollment forecasts and forecasted changes for community colleges and technical colleges; fall resident enrollment by age and ethnicity for public universities community colleges, and technical colleges; and fall enrollment by resident and nonresident status for public universities, community colleges, and technical colleges. (JLS)

Recommendations designed to form a framework for the planning, evaluation, and development of allied health education programs in Texas colleges and universities are presented. The recommendations are based on a year of study by an advisory committee on the proliferation of allied health disciplines and programs, increasing specialization, credentialing of allied health personnel, career mobility, accreditation, and continuing education and retraining. Recommendations on these issues are directed both to educational institutions and to the Coordinating Board. A summary of the recommendations, discussions of the subcommittees' findings on each of the study areas, and the rationale for the recommendations are presented. Appended materials include a glossary, a proposed process for review of allied health proposals, and an example of an inventory for allied health professions. (SW)

The views of seven urban Texas school districts with regard to educational improvement are represented in this paper. The importance of local control and a variety of program alternatives is explained. The need for tax relief in order to maintain legislatively mandated programs is discussed. Findings of two research studies with regard to assessment of student performance and socioeconomic and/or ethnic status are summarized. Conditions necessary for improved instruction, including administrator and teacher competency; priority placed on teaching basic skills; planning of instructional activities; and student and parent responsibility are outlined. The need for compensatory education programs for lower socioeconomic groups and ethnic minority students and for teacher re-education is identified. Recommendations are made concerning the role the Legislature should play in student assessment; funding compensatory education; providing resources for accountability procedures; and encouraging the development of school personnel. (WI)

Four technical assistance papers developed by Texas' Joint Task Force on Emotional Disturbance comprise this manual. The first paper, "Definition of Emotional Disturbance," is intended to clarify federal regulations and Texas State Board of Education rules on identifying emotionally disturbed students. Specific citations from appropriate legal codes are given and the text following each citation discusses the rule or regulation as it relates to identification and/or assessment issues. The second paper, "Establishing Educational Need for Seriously Emotionally Disturbed Students," addresses the two-step process of assessing eligibility for special education services through determining the student's condition and educational need. The paper also describes educational needs in academic, behavioral, and developmental domains; and outlines the procedural steps involved in establishing educational need. The final two papers, titled "Determining the Severity of Serious Emotional Disturbance: Decision-Making Guidelines" and "Differential Diagnosis of Social Maladjustment or Serious Emotional Disturbance," provide information to assist professionals in (1) assessing the severity of emotional illness and (2) differentiating between serious emotional disturbance and social maladjustment. (JDD)

Revised forecasts for enrollments for 1985-1995 for Texas higher education institutions are presented. After a brief narrative overview of trends, statistical tables are presented, including the following: enrollment forecasts for higher education in the state, enrollment forecasts and changes for public senior institutions, headcount enrollment, population trends statewide and in Harris County, enrollment rates for Harris County, the ratio of total to in-state enrollment for 1983, and community college enrollments. Enrollment forecasts for 1985, 1990, and 1995 are provided by type of institution and for the 37 public universities. Trends include the following: an annual average growth rate of about 1 percent is expected for higher education institutions; public community colleges are expected to grow at a slightly faster rate than the public universities during 1983-1990; between 1985 and 1990 the number of persons in the age cohort 15 to 29 will increase by only 1.12 percent, compared to an overall population increase of more than 11 percent; and the 20-24 year age cohort will actually decline in number, while the population aged 35 and over will continue to grow. Information is included on the enrollment forecasting procedures. (SW)

Forecasts of fall headcount enrollment for 1980-90 for higher education institutions in Texas are presented. These revised forecasts are based on a combination of projected population for the state and historical college attendance patterns. Two additional years of official county population estimates and actual college enrollments were used, and more precise procedures for determining the expected net migration change and age distribution of the population in each county were incorporated. In addition, participation rates from individual counties were determined for each of the four age groups, replacing the average statewide rate previously used to forecast public senior college enrollment. Annual enrollment forecasts are presented for the five groups of institutions: public and independent junior/community colleges, public and independent senior colleges, and the Texas State Technical Institute. These forecasts are the aggregate enrollment for all institutions in each group; enrollment forecasts for individual institutions were prepared only for the 37 public senior colleges and universities. Participation rates by age groups in public senior colleges for the state as a whole and for five large counties are presented. Information is also presented on junior/community college enrollment by selected age groups for 1975-79 and on projected fall headcount enrollments for 1980-90 by selected age groups. After public senior college enrollment had been forecast, a regression equation was established to predict the total independent senior college enrollment. (SW)

