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This poll was conducted between January 5-8, 2024 among a sample of 2,251 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. This report highlights: (1) views on K-12 education; (2) schooling and experiences; (3) K-12 choice policies; and (4) survey profile and demographics.

This poll was conducted between November 8-12, 2023 among a sample of 2,260 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. This report highlights: (1) views on K-12 education; (2) schooling and experiences in K-12 education; (3) views on technologies, social media; (4) school choice policies; and (5) survey profile and demographics.

To support school improvement efforts, school leaders and education agencies might need to identify groups of schools that are similar so that schools can compare their performance or share practices with other schools in the same group. This could also allow education agencies to provide tailored supports to schools in a group. This guide describes how an education agency can select a distance measure (a statistical rather than a geographic measure) to identify schools that are similar to a target school, using a variety of characteristics that enable school leaders to better understand their schools' relative performance. This guide is based on work done with the Nebraska Department of Education and is designed to help staff in other education agencies who are interested in implementing a similar approach to support school improvement.

Data is a critical part of policy conversations in every state. This briefing book is meant to bring the reader up to speed on 12 of the most pressing topics about the schools and postsecondary and workforce options in each state: (1) Student data helps improve student achievement; (2) Postsecondary data provides insights about students, schools, and outcomes; (3) Workforce data helps identify trends and inform decisions about the future; (4) State longitudinal data systems help answer questions and drive systemic change, economic mobility, and student success; (5) Data governance policies maximize investments in state data systems; (6) Student data must be kept private and secure; (7) Student growth data provides a more equitable picture of student and school performance; (8) Data generates the evidence that state and system leaders need to make decisions; (9) State report cards provide the public information about student and school performance; (10) Data empowers teachers and parents with information to better support learning; (11) Educator preparation programs need data to improve teacher training and quality; and (12) Teachers must be equipped with the skills to understand and use data effectively. The following information is included for each topic: (1) A basic overview of the topic; (2) Why it matters; (3) The "state of play" on the latest progress in that area; (4) Recommendations to take action; and (5) Additional resources to help build your understanding of data topics and policies.

This guide describes the use of a multi-tiered systems of support (MTSS) framework, like positive behavioral interventions and supports (PBIS), to restart classrooms and schools in a manner that all students, families, and educators are supported effectively, efficiently, and relevantly. This guide is not a primer on MTSS or PBIS. (For a basic introduction, visit PBIS.org.6) This guide is a set of considerations for experienced leadership teams to enhance, adjust, or adapt state, district, school, and classroom action plans to (a) meet their needs during the phases of crisis response and recovery and (b) return to a safe and positive learning environment. [This guide was co-authored by the Lead for Literacy Center.]

The Culture of Data Use Workshop Toolkit helps school and district teams apply research to practice as they establish and support a culture of data use in their educational setting. The field-tested workshop toolkit guides teams through a set of structured activities to develop an understanding of data-use research in schools and to analyze examples from practice. Teams learn to apply these concepts to enhance their own culture of data use and outline effective next steps. The conceptual framework of the toolkit draws on five research-based elements known to support an effective culture of data use, and supporting materials--a facilitator's guide and agenda, a slide deck, and participant handouts--provide workshop facilitators with all the necessary materials to lead this process in their own setting.

It is clear that developing a "Unified and Comprehensive System of Learning Supports" is a complex, multi-year process. The Center for Mental Health in Schools at UCLA has delineated the specifics nature and scope of the system and of the processes for getting from a fragmented and marginalized set of student and learning supports to a unified and comprehensive system (see the Center's "System Change Toolkit"--http://smhp.psych.ucla.edu/summit2002/resourceaids.htm). In doing so, the Center has stressed that such a system needs to be "adapted" to localities. While reasonable adaptation is wise, care must be taken not to eliminate elements that are essential to a fundamental transformation of how schools address barriers to learning and teaching and re-engage disconnected students. A frequent problem that arises in implementing the type of approach the Center has delineated is the tendency for some places to adopt the terminology and not the substance of system transformation. To counter this tendency, the Center has provided five essential elements that should be the focus of any place that indicates it is developing a unified and comprehensive system of learning supports.

Background: Cluster randomized experiments that assign intact groups such as schools or school districts to treatment conditions are increasingly common in educational research. Such experiments are inherently multilevel designs whose sensitivity (statistical power and precision of estimates) depends on the variance decomposition across levels. This variance decomposition is usually summarized by the intraclass correlation structure and, if covariates are used, the effectiveness of the covariates in explaining variation at each level of the design. Objectives: This paper provides a compilation of school and district level intraclass correlation values of academic achievement and related covariate effectiveness based on state longitudinal data systems. These values are designed to be used for planning group-randomized experiments in education. The use of these values to compute statistical power and plan 2 and 3 level group randomized experiments is illustrated. Research Design: We fit several hierarchical linear models to state data by grade and subject to estimate intraclass correlations and covariate effectiveness. We then compare our average of state estimates with the national work by Hedges and Hedberg (2007). [This article was published in "Educational Review," v37 n6 p445-489 Dec 2013, see EJ1034857.]

