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This report aims to provide an overview of the annual fall census data for students enrolled in degree credit courses within the North Dakota University System (NDUS). Compared to previous editions, this report adds two new tables, as well as revisions to existing ones. Tables and figures include: (1) NDUS Census Headcounts, Full Time Equivalencies & Scheduled Credit Hours; (2) Headcount & FTE by Degree/Non-Degree Seeking; (3) Institutional Headcount by Academic Level; (4) Part Time & Full Time Headcounts; (5) Full Time Equivalencies of Part Time & Full Time Students; (6) Scheduled Credit Hours by Academic Level; (7) High School Students taking College Courses; (8) High School Students by County; (9) New Undergraduates; (10) Developmental & Collaborative Enrollments; (11) Trending Headcount, Full Time Enrolled & FTE; (12) Headcount by Course Delivery Mode, Course Delivery Mode Trending, Distance Education Course Delivery Modes, North Dakota County, Tuition Residency, Age, and Race; (13) Undergraduate Headcount by State; (14) Graduate Headcount by State; and (15) Current & Historical Headcount by North Dakota County. [For the 2022 Fall Enrollment Report, see ED624642.]

The "2022 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2021 Fall Enrollment Report, see ED615689.]

Schools at a Glance provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of Finance and Operations; Office of the Chief of Staff, Office of Shared Accountability; Office of Strategic Initiatives, Office of Technology and Innovation; and Office of Teaching, Learning, and Schools. For the 2020-2021 report, see ED614841.]

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for fiscal year 2021-2022 provides an array of information providing statistics about the public school systems in Tennessee. Sections include: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical and Financial Tables Public Schools Grades K-12. [For the 2020 report, see ED612382.]

Nebraska is committed to measuring its progress toward achieving the major statewide goals through national comparisons and institutional peer comparisons. It is the aim of the Comprehensive Plan that, when rank order is appropriate, Nebraska will rank among the ten best states in national comparisons, and individual public institutions will rank among the five best institutions in peer comparisons. This graphic report provides national comparison data for Nebraska followed by peer comparisons for: Nebraska College of Technical Agriculture, University of Nebraska at Kearney, University of Nebraska-Lincoln, University of Nebraska Medical Center, University of Nebraska at Omaha, Chadron State College, Peru State College, Wayne State College, Central Community College, Metropolitan Community College, Mid-Plains Community College, Northeast Community College, Southeast Community College, and Western Nebraska Community College. Data is also included on non-comparative measures: (1) Public High School Graduates Going Directly to College (2019-2020); (2) Nebraska's WIOA Measure of Postsecondary Participation by GED Completers (2019); (3) Percent of Population Age 25 to 64 with an Associate's Degree or Higher by County (2015-2019); and (4) Percent of Population Age 25 to 64 with a Bachelor's Degree or Higher by County (2015-2019).

The "2021 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2020 Fall Enrollment Report, see ED612582.]

"Schools at a Glance" provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief of Engagement, Innovation, and Operations; Office of the Chief of Staff; and Office of the Chief of Teaching, Learning, and Schools. For the 2019-2020 report, see ED607726.]

The "2020 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2019 Fall Enrollment Report, see ED605039.]

This document provides information about Wyoming Test of Proficiency and Progress (WY-TOPP) English Language Arts (ELA/comprehension) performance rates for each of the eight Fremont County school districts. This information is intended to help the Wyoming Department of Education (WDE) and the Region 11 Comprehensive Center develop and implement a WY Comprehensive K-3 Reading Framework to improve outcomes for struggling readers and invite two elementary schools to participate in the Fremont County project (2019-2024). This document summarizes information about third grade ELA proficient and advanced (combined) performance rates for the All Students, English Language Learners, Native American Students, and Students with Disabilities categories, for the 2017-2018 and 2018-2019 school years. Appendices provide comparisons of ELA proficient and advanced (combined) rates by student categories across districts, and the data used to inform this document.

In Maryland, one way children's wellbeing is measured is by looking at the data from the Kindergarten Readiness Assessment (KRA). While the data can illustrate how children perform on various indicators across literacy, math, social-emotional development and physical well-being, it's really a reflection of the "readiness" of Maryland communities, families, schools, and early childhood programs to prepare children for the future. This year, the state held steady at 47% of the students demonstrating readiness to engage in the kindergarten curriculum, although many local jurisdictions showed real progress. Last spring, Maryland conducted a comprehensive statewide needs assessment, including 18 town hall meetings across the state, 17 regional focus groups, and several surveys. Some of the key findings were: (1) Many Marylanders experience limited access to early childhood education services, especially vulnerable families including families of children with special needs, families of English learners, immigrant families, low-income families and families living in rural areas; (2) Families struggle to navigate the early childhood system, and parents often do not know about programs and services available to them, including critical mental health services; and (3) Early education professionals experience access barriers to teacher preparation and professional development programs which leads to a shortage of a qualified workforce across the state. Based on these and other results from the needs assessment, the state is finalizing its five-year prenatal-to-age-eight strategic plan to ensure that families, communities, and Maryland's schools and early childhood programs have the resources they need to support children's success. [For "Readiness Matters: The 2018-2019 Kindergarten Readiness Assessment Report," see ED604311.]