Modifications are presented to a 1967 document that contained recommendations concerning academic freedom, academic responsibility, and tenure for faculty members in Texas public community and senior colleges and universities. The recommended standards constitute patterns or guidelines and are not binding on any institution and may be varied in any respect. Procedures concerning faculty dismissals and nonrenewals of nontenured faculty at the end of the term contract are also covered. The need for written terms of employment, information on due process proceedings in dismissal cases, and the issue of tenure during conditions of financial exigency and the phasing out of programs are addressed in appendices. (SW)

Revised forecasts of fall headcount enrollments to 1995 for Texas higher education institutions are presented, based on 1980 census data. The revised forecasts are based on a combination of historical college attendance patterns by county and projected population for each county of the state. It is projected that enrollment in Texas institutions will grow at an average annual rate of about 1.3 percent, that enrollment will increase by about 86,000 students between 1980-1990, reaching a total of 761,563 during the period. By 1995 the total enrollment in all higher education institutions is expected to be slightly more than 798,000. Enrollment forecasts for 1985, 1990, and 1995 by type of institution are presented. Overall enrollment in the public senior colleges and universities will increase at an average annual rate of approximately 1 percent during the current decade, reaching an enrollment of 371,954 in 1990. Enrollment in the public community junior colleges will reach 294,016 in 1990, an increase of 42,940 students over 1980 enrollment. This represents an average annual increase of about 1.7 percent. The growth patterns for both senior institutions and community junior colleges during this period are attributable to the projected fluctuations in the state's demographic structure and the age makeup of the students. Enrollment forecasts for the 37 public senior colleges and universities are presented, including the magnitude and percentage of change for 5- to 10-year intervals. By 1990, 10 of these institutions are predicted to experience some enrollment loss below the fall 1980 level. Information on the forecasting methodology is appended. (SW)

Ever since the publication of "A Nation At Risk" in 1983, Americans have been preoccupied with two problems regarding public education: (1) student performance is unsatisfactory to most Americans despite large increases in real spending per student; and despite several attempts at reforming curricula, teacher training, testing, and other elements of education; and (2) the nation's schools see a large and persistent gap in scores on standardized tests between white and Asian students on the one hand and black and Hispanics on the other. Reform, however, has been hindered by a deep philosophical divide within the school reform community. On the one hand, the radical "market" reformers believe that public school districts are public monopolies unresponsive to the needs of their "customers" and incapable of change. Members of this group support vouchers, charters, tax credits, etc. On the other hand, the more moderate, "internal" reformers believe that public school districts simply need more support and better management. These advocates generally tend to favor decentralization, public school choice, lower class sizes, increased spending per pupil, etc. Recently, a reform program has emerged that may well lead to some consensus between many members of "both" groups. This reform is Weighted Student Formula (WSF), a system of per-pupil budgeting that is now used in three large North American districts: Edmonton, Seattle, and Houston. In a WSF system, dollars are allocated to each student, and these funds follow the student to the local school. Children with greater needs--be they poor or disabled or non-English speaking--receive a higher allocation, giving schools the ability to provide extra services to these needy students, knowing that the weighted funds will "follow" the student to the school and classroom. Local educators are then given much discretion to determine how best to meet the educational needs of their student population. The purpose of this paper is to: (1) Compare and contrast the WSF systems used in Edmonton, Seattle, and Houston; (2) Highlight how WSF is different from the resource allocation systems used in most urban districts, especially New York, Chicago, and Los Angeles; and (3) Make recommendations about how a district can implement WSF successfully, based on the lessons from Edmonton, Seattle, and Houston. (Contains 10 tables and 4 figures.)