The International Civic and Citizenship Education Study (ICCS) 2009 studied the ways in which countries prepare their young people to undertake their roles as citizens. ICCS 2009 was based on the premise that preparing students for citizenship roles involves helping them develop relevant knowledge and understanding and form positive attitudes toward being a citizen and participating in activities related to civic and citizenship education. These notions were elaborated in the ICCS 2009 framework, which was the first publication to emerge from ICCS 2009 (Schulz, Fraillon, Ainley, Losito, & Kerr, 2008). The reports of results from ICCS 2009 (Schulz, Ainley, Fraillon, Kerr & Losito, 2010a & 2010b; Kerr, Sturman, Schulz & Burge, 2010; Schulz, Ainley, Friedman & Lietz, 2011) document variations among countries in relation to a wide range of different civic-related learning outcomes, actions, and dispositions. They also describe to what extent those outcomes are related to characteristics of countries, and the associations of these outcomes with student characteristics and school contexts. ICCS 2009 considered six research questions concerned with the following: (1) Variations in civic knowledge; (2) Changes in content knowledge since 1999; (3) Students' interest in engaging in public and political life and their disposition to do so; (4) Perceptions of threats to civil society; (5) Features of education systems, schools, and classrooms related to civic and citizenship education; and (6) Aspects of students' backgrounds related to the outcomes of civic and citizenship education. ICCS 2009 gathered data from more than 140,000 Grade 8 (or equivalent) students in more than 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study's national research centers. ICCS 2009 was an ambitious and demanding study, involving complex procedures for assessing students' achievement, drawing student samples, and analyzing and reporting the data. In order to work effectively with the ICCS 2009 data, it is necessary to have an understanding of the characteristics of the study, which are described fully in the "ICCS 2009 Technical Report" (ED544622). It is intended, therefore, that this ICCS 2009 International Database (IDB) User Guide be used in conjunction with the ICCS 2009 Technical Report. Whereas the ICCS 2009 IDB User Guide describes the organization and content of the ICCS 2009 International Database, the "ICCS 2009 Technical Report" provides the rationale for the techniques used and for the variables created. An appendix lists organizations and individuals responsible for ICCS 2009. (Contains 14 tables, 49 figures, and 8 footnotes.) [For Supplement 1 (International Version of the ICCS 2009 Questionnaires), see ED544605. For Supplement 2 (National Adaptations of International Questionnaires), see ED544616. For Supplement 3 (Variables Derived from the Survey Data), see ED544617. For Supplement 4 (ICCS 2009 Sampling Stratification Information), see ED544624. For Supplement 5 (ICCS 2009 Released Items), see ED544619.]

The aim of this guide is to stimulate professional reflection, dialogue and debate about learning. Education professionals in Scotland are already aware of the key issues relating to learning through the series "Curriculum for Excellence: Building the Curriculum," the recent publication "Learning Together: Opening Up Learning" and exemplification on "The Journey to Excellence" website. This guide builds on these messages and asks staff to consider them in the specific context of all-through schools. An "all-through" school is a school which has one headteacher who manages both a primary and a secondary department within the same building or group of buildings. An all-through school takes young people from nursery or P1 through to S2, S4 or S6. The guide may also be of interest to people working in and with co-located schools, which occupy the same campus but with the primary and secondary schools being managed separately. This guide is for everyone who works to teach, support and improve the learning experiences of young people in all-through schools, including headteachers and school staff, local authority officers, partners in the local community and parents. The guide: (1) explores the educational, social and cultural contexts within which all-through schools operate in education authorities across Scotland; (2) draws together findings from inspections of all-through schools; (3) considers how school leaders, school staff and local authority officers can improve learning in all-through schools, as they continue to review and develop the curriculum they provide; and (4) provides reflective questions for use in professional discussion and development. (Contains 10 footnotes.)

Crises affect schools across the country every day. While natural hazards such as tornadoes, floods, hurricanes, and earthquakes may be thought of more commonly as emergencies, schools are also at risk from other hazards such as school violence, infectious disease, and terrorist threats. Through the vulnerability assessment process, schools can take steps to prevent, mitigate, and lessen the potential impact of these risks by developing customized district and school emergency management plans in collaboration with community partners. Vulnerability assessments are integral to, rather than separate from, the ongoing emergency management activities of school districts and schools. This guide is intended to be a companion piece to "Practical Information on Crisis Planning: A Guide for Schools and Communities", originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This guide emphasizes a valuable part of emergency management planning--ongoing vulnerability assessment--and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. Vulnerability assessment tools may vary from one school site to another, depending on variables such as: location, environment, size, and structure, and even student population and school culture. For example, schools may be located in urban or rural environments, may have limited or greater resources, or may have specific populations with their own unique needs. As a result, vulnerability assessments must be customized on an individual district and school basis, taking all of these factors into consideration. This guide is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities. Appendices include: (1) Additional Resources; (2) Vulnerability Assessment Focus Group Participants; (3) State Policy Requirements for K-12 School Safety and Security Assessments; and (4) Assessment Example. (Contains 1 figure, 1 table and 5 footnotes.) [For the companion report, "Practical Information on Crisis Planning: A Guide For Schools and Communities", see ED.]

This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of instrumentation; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview data file structure and contents. In addition, there are a number of appendices. The ALS:2004 provides information pertinent to libraries at 3,889 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia. Appended are: (1) Glossary; (2) Record Layout; (3) Survey Instrument; (4) Crosswalks; (5) Edits and Imputations; (6) Response Rate Tables; (7) Frequency and Continuous Variable Statistics; and (8) Academic Libraries Survey Tutorial. (Contains 3 tables.)

This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: (1) an overview of the study and its predecessor studies; (2) an account of instrumentation; (3) a summary of the data collection methodology and results, including detailed response rates; (4) a description of data preparation and processing activities; and (5) an overview data file structure and contents. In addition, there are a number of appendices. The ALS: 2004 provides information pertinent to libraries at 3,889 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia. Appended are: (1) Glossary; (2) Record Layout; (3) Survey Instrument; (4) Crosswalks; (5) Edits and Imputations; (6) Response Rate Tables; (7) Comparison of Reported and Imputed Values; (8) Frequency and Continuous Variable Statistics; and (9) Academic Libraries Survey Tutorial. (Contains 3 tables and 10 footnotes.)

Along with its human resources, financial assets, and intellectual cache, space is a primary resource of an educational institution. Indeed, the dollar value (initial cost, replacement cost, or market value) of a postsecondary education institution's buildings sometimes exceeds its annual operating budget and endowment. Without information on how much and what type of resources it has, an institution cannot assess whether sufficient resources are available to fulfill its mission. Answering some basic questions about space, including how much space is available, what kind of space it is, to whom is the space assigned, and how efficiently is the space is being used, requires gathering facilities' inventory data and developing and maintaining a facilities' inventory database. This manual describes standard practices for initiating, conducting, reporting, and maintaining an institutional facilities inventory. Once completed, a facilities inventory will enable an institution to measure the ability of its space to meet its current programs, assess the current operation costs of its facilities (maintenance, utilities, cleaning, etc.), and then begin to plan for future space needs. The appendixes provide more detail than was warranted in the main body of the manual. In particular, appendix A provides guidance in using the FICM for data reporting and interinstitutional data exchange; appendix B provides additional detail on the NACUBO and OMB functional categories; appendix C provides additional detail on the Classification of Instructional Program codes for academic disciplines; appendix D provides a suggested method for classifying infrastructure; appendix E provides a detailed method for describing the maintenance level of facilities; appendix F provides an integrated number coding structure that encompasses assignable and nonassignable space and infrastructure classifications; and appendix G contains a glossary. (Contains 8 tables.) [This report also produced by National Working Group on Postsecondary Facilities.]

Recent increases in child obesity have sparked concerns about competitive foods--foods sold to students at school that are not part of federally reimbursable school meals. The nutritional value of these foods is largely unregulated, and students can often purchase these foods in addition to or instead of school meals. Nearly 9 out of 10 schools sold competitive foods to students in school year 2003-2004, and the availability of competitive foods sold in middle schools and through a la carte lines has increased over the last 5 years. Schools often sold these foods in or near the cafeteria and during lunch, and the competitive foods available ranged from nutritious items such as fruit and milk to less nutritious items such as soda and candy. High and middle schools were more likely to sell competitive foods than elementary schools. The six school districts visited all recently took steps to substitute healthy items for less nutritious competitive foods. In each district, committed individuals took actions to initiate and lead change while also involving those affected. However, districts faced several barriers to change, including opposition due to concerns about revenue losses. In recent years, federal, state, and local governments have increasingly focused on the role that competitive foods play in children's diets. The April 2004 report on competitive foods, revealed that increasing numbers of state legislatures are enacting and proposing legislation to restrict the availability of competitive foods in schools. In addition, school districts and schools themselves are taking steps to limit the availability of competitive foods. Appended are: (1) Scope and Methodology; and (2) GAO Contacts and Staff Acknowledgments. (Contains 8 tables and 10 figures.)

The Code of Virginia requires school divisions statewide to submit data annually to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence. Incidents reported include those that occurred on school property, on a school bus, or at a school-sponsored activity. The federal Gun-Free Schools Act of 1994 (GFSA, Sec. 14061) also requires all states that receive federal funds to report annually the number of students suspended or expelled statewide for the possession of firearms on school property. Section 22.1-279.3:1, Code of Virginia and the Gun-Free Schools Act, Sec. 14061 are included in Appendix A of this report. Virginia uses incident-based reporting consistent with federal standards. The reporting process employs a set of offense definitions and a system of offense codes that are consistent with recommendations of the National Center for Education Statistics and the National Forum on Education Statistics. "Incidents" range from criminal acts that result in law enforcement action to misbehavior disruptive to a classroom. A single incident may involve multiple students and could result in multiple disciplinary actions. This report focuses on the 2003-2004 school year and is based on information submitted by all 133 school divisions. Fall 2003 membership totaled 1,192,539 in 1,958 schools. Appended are: (1) Applicable State and Federal Laws; (2) Definitions of Offenses, 2003-2004; (3) Offenses Required to be Reported Regardless of Sanction, 2003-2004; (4) Offense Codes Used to Identify Persistently Dangerous Schools, 2003-2004; and (5) Superintendents Memo No. 58. (Contains 14 charts, and 19 tables.)

A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools.This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey (1992-2002), the School Crime Supplement to the National Crime Victimization Survey (1995, 1999, 2001, and 2003), the Youth Risk Behavior Survey (1993, 1995, 1997, 1999, 2001, and 2003), the School Survey on Crime and Safety (2000) and the School and Staffing Survey (1993-94 and 1999-2000). Data on crime away from school are also presented to place school crime in the context of crime in the larger society. Appended are: (1) Supplemental Tables; (2) Standard Error Tables; (3) Technical Notes; and (4) Glossary of Terms.