In Texas, public library advisory boards are a recent innovation that have developed as a result of the Council-Manager form of government. This handbook is a response to that development as a compilation of information on the most efficient roles and functions of advisory boards. An advisory board is appointed by the governing body of which the library is a unit. It fulfills an important role by allowing for public participation in planning library policies and services. The composition and duties of the library board are discussed, along with information about finances, policies, and sources of support, such as Friends of the Library and the Texas State Library and Archives Commission. Chapter 11 of this paper contains five position papers on the following library issues: (1) Library Bill of Rights; (2) Freedom To Read; (3) Freedom To View; (4) Texas State Library Association Intellectual Freedom Statement; and (5) Policy on Confidentiality of Library Records. Summaries of opinions of the Texas Attorney General on library matters and a glossary are included. Appendixes contain sample board by-laws and a list of Texas Regional Library Systems. (SLD)

A report of the Texas Ad Hoc Committee on Faculty Compensation is presented, and recommendations of the Texas Coordinating Board, based on the work of the Ad Hoc Committee, are offered. Additionally, a companion document dated January 30, 1981, includes the text of presentations at an October hearing, an analysis of retirement and group insurance programs, and faculty profile and salary level comparisons. The committee reviewed faculty salaries and benefits to determine how inflation and retrenchment might be addressed to help improve faculty morale and achieve the goal of quality education. Comparisons to the Consumer Price Index show that increases in faculty salaries have fallen far behind increases in the inflation rate, and Texas salaries have not kept pace with the national average. A survey of practices at seven Texas public institutions indicates that benefits available to faculty closely parallel those provided to nonfaculty employees and other state employees, with some exceptions. An analysis was made of the following types of benefits: retirement, insurance, leave, holidays, parking, housing, travel, social security payment, continuing education, longevity pay, and miscellaneous benefits. Among the recommendations are the following: the legislature should make faculty salary increases its first funding priority for higher education; and a three-year average salary should be the basis for calculating retirement benefits. The data on faculty salaries includes comparisons of Texas levels and those of nine selected states, and a comparison of Texas salaries and the 50 state average. (SW)

The goal of industrial technology for industrial arts education in Texas is the education of society to enable its members to function efficiently in the world of advancing technology. Policymakers in Texas have chosen to organize the industrial technology curriculum around three technology clusters: visual communication, production, and energy technology. If industrial arts is to be justified as a part of tax-supported elementary and secondary education as mandated by Texas state legislation, it must contribute to the following goals: intellectual discipline; economic and occupational competence; citizenship and political understanding and competence; physical and environmental health, ecological balance, and safety; appreciation of culture, language, and life-style diversities and their corresponding aesthetic values; competence in personal and social relations; and use of leisure time. (This document includes discussions of the way in which Texas industrial arts programming contributes to attainment of the aforementioned goals, outlines of recommended industrial technology and industrial arts curricula for grades K-8 and 9-12, lists of specific competencies to be addressed at each of these levels, and guidelines for designing instructional implementation procedures.) (MN)

This publication is designed to help Texas elementary and secondary educators evaluate and improve school library media programs in terms of planning, personnel, equipment, facilities, use of materials, and financial support. Following an introduction, the guide is divided into five sections. The first section, Library Media Center (LMC) Program, has subsections on services to students, teachers, administrators, and the community. The second section, Resources, has subsections on the campus, district, and regional collections; selecting and evaluating, organizing, and maintaining records of materials and equipment; and using community resources. The third section covers Facilities, and the fourth section, Financial Support, has subsections on annual expenditures for books, audiovisual materials and equipment, magazines and newspapers, encyclopedia sets and unabridged dictionaries, LMC supplies and rebinding of books, and professional materials; and financing the program in the new school. The last section, Library Media Staff, includes discussions of district and campus library media directors, school librarians, instructional media aides, clerical aides, student assistants, and volunteers. Appendices include a planning guide and a library media center appraisal checklist. A copy of the Texas compliance statement under Titles VI and VII, Civil Rights Act of 1964, ll references, and a directory of directors and committees of the State Board of Education are included. (THC)