This document analyzes a study done by the Center for the Study of Community Colleges (CSCC), which examined transfer rates in the VCCS. The document provides definitions for transfer rate, academic performance, and completion rate as they are used in the study. The study answers the following questions: (1) which pool of students were used in the study? (2) how soon do these students transfer after enrolling in a community college? (3) how many hours do these students complete before they transfer? (4) where do the students transfer to? (5) how well do these students do academically after they have transferred? (6) do those students continue their education until they complete their degree? (7) if so, in what programs do these students gain their degree in? Some of the key findings of the study are as follows: (1) Over 24% of students transfer; (2) 15% of this group continue on to complete their BA; (3) 70% of students transfer by their third year; (4) 85% of students that transfer attend a public college or a university; and (5) the most common degrees that were completed were in Psychology, Business Administration and Management, and Interdisciplinary Studies. (MZ)

This leaflet is a guide to data resources on the Internet related to education. The first Web site listed, http://nces.ed.gov/globallocator/, allows the user to search for public and private elementary and secondary schools by name, city, state, or zip code. The second site, "The Students' Classroom," offers information on a range of topics and activities related to mathematics. Two sites from the National Center on Education Statistics (NCES) allow the user to search for tables and figures in NCES publications or to search for NCES publications through its electronic catalog. Also listed is an NCES site that allows the user to obtain information about a particular library or to establish a set of peer libraries to compare on a variety of characteristics. The last site described is that of the NCES Library Statistics program. (SLD)

The Continuous School Improvement Questionnaire (CSIQ) developed by the AEL helps a school staff gauge its performance on six dimensions related to continuous school improvement. Each member of the staff responds to the CSIQ individually. Although results might be used at the district or regional level, the most widely intended unit for applying the results is at the school level. This manual contains information about procedures for proper administration, scoring, and reporting of results, and information about the interpretation and use of results. The manual also provides information about the research base for the CSIQ. The technical report portion of this manual provides information about the development of the instrument through pilot and field tests. Normative data are given for different types of schools and for other variables found in the school setting. Charts for converting scale raw scores to percentiles also are provided, allowing the comparison of one school's CSIQ scores to those of other schools. The CSIQ instrument is included with this manual. (Contains 27 tables.) (SLD)

This document is the annual student satisfaction survey completed by Howard Community College students in 2002. The respondents came from all different class sections. The survey was sent out to 106 students and 99 replied, which is a 93% response rate. The majority of respondents had chosen HCC due to its close proximity to home (33%) and their main objective is to transfer to a four-year school (55%). A majority (77%) of students worked at least part time and 54% used financial aid. The following are some of the key findings of the survey: (1) the highest rated services includes admissions services, library, and HCC publications; (2) students felt most satisfied with class size, quality of instruction overall, and the attitude of faculty towards students; (3) the highest rated aspects of student life were athletic programs, college social life, and cultural arts activities; and (4) majority of students felt safe on campus (77%) and agreed that HCC is helping them prepare for transferring (70%). The lowest rated survey items included SGA, student E-mail (new), and parking for full-time students in order of importance. The document provides an overview of the previous year's survey results for comparison. (Contains 8 graphs and 10 tables.) (MZ)

This brief suggests that not every historic school can or even should be saved, but all too often, historicschools and options for renovation are routinely dismissed without full consideration of alternatives or community input. The article further asserts that many schools are either abandoned ordemolished simply because of their age, as school administrators argue that theycannot be preserved and adapted to meet modern educational program needs.The article suggests that as residents, parents, elected officials, or school board members, there are various ways to get noticed, participate, and ultimately advocate for saving a historic neighborhood school. The included strategies serve as a road map to help get started, ask the right questions, follow leads, identify warning signs, and build support. The strategies include: (1) get familiar with the process (school facility evaluations, inflated school renovation cost estimates and prejudices, state reimbursement rules, acreage standards); (2) understand the perspective of the educator and the community (find your target audience, recognize the needs of children, consider the educator's point of view, be sensitive to socio-economic and racial issues, maintain civility, anticipate the process); (3) organize stakeholders (engage the school community, form alliances, bring in the experts); (4) plan for obstacles and success (seek funding to support your effort; recognize the human factor); (5) confront the challenge (understand the case for replacement); and others. (EV)

This document presents school and district information on the spring 2000 administration of the Arizona Instrument To Measure Standards (AIMS) organized by grade and alphabetically by district and school. Grade level is noted at the top of each page. AIMS scores for each subject are organized in columns under each subject area heading. Information noted for each subject includes the number tested, the mean scale score, the percentage of students falling "far below the standard," and the percentages of students approaching, meeting, and exceeding the standard. School scores follow district scores. Results are provided in table form for: (1) grade 3 in reading, writing, and mathematics; (2) grade 5 in reading, writing, and mathematics; (3) grade 8 in reading, writing, and mathematics; (4) grade 10 in reading, writing, and mathematics; (5) grades 10 and 11 combined, for some schools, in the 3 subjects; and (6) grade 11 retests in all 3 subject areas. (SLD)

This manual was designed to assist Minnesota's schools in minimizing the consumption of lead in drinking water by students and staff. It offers step-by-step instructions for testing and reducing lead in drinking water. The manual answers: Why is lead a health concern? How are children exposed to lead? Why is lead a special concern for schools? How does lead get into drinking water? How much lead in drinking water is too much? and What can be done to reduce lead levels in drinking water? This last question includes discussion of legal background and requirements, testing for lead in school drinking water, flushing taps, testing taps, flushing and retesting, other corrective actions, and reassessment. (Contains a glossary. Appendices contain a list of Minnesota laboratories certified to analyze lead in drinking water, and a lead testing record form. Also contains a list of other resources.) (EV)

This report contains results of Arizona's Instrument To Measure Standards, administered in grade 10 in Spring 1999 and reported in an updated version in this report of March 2000. For each high school, the following information is provided: (1) number of students in the summary; (2) the mean scale score; (3) the median score; and (4) the percent of students at each performance level, whether far below or approaching the standard, meeting the standard, or exceeding the standard. The results are presented in tabular form for reading and mathematics. (SLD)