One of the important arguments by critics of affirmative action is that it actually hurts the students it is supposed to help by subjecting them to the "stigma" of being admitted under policies explicitly seeking campus diversity. Such students, this theory argues, must feel embarrassed and uncomfortable as a result and would prefer to be somewhere with color blind admissions. Therefore, the critics conclude, it would be better to have more Latino and black students go to less demanding schools with no affirmative action even though those schools have lower completion rates and far less success in placing students in the best professional schools and jobs. There are numerous assumptions buried within this argument, including the assumption that we have some fair way to measure "merit" even though test score selection means ignoring the clear impact of segregated and unequal communities and schools on students' test scores and opportunities to take strong college prep courses. Affirmative action supporters note that students admitted under diversity policies are chosen from a highly qualified pool and research shows they flourish both in college and in their professions and communities as leaders. If the critics were right, advocates of affirmative action would be unintentionally harming students of color. If they are wrong and affirmative action was rejected on that basis, those claiming to aid Latino and African American students would actually be seriously narrowing their opportunities. This paper says that they are wrong. This paper analyzes two very important dimensions of this debate. The first explores extensive survey data to determine whether black students feel better on University of California campuses, where there should be no stigma after 16 years of affirmative action bans. Since all consideration of race has been forbidden for a generation by the state constitution, the stigma theory would suggest that they would feel much more comfortable on campuses under race-blind policies. The second part of the study explores the proposition that black students should be more willing to come to excellent post-stigma campuses in the nation's leading public university system. This study uses unique data from surveys of the University of California campuses and from their enrollment statistics and compares them to the University of Texas at Austin campus and two other selective campuses, one private and one public (whose names are kept confidential at their request). (Contains 102 footnotes.) [Foreword by Gary Orfield.]

The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 95,390 surveys were sent out in 4,841 envelopes; 54,203 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 57% including late submissions. Instructors' reports were provided to academic and workforce deans on June 26, 2006. The Student Evaluation of Instruction (SEOI) was administered to all full-time and part-time faculty. Approximately 95,390 surveys were sent out in 4,841 envelopes; 54,203 surveys were returned to the Office of Institutional Research. The return rate for the paper surveys was 57% including late submissions. Instructors' reports were provided to academic and workforce deans on June 26, 2006.

Since 2016, the State Higher Education Executive Officers Association (SHEEO), with generous support from Lumina Foundation, has been working with states to explore establishing "promise-type" aid programs for adult students (adult promise programs). SHEEO is currently working with 15 states to implement adult promise programs through 2020: Arizona, California, Hawaii, Idaho, Indiana, Kentucky, Maine, Minnesota, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, Texas, and Washington. Adult promise programs are programs that: (1) Promote a simple, transparent message that postsecondary education is affordable for adult learners; (2) Make a financial commitment to adult students through leveraging aid from all available sources; and (3) Establish and support programs and services that are tailored to the unique needs of adult students and will help them succeed in postsecondary education. This design template is intended for states, regions, localities, and institutions that are interested in developing promise programs for adult learners. It provides a checklist for those designing adult promise programs and includes examples and specific items to consider as those programs are being designed. The information and concepts presented here should also be useful for those looking to improve adult learner success in postsecondary education outside of the promise program framework. This design template is intended to be used alongside the resources available on SHEEO's Adult Promise website. [For "Adult Promise Program: A Pilot Design Template for States," see ED603885. For the full white paper, "The Power of a Promise: Implications and Importance of Adult Promise Programs. SHEEO Adult Promise Project," see ED603919.]

This paper reviews research on principals' and teachers' roles in site-based decision making (SBDM). Research examining teacher participation in SBDM is reviewed, finding that higher quality teaching behaviors and higher student academic attainment resulted from teacher participation. The review focuses on steps in implementing SBDM, means for measuring SBDM, teacher aspirations for participation in site-based management, communication flows in site-based management, the role of principals, and principals' and teachers' job satisfaction. A survey was conducted to determine principals' leadership styles that most positively influenced teacher participation in SBDM. The survey was distributed to 260 teachers in Texas school districts, with an approximately 15 percent response rate. The survey results were used to develop leadership style guidelines about communication that leads to participation, support, job satisfaction, and effective schools. Appendixes contain a copy of the survey form; survey data; a paper based on the survey results, titled "The Efficacious Principal's Guideline for Teachers' Participation in Site-Based Decision-Making"; and six suggestions for principals on communicating with teachers. (Contains 28 references.) (JDD)