This pamphlet notes how active family involvement in education can benefit children's achievement, attitudes, schools, and teachers. It describes how families and schools can work together to contribute to the education process. The pamphlet details the components of a family-school partnership promise to work together, exchange information, share decision-making, and collaborate for children's learning. The pamphlet also includes a form for joining the Partnership for Family Involvement in Education and delineates materials available from the U.S. Department of Education providing guidelines for getting families involved in education. Finally, the pamphlet describes ways parent organizations and schools can support family involvement in education by: (1) opening the lines of communication and making families feel welcome as equal partners; (2) giving teachers the tools to reach out to families; (3) setting high expectations for children by helping them enroll in challenging courses; (4) using technology to link parents to the classroom; (5) overcoming language barriers; and (6) encouraging communities to join family-school partnerships. (KB)

This is the 20th year of statewide student testing under the Arizona Student Achievement Program. To fulfill the requirements of the Arizona Revised Statutes, a nationally standardized norm-referenced achievement test in the subjects of reading, language arts, and mathematics was adopted and implemented in Arizona schools. For the 1999-2000 school year, students in grades 2 through 11 were tested using the Stanford Achievement Test, Ninth Edition (Stanford9). This test was administered statewide to 619,280 Arizona students in grades 2-11 during the Spring of 2000. Three subtests in the target academic content areas were administered to all students. This "State Report Appendix" provides school, district, county, and state level scores representing typical student performance on the 1999-2000 administration of the Stanford 9. Sections A, B, and C of the report provide separate scores, one for each subject area. The three scores cannot be averaged to provide one overall score for a school, school district, county, or the state. The scores are called "individual percentile rank scores," and they indicate the estimated percentage of students nationally scoring equal to or lower than the average performance indicated for a school, district, county, or state. One lengthy table is provided for each of the subject areas. (SLD)

This guide lists information and resources concerning school interventions to prevent youth suicide. Part 1 includes articles related to youth suicide, depression, and violence, along with a listing of basic facts, statistics, and myths about suicide. A general model of youth suicide is included followed by information on prevention. Part 2 contains information on identifying and addressing risk, risk and protective factors, a suicide assessment checklist, and criteria for diagnosis. Part 3 addresses specific responses to suicidal crises. It also contains descriptions of 15 training programs for community members, teachers, and school staff. The goal of these programs is to train individuals to identify youth at risk of suicidal behaviors and refer them to the appropriate sources of help. This section closes with an overview of various counseling approaches. The guide concludes with an annotated bibliography and list of Web sites from the University of California Los Angeles (UCLA) Center for Mental Health in Schools Training and Technical Assistance Center. (Contains approximately 110 print and Web resources.) (GCP)

This codebook contains the layout and descriptive information for survey and sampling variables for the public-use version of the 1993-94 Schools and Staffing Survey (SASS). Information in this volume allows the user to access the data file. This volume opens with a discussion of created variables and some user notes. Four appendixes contain the codebook sections for the public use version. These are: (1) "Appendix K: Teacher Demand and Shortage (SASS-1A) Codebook"; (2) "Appendix L: Public and Private School with District/Private School Policy Items Included (SASS-3A and 3B) Codebook"; (3) "Appendix M: Public and Private School Principal (SASS-2A and 2B) Codebook"; and (4) "Appendix N: Public and Private School Teacher (SASS-4A and 4B) Codebook." (SLD)

This volume is the restricted-use codebook for the 1993-94 Schools and Staffing Survey (SASS) Bureau of Indian Affairs (BIA) schools, teachers and principals. The sample contains 152 schools with samples of teachers and principals for these schools. The first section contains a discussion of the SASS created variables, and the second section contains user notes. Three appendixes contain the codebooks: (1) "Appendix O: BIA School Principal (SASS 2C) Codebook"; (2) "Appendix P: BIA School (SASS 3C) Codebook"; and (3) "Appendix Q; BIA School Teacher (SASS 4C) Codebook." (SLD)

This summary provides key findings about state, district, and school level performance on the TerraNova examinations (CTB/McGraw Hill) in Nevada in 1998-1999. The TerraNova tests are used to assess students in grades 4, 8, and 10 as stipulated by Nevada law. Within this summary, a description of performance as measured by national percentile scores is provided. Some limited information about student demographics and characteristics is also provided. In the fourth grade, across the four subjects (reading. Language arts, mathematics, and science), Nevada students performed very much like fourth graders across the United States in 1998. Eighth graders performed at or above the national average in reading, language, and science, and slightly below the national average in mathematics. There has been little change over the 3 years the examinations have been administered. Performance at the 10th grade level exceeded that of the national norm group in every subject area. TerraNova has only been given in Nevada to 10th graders for 2 years, so trends in performance cannot yet be established. There was considerable variation in school district level performance in reading, language, and mathematics, but less variability in science. The majority of individual schools in the state are recognized as having adequate achievement, but in 1998-1999, eight schools were designated as inadequate. This is an improvement over the previous year, in which 23 schools were consideredinadequate. (Contains 18 figures and 5 tables.) (SLD)

The Common Core of Data (CCD) program of the National Center for Education Statistics (NCES) consists of five separate surveys. An evaluation was conducted of the nonfiscal surveys from the CCD for 1996-97. It focused primarily on the agency and school universe surveys, but it also included the state nonfiscal survey. The evaluation explored such issues as respondent response time intervals, NCES/agent data processing and editing time intervals, and overall survey timeliness and data quality. The evaluation did not reveal any major problems or deficiencies in the 1996-97 nonfiscal CCD surveys data collection, processing, and editing cycle. Most of the recommendations resulting from the evaluation relate to improving overall survey timeliness, and only a few are directed toward the edits themselves. Most of the recommendations represent relatively minor changes to the procedures and processes of the existing system. Thirty-four principal findings and 18 principal recommendations are listed. Appendixes contain the agency universe and school universe error and warning message edit descriptions. (Contains 26 tables.) (SLD)

This document reports the levels of skill achievement by Florida students as measured by the High School Competency Test (HSCT) and explains the purpose, reporting, and use of HSCT test results. This test measures the ability of students to apply basic skills in communication and mathematics successfully in everyday life situations. Students in the 11th grade were tested on the HSCT in October 1998. Results of this assessment for the state, districts, and schools are included in this report. Results for students beyond grade 11, including adult students, are not included, but are available through the school districts. In October 1998, the test was taken by 108,694 11th grade, standard curriculum students who took the communications section and 109,315 11th graders who took the mathematics section. In 1998, there was a 3% increase in the rate of students passing the communications test and a 2% increase in the passing rate for the mathematics test above the 1997 passing rates. Two appendixes contain tables of state and district results and a district report of school skill achievement. A "Guide to the High School Competency Test (HSCT) Statewide Assessment Results" is included as an enclosure. (SLD)

This booklet is a technical assistance sampler addressing the issues of student misbehavior, discipline problems, and behavioral initiatives. The term behavioral initiative is defined, disciplining children with disabilities is discussed, and a cautionary note concerning ignoring students' reasons for misbehavior is presented. A brief entitled "Behavior Problems: What's a School to do?" explores the issue of discipline, interventions focusing in dealing with misbehavior, logical consequences, defining and categorizing discipline practices, social skills training, and addressing underlying motivation. A list of relevant references is also included in the brief. A list of books, book chapters, journal articles, reports and other printed resources relevant to behavioral initiative and a list of ERIC readings and resources on school discipline are provided. A discussion of model programs examines major behavioral initiatives across the country; school-wide programs; behavioral initiative assessment instruments; and assessing resources for school wide approaches, a set of self-study surveys. A second brief, "Enabling Learning in the Classroom: A Primary Mental Health Concern," explores helping teachers assist identified students, creating a caring context for learning; expanding the context; teachers working and learning together; and a psychological sense of community. A list of relevant resources is also included in the brief. The booklet includes a list of agencies, organizations, Internet sites, other documents available from the Mental Health in Schools Training and Technical Assistance Center, and contact information for consultants who have the most direct expertise in creating state and school-wide models located across the country. Contains 65 additional references related to behavior concerns. (MKA)

In schools, youngsters with serious emotional and learning problems usually are assisted under the auspices of "special education." Of course, many students with behavior, learning, and emotional problems don't meet the criteria for special education. Their needs must be addressed through support programs and other accommodations. This guidebook is designed to improve outcomes for young people by enhancing policies, programs, and practices relevant to mental health in schools. It provides a framework and strategies to guide schools as they encounter common psychosocial problems in students. It is designed as a desk reference aid. An introduction provides an overview of mental health in schools. Part One stresses ways to keep the environment in perspective as a cause of certain types of problems. Part Two frames the full range of programs that allow a school and a community to address psychosocial problems. Part Three covers five of the most common syndromes students manifest and schools agonize over: attention problems; conduct and behavior problems; anxiety problems, affect and mood problems; and social/interpersonal problems. Part Four explores ways to increase a school's capacity to prevent and ameliorate problems. Part Five provides additional sources of information, including agencies and organizations that can provide further information and support. (Each section contains numerous references.) (JDM)

The 1998-99 school year marked the 19th year of statewide student testing under the Arizona Student Achievement Program. In this school year, students were tested using the Stanford Achievement Test, Ninth Edition (Stanford9). This test was administered to 593,872 Arizona students in grades 2 through 11 during the spring of 1999. Three subtests in reading, language, and mathematics were administered at all grade levels. This document provides school, district, county, and state level scores representing typical student performance. Sections A, B, and C of this report provide separate scores, one for each subject tested. The three scores cannot be averaged to provide one overall score for a school, district, county, or the state. They are percentile rank scores that indicate the estimated percentage of students nationally scoring equal to or lower than the average performance indicated for a school, district, county, or the state. These scores are presented in table form, one lengthy table for each of the three subtests in reading, mathematics, and language. (SLD)

This kit from the Crime Prevention Coalition of America provides information about crime prevention, the history of crime prevention month, and materials for use in creating and hosting crime prevention programs and events. Contents include (1) "The Results of Investing in Crime Prevention"; (2) "Sample Press Release"; (3) "A Proclamation for Crime Prevention Month 1998"; (4) "The Beginning of Something Bigger," which discusses planning larger initiatives that start with crime prevention month events; (5) "Making a Presentation"; (6) "Publicizing Your Crime Prevention Month Event"; (7) "Celebrate Crime Prevention Month," a planning timeline in a checklist format; (8) "Asking for Stuff," which provides information about getting donations; (9) Web Resources"; (10) "Calendar of Special Observances" for October 1998 through August 1999; (11) "Selected Resources from NCPC" (National Crime Prevention Council); (12) "Products from A to Z," which lists phone numbers for "McGruff" and other licensed products for crime prevention; (13) "Crime Prevention Coalition of America." Short articles include tips and ideas, resources, and projects that groups can conduct to call attention to crime prevention. The kit also contains a selection of camera-ready materials, both in color, and in black and white, with suggestions for their use to help promote prevention awareness of crime, drugs, and violence. (EMK)