These guidelines and proposed program for Texas children with attention deficit hyperactivity disorder (ADHD) were developed by a legislatively mandated multidisciplinary committee. An executive summary notes that 2 to 5 percent of elementary school children meet the diagnostic criteria for ADHD and recommends strategies including: instruction that modifies and clarifies student assignments and restructures the educational environment; consultation services for classroom teachers; professional support for children with behavioral and emotional difficulties; ongoing evaluation of the child's educational needs; services to help the child's family meet the child's needs; and access to other support programs for which the child may be eligible. Recommendations for a statewide program include: establishing a state level coordinator for ADHD programs; supplementing each education service center with a professional staff member to provide local school districts with technical assistance; establishing a district level ADHD facilitator; 6 hours of training for teachers in identification and instructional strategies; and expansion of support services. Appendices include two papers: "Research Paper: Attention Deficit Hyperactivity Disorder"; and "Medication Management of Attention Deficit Hyperactivity Disorder" (Carol Daniel) and a memorandum from the U.S. Department of Education clarifying policy on serving this population. (76 references) (DB)

This report, in two volumes, contains recommendations and supporting documentation for restructuring mental health services to Texas' children with an emphasis on the cost effectiveness of developing accountable school and community based services, family centered prevention services, and early intervention services. Major mental health issues for Texas schools, families, and children include: the mental health needs of children are not being met; currently most of the mental health funding is for the most restrictive and most expensive service model (residential placement) which serves only a few children in need; and the least amount of mental health funding is for the most cost-efficient and effective delivery model--a preventative, family-oriented, community-based consortium of services. Among eight major recommendations are: (1) focusing funding to develop effective school and community based services; (2) development of a statewide Comprehensive Community-Based Children's Service Plan; and (3) systematic evaluation of all residential placements of children with emotional problems. Additional sections of Volume I provide background information, the four legislative mandates to the task force, and various funding strategies. An appendix gives several definitions of emotional disturbance and 29 footnotes are listed. Volume II provides supporting documentation in 12 papers and 6 appendixes. Papers cover an inpatient facility study, a residential facility study, a report on student outcomes in residential placements, a continuum of services, a survey of community mental health services, family treatment models, a parent survey, and preventive programs. A bibliography of 37 references in addition to individual paper references are included in Volume II. (DB)

As of March 2019, 43 million Americans held student loans provided through federal government programs, the largest segment of the education loan market. But this system is under pressure as more borrowers struggle to repay, a problem compounded by the complexity of the repayment process. Research on the pathways borrowers take through the repayment process, the decisions they make, and the barriers they encounter is limited, making it difficult for policymakers to develop evidence-based, cost-effective solutions to these and other challenges. To help fill this information gap and better understand where public policy can have the greatest impact, The Pew Charitable Trusts commissioned the Trellis Company, a Texas-based organization that acts as a guarantor for the Federal Family Education Loan (FFEL) program, to conduct an analysis of almost 400,000 borrowers in that state (referred to as "Texas borrowers" throughout the paper) during the five-year period beginning when their loans entered repayment anytime between October 2007 and September 2011. This analysis concentrates on Texas, rather than the nation as a whole, because Trellis has a rich administrative dataset and similarly robust data were not available at the national level. The key findings about the Texas borrowers are: (1) Approximately a quarter of borrowers defaulted within five years of entering repayment; (2) Those who owed more than their original balances after five years in repayment--21 percent of borrowers--had frequently missed and paused payments; and (3) Almost half of borrowers had paid down some principal after five years. This analysis aims to give researchers and policymakers a better understanding of how people interact with the student loan repayment system and why they might face serious challenges. The findings of this report point to three actions that the Department of Education and Congress could take to boost repayment success among borrowers who struggle with delinquency, default, and growing balances: (1) Identify at-risk borrowers; (2) Provide servicers with resources and comprehensive guidance; and (3) Eliminate barriers to enrollment in affordable repayment plans. This report examines some of the significant challenges that borrowers face as they navigate the complexities of the repayment system and the recommendations for actions that policymakers can take to promote successful repayment among the nation's millions of student loan borrowers.