This paper on students who learn differently, primarily students with specific learning disabilities or attention deficit/hyperactivity disorder (ADD/HD), examines the topic in the context of American families living abroad based on a review of the literature and a survey of member clubs of the Federation of American Women's Clubs Overseas. Background information covers topics such as the nature of ADD/HD, symptoms of special learning problems, factors that might complicate recognition, why students learn differently, consequences of ignoring the fact that students learn differently, and student evaluation. Special considerations for internationally mobile families are organized into suggestions for before and after the move and anytime. Schooling suggestions cover international schools, host country or national schools, choosing a school, techniques for teachers, the computer as a teaching aid, continuing education for teachers, and tips for college-bound students. The paper also provides an extensive bibliography and list of resource materials including books, computer programs, tapes, Web sites, and useful addresses. Also included are eight attachments such as the survey questionnaire, a list of famous people with attention deficit disorders and learning disabilities, a brochure of advice for parents, organizational materials, and a report detailing the findings of a follow-up survey. (Contains approximately 50 references.) (DB)

The guide is one section of a resource kit designed to assist Peace Corps language instruction coordinators in countries around the world in understanding the principles underlying second language learning and teaching and in organizing instructional programs. This section contains a collection of pictures that can be used as visual aids in language instruction; the picture bank is also available on an accompanying CD-ROM (not included here). An introductory section describes the contents of the picture bank files and suggests ways in which the pictures can be accessed and used. Subsequent sections contain drawings and cartoons organized by: competency/topic (personal introductions/meetings, accommodation/home/buildings, agriculture and village, animals and nature, clothing, communications, community/leisure time/sports, daily routines, family, food/shopping, health and safety/medical, literacy, miscellaneous, money, professional-office, school, time/weather, and travel/transportation); grammar-reference; people portrait pictures; text markers-check boxes, arrows; country-specific pictures; and the hypercard picture bank. (MSE)

By understanding what hate-motivated behavior is and how best to respond to it, schools can become a powerful force in bringing such incidents to an end. This booklet provides an understanding of the nature of hate crime, the extent of the problem, and a review of the seven elements of effective school-based hate prevention programs. References to applicable civil rights laws are included. Examples of effective programs are provided with contact information. A section devoted to "Classroom Activities and Discussion Topics" offers more resources for elementary, middle, and secondary school activities. Contact information is provided for a list of resource organizations. A list of relevant government, nonprofit, and educational web sites is provided. A bibliography provides lists of curricula and instructional materials, books, and videos. Age suitability is provided for many of these resources. (EMK)

The 1997-98 school year was the 18th year of statewide student testing under the Arizona Student Achievement Program mandated by Arizona law. For the 1997-98 school year, students in grades 3 through 12 were tested using the Stanford Achievement Test, Ninth Edition (Stanford 9). This test was administered statewide to 536,254 Arizona students in the spring of 1998. Three subtests (reading, language, and mathematics) were administered to all students. This report provides school, district, county, and state level scores representing typical student performance on the Stanford 9. Sections A, B, and C provide tables of scores, one for each of the three subjects. The scores are individual percentile ranks that indicate the estimated percentage of students nationally scoring equal to or lower than the average performance indicated for a school, district, county, or state. (Contains three tables.) (Author/SLD)

The Florida Writing Assessment was implemented in grades 4, 8, and 10 in 1998 as required by the Florida legislature. The assessment is designed to measure students' proficiency in writing responses to assigned topics within a designated testing period. This report contains writing assessment results for the whole state, school districts, and individual schools for 117,364 10th graders taking the standard curriculum. The program results provide a comparative measure of student performance for schools and districts for each annual administration, as well as a basis for identifying trends in writing over a period of several years. It does not provide an exact index of changes in performance from year to year. (SLD)

This publication presents information about the technical characteristics of the 1997 Florida Writing Assessment Program, Grades 4, 8, and 10. Descriptive and statistical information is provided for the census assessment, and the procedures used in prompt development, pilot testing, field testing, scoring, and item banking are reviewed. The psychometric properties of the 1998 census assessment are also examined. The Florida Writing Assessment Program evaluates the proficiency of students in generating a written response to an assigned topic (prompt) within a 45-minute period. In each grade, students are asked to respond to one of two prompts. The census assessment of Florida's students began in 1992 at grade 4. In January 1998, the census assessment involved 150,600 fourth graders in 1,548 schools. In February, a census assessment was conducted of 139,810 8th graders in 653 schools and 117,634 10th graders in 526 schools. New prompts were field tested in all three grades in February. Information is provided about the distribution of holistic score points by racial and ethnic group. Appendixes contain a list of writing assessment advisory committee members and a sample prompt evaluation form. (Contains 15 tables, 4 figures, and 10 references.) (SLD)

The Colorado Department of Education (CDE), including Access Colorado Library and Information Network (ACLIN) and the Colorado School for the Deaf and the Blind, provides state- level guidance and resources for Colorado's local school districts, local and regional libraries, and special populations. Technology is the enabler that offers basic, consistent, easily accessible information to all different types of learning communities. Through technology, CDE can gather, store, and analyze data, enabling the department to offer information with quality and integrity. To establish a baseline for the current status of technology integration and to help chart the future, CDE surveyed all schools, districts, BOCES, public libraries, and regional library service systems. This report provides information on: fiscal year 1996-97 accomplishments; information systems plans for fiscal years 1997-98 and 1998-99; technical architecture of the state network; hardware and software inventories; staff requirements; brief summary of base budget projects--Automated Information Systems, Automated Data Exchange, Enterprise Network, and Access Colorado Library and Information Network; cost analysis worksheets; project details; and Schedule 2D Decision Items. Appendices include a description of the Computer Replacement Plan and proposed replacement dates and costs; and a progress report on the Automated Data Exchange Project. (SWC)