The 2012 data book explores how our kids have fared during the last decade--some outcomes are positive, some negative. But positive or negative outcomes for kids don't just happen. They are the inevitable results of effective or failed policy choices. The State of Texas Children 2012 combines data and policy to tell the story of Texas kids. It's time we learn from our past choices, positive and negative, so that we can shape a different story for our future. (Contains 78 endnotes.) [Additional funding for this paper was provided by Methodist Healthcare Ministries.]

There are many types of programs for Spanish speaking students in the US, with varying methods and goals. Some preliminary work suggests that bilingual classrooms may differ widely in instruction, even under the same program labels. However, there are few studies which have compared the extent to which various bilingual program models differ in actual instruction delivered. Directly measuring instructional practice however, is difficult and costly, involving the influence of time, raters, content, and programs (Raudenbush, 2008). The purpose of the current paper is to estimate the relative influence of these important sources of variance in classroom observations completed in a large quasi-experiment of bilingual education. (Contains 6 tables.)

Annually, ACT provides each state with "The Condition of College & Career Readiness," a report that details the college readiness of students who took the ACT[R] test. This report is a companion to "The Condition of College & Career Readiness." This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Texas. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, "The Condition of College & Career Readiness, 2012," see ED534761.]

This paper profiles the student subgroup achievement and gap trends in Texas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Texas showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Progress was made in narrowing achievement gaps between most subgroups in math but was mixed in reading. Comparable data were available for 2005-2009. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.]

The American Association of Community Colleges' (AACC) Plus 50 Initiative (2008-2011), funded by The Atlantic Philanthropies, was created to build the capacity of community colleges nationwide to develop programming that engages the plus 50 learner. The Initiative supported a pilot group of 13 two-year institutions to develop or expand college offerings in three areas: workforce training and career development; learning and enrichment; and volunteering. It was later expanded to include affiliate colleges that were paired in learning partnerships with experienced Plus 50 colleges. AACC engaged LFA Group (LFA, "Learning for Action") to conduct the Plus 50 evaluation. LFA developed a mixed-method evaluation designed to collect both quantitative and qualitative data to assess the Initiative and support continuous improvements over the course of the three-year Initiative. Results in this report focus primarily on the 13 pilot grantees; however, the impact on affiliate colleges is discussed as well. (Contains 22 exhibits and 11 footnotes.) [This paper was prepared by the Learning for Action Group.]

The Plus 50 Initiative is a three-year initiative of the American Association of Community Colleges (AACC), launched in June 2008 and funded by The Atlantic Philanthropies. It was created to support a pilot group of two-year institutions to develop or expand campus programs that engage plus 50 learners. The overarching goal of the Plus 50 Initiative is to support community colleges' ability to substantively and continuously engage in helping plus 50 learners lead purposeful lives through education, work, and service. To reach this goal, the initiative focuses on developing and expanding the program offerings of the pilot colleges, striving to reach more plus 50 students by expanding plus 50 offerings to additional community colleges, and putting the interests of plus 50 students at community colleges on the public agenda. Another aspect of the initiative's goal to support the expansion of plus 50 programs is growing the number of community colleges offering this programming beyond the initial grantee cohort. A long-term goal of the initiative is that 300 community colleges will implement and sustain plus 50 programs. This evaluation seeks to quantify the extent to which pilot colleges have expanded their offerings for the plus 50 student. Description of Evaluation Methods is appended. (Contains 64 exhibits and 7 footnotes.) [This paper was prepared by the Learning for Action Group.]