This summer institute was specifically designed to give the Wai'anae community in Hawaii a chance to share ideas that would strengthen the support for all of their youth. It also gave them a chance to learn about resiliency, which is defined as "a person's capacity to survive through life's difficulties." Resiliency can be fostered in youth by building protective factors into classrooms, families, and the community. These protective factors were included in lesson plans created by teachers, administrators, counselors, school personnel, parents, and community members of Wai'anae who participated in the institute. Fifteen of these factors were: (1) "Promotes close bonds"; (2) "Values and encourages education"; (3) "Uses high warmth/low criticism style of interaction"; (4) "Sets and enforces clear boundaries"; (5) "Encourages supportive relationships with many things"; (6) "Promotes sharing of responsibilities and services to others"; (7) "Expresses high and realistic expectations for success"; (8) "Encourages goal-setting and mastery"; (9) "Encourages pro-social development of values and life skills"; (10) "Provides leadership, decision-making, and other opportunities for meaningful participation"; (11) "Appreciates the unique talents of each individual"; (12) "Provides access to resources for meeting basic needs"; (13) "Fosters active involvement for all students"; (14) "Self-Worth, autonomy, self-esteem, self- self-awareness"; (15) "Spirituality." This work is indexed by protective factors only. (EMK)

This publication, a supplement to the "North Carolina Public Schools Facilities Guidelines," describes work force development education programs and facilities. It is intended as a resource that can assist design professionals in planning facilities that meet the evolving needs of public schools in the state. The first part of the guide provides general information on facilities design, including the following: background and overview; work force development education; using the guidelines; facility design; flexibility and expandability; work force development education spaces such as classrooms, laboratories, teacher work stations, storage areas, and outdoor spaces; shared spaces; space location; lighting; electricity; and security and safety. The second section of the guide provides program-specific information for facilities for the following courses: agricultural education, business education, career development, family and consumer sciences education, health occupations education, marketing education, technology education, and trade and industrial education. The last section lists seven resources. (KC)

Educational paraprofessionals can provide strong, multidimensional support for students' academic success. The first part of this book presents information on roles for education paraprofessionals in effective schools, focusing on the history of paraprofessionals as multifaceted members of the schools staff, the work of paraprofessionals, how to assess whether paraprofessionals can help, and elements of good paraprofessional practice. The second part offers an overview of 15 effective programs nationwide that employ paraprofessionals. The programs include: early childhood education, Title I instruction, Head Start, parent participation, school employee effectiveness training, site-based management, career development, and bilingual pupil services. The third part of the book profiles the 15 effective programs in detail. The three appendixes present listings of paraprofessional job titles and descriptions, profile sites and contacts, and information on Federal student aid programs. (Contains 25 references.) (SM)

This document was produced to provide architects, planners, and builders with an educational design brief for Dorset, England school grounds. The County Education Planning and Development Department will use it as an educational and curriculum statement to complement their more detailed and specific building briefs. The brief uses many of the ideas and some of the text of "The Outdoor Classroom: Building Bulletin 71." The brief addresses: educational and social demands on school grounds; consultation; site survey, appraisal, and records; optional layouts; site of buildings; building, configuration, fabric, and services; access and circulation; car parks; site boundaries and enclosures; hard play areas and surfaces; site furniture; earth modeling and soils; grass sports and recreation areas; soft landscapes; growing plants; keeping animals; advance work; aftercare; and statutory and legal requirements. (Appendices contain possible site features, a management policy statement of objectives, and a list of plants.) (EV)

This report discusses a federally mandated standard concerning establishment of a program to reduce exposure to blood and other potentially infectious materials (OPIM) in Iowa schools and education agencies. The standard includes the following components: introduction, scope and application, definitions, exposure control, methods of compliance, Hepatitis B vaccinations, post-exposure evaluation and follow-up. communication of hazards to employees, and recordkeeping. A "response team" approach for dealing with school situations involving blood and OPIM is recommended. Interpretations of the standard by the Occupational Safety and Health Administration of the U.S. Department of Labor are cited in the areas of first aid providers and coverage of discarded feminine hygiene products. The report provides a sample format for a written policy, a sample Hepatitis B vaccine information record, a list of universal precautions, and a sample training attendance certificate. (JDD)

This compendium provides a guide to data collections in higher education focusing on sources that are national in scope, and updated and made available on a regular or periodic basis including surveys, data bases, reports, and statistical digests. These sources are divided into nine broad categories, each category contains separate entries for each data source and each entry provides a brief description of the source, lists or outlines the major data collected or reported, provides information on data availability, lists current uses and publications and provides the source or contact. The nine categories are: (1) Institutional Descriptors; (2) Student Data; (3) Student Longitudinal Data; (4) Student Financial Aid; (5) Financial Data; (6) Tuition and Fee Charges; (7) Faculty, Staffing and Salaries; (8) Physical Facilities, Libraries and Assets; (9) Sourcebooks and Comparative Studies. An appendix contains a blank form for reporting data sources to be included in the compendium or for making changes in sources already listed. (JB)