This project studied four career college and school campuses in Texas that had higher than average graduation rates and lower than average student loan default rates to determine what they did to achieve these positive outcomes. The visits to the campuses found that a conscious, concerted effort to integrate students into the academic and social systems of a school does work toward successful student completion and placement. These schools provided what the National Governors Association Center for Best Practices recommended in a recent issue brief (Wakelyn, 2009): a clear pathway and goal within a limited timeframe, information systems that tracked student progress, mandated advising, working in cohorts, and extensive focus on job placement. The study used a mixed method of inquiry, both qualitative and quantitative. Data were reviewed from federal and state sources that provided student graduation rates at career colleges and schools in Texas. Those data, along with the judgments of national and Texas-based experts, were used to select four institutions that offered programs of different lengths and fields of study, and also had high graduation rates along with low student loan default rates. These institutions were visited, and more than 50 structured interviews were completed with owners/directors, student services staff, faculty, students, and alumni. In addition, the report compares data on career colleges and schools with data about students from public and private nonprofit postsecondary institutions in Texas. The report shows how students in career colleges and schools differ from those enrolled in other sectors. This study finds that the relative success of these career colleges and schools in retaining and graduating high-risk students is a function of their organizational practices and structure, including offering short programs, block scheduling, and student cohort enrollment. In addition, these colleges establish a culture and set goals that stress student retention, completion, and graduation in a way that defines this mission as primary to achieving student success. These examples describe academic and student support services that promote completion and job placement for students at risk of failure. The results suggest a combination of approaches that could be used in other types of institutions that enroll students at risk of dropping out of school. The cases suggest that it is the combination of efforts that accounts for the results, rather than any single approach. (Contains 17 charts.) [This paper was co-commissioned with the Council for the Management of Educational Finance (Council) to JBL Associates, Inc.]

The Knowledge Is Power Program (KIPP) is a bold effort to create a network of charter schools designed to transform and improve the educational opportunities available to low/income families. KIPP schools seek to actively engage students and parents in the educational process, expand the time and effort students devote to their studies, reinforce students' social competencies and positive behaviors, and dramatically improve their academic achievement. Ultimately, the goal of KIPP is to prepare students to enroll and succeed in college. The KIPP Foundation is guiding this effort by selecting and training school leaders, promoting the program model, and supporting the KIPP network schools. This report presents preliminary findings from a matched, longitudinal analysis designed to estimate KIPP's effect on student achievement. The author's preliminary work estimates effects in 22 KIPP middle schools--making this the first report that applies a rigorous (nonexperimental) methodological approach across a nationwide sample of KIPP schools. They selected schools for which they were able to collect longitudinal, student/level data, and that were established by the 2005/06 school year or earlier to ensure that a minimum of two entering cohorts of students per school would be observed for multiple years. They find that students entering these 22 KIPP schools typically had prior achievement levels that were lower than average achievement in their local school districts. For the vast majority of KIPP schools studied, impacts on students' state assessment scores in mathematics and reading are positive, statistically significant, and educationally substantial. Estimated impacts are frequently large enough to substantially reduce race/ and income/based achievement gaps within three years of entering KIPP. They describe these findings in more detail in this report. Appendices include: (1) Administrative Data; (2) Supplemental Tables for Chapter II; (3) Analytic Methods; (4) Alternative Specifications; and (5) Subgroup Analyses. (Contains 34 tables, 21 figures and 28 footnotes.) [This paper was submitted to KIPP Foundation. For the accompanying report, see ED511108.]

Nationally, Asian Americans have the lowest unemployment rate of the major racial groups. But a closer look at unemployment by educational attainment shows a more complicated picture. Asian Americans with bachelor's degrees have a higher unemployment rate than whites with comparable education, but Asian American high school dropouts are more successful than comparable whites at finding jobs. As a result, the economic hardships and disadvantages for Asian Americans are sometimes overlooked. This Issue Brief shows that Asian American workers experience a complex mix of advantages and disadvantages in finding jobs when education level is considered. It concludes that if Asian Americans had the same unemployment rates by education level as whites, the Asian American unemployment rate would have been almost a percentage point lower in the fourth quarter of 2009. Thus, Asian American workers are disadvantaged relative to white workers in finding jobs. This paper examines the Asian American unemployment rate nationally and in five states: California, Hawaii, New Jersey, New York, and Texas. Only these five states had Current Population Survey sample sizes large enough for reliable statistics on Asian American unemployment. These analyses of Asian Americans exclude Pacific Islander, multi-racial, and Hispanic workers. The data for white workers also exclude multi-racials and Hispanics. (Contains 6 tables, 4 figures and 2 endnotes.)