"Schools at a Glance" provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer, Department of Facilities Management; Office of the Chief Financial Officer; Office of the Chief of Staff; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Chief of School Support and Improvement; Office of Shared Accountability; Office of Special Education; and Office of Student and Family Support and Engagement. For the 2018-2019 report, see ED607724.]

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for fiscal year 2019-2020, provides an array of information providing statistics about the public school systems in Tennessee. Sections include: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical and Financial Tables Public Schools Grades K-12. [For the 2019 report, see ED612380.]

The Fall 2019 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2018 Enrollment Fact Book, see ED594012.]

Assessing students at kindergarten entry allows teachers to effectively plan instruction that meets individual student needs, and those of the class as a whole. Maryland uses Ready for Kindergarten (R4K): Maryland's Comprehensive Early Childhood Assessment System, a single coordinated system for measuring the knowledge, skills, and behaviors and identifying the needs of young children. R4K has two components: (1) Early Learning Assessment (ELA); and (2) Kindergarten Readiness Assessment (KRA). Maryland is one of more than 40 states using assessment tools to measure children's readiness for success in kindergarten. The compiled statewide and jurisdictional data released annually by the Maryland State Department of Education (MSDE) indicate overall kindergarten readiness, as well as average scale scores in each domain and overall readiness for student populations by gender, race/ethnicity, and prior care setting, and for students receiving special services, including children with disabilities, English learners, and students from low-income families. Of the more than 64,000 children that entered Maryland's kindergarten classrooms in school year 2018-2019: 44% are from low-income households, 15% are English learners, and 9% have an identified disability. The KRA 2018-2019 data show: (1) 11 of Maryland's 24 jurisdictions exceeded the statewide average: Anne Arundel, Baltimore, Carroll, Frederick, Garrett, Howard, Kent, Montgomery, Queen Anne's, Somerset, and Worcester Counties; (2) 13 jurisdictions exhibit readiness levels below the statewide average (fewer than 47% demonstrate readiness); (3) More than 28,000 kindergarten children live in one of these jurisdictions, 44% of all kindergarteners; and (4) In six of these jurisdictions, the majority of kindergarteners (>50%) may be eligible for Free and Reduced Price Meals (FaRMs), suggesting a greater than average level of child poverty. [For "Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System. The 2018-2019 Kindergarten Readiness Assessment Technical Report," see ED594322. For "Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report," see ED589988.]

This report provides an annual look at the summer 2015, fall 2015 and spring 2016 terms' enrollment in categories such as enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC) and the Data Governance/Institutional Research Council members representing the seven community colleges.

The Fall 2018 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2017 Enrollment Fact Book, see ED594011.]

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for fiscal year 2018-2019, provides an array of information providing the public with statistics about education in Tennessee. Sections include: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical and Financial Tables Public Schools Grades K-12. [For the 2018 report, see ED599488.]

The "2018 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount Enrollment; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent Enrollments of Part Time and Full Time by Level of Student Based on Total Student Credit Hours; (5) Trending Headcount, Full Time Enrolled, and Full Time Equivalencies (FTE) of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount Enrollment by Instructional Mode; (8) Degree Credit Headcount Enrollment by E-Learning Delivery Method; (9) Undergraduate Headcount Enrollment by State; (10) Graduate and Professional Headcount Enrollment by State; (11) Headcount Enrollments for North Dakota Students by County of Residence; (12) Unduplicated Headcount Enrollments for North Dakota Students by County of Residence; (13) All Enrollments for North Dakota Students by County of Residence; (14) Headcount Enrollments and Headcount by Tuition Residency Status; (15) Headcount Enrollment by Age; and (16) Headcount Enrollment by Race. Data Sources Used for Reporting and Data Definitions are included. [For the "North Dakota University System 2018 Spring Enrollment Report," see ED590840.]

"Schools at a Glance" provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer--Department of Facilities Management; Office of the Chief Financial Officer; Office of the Chief of Staff; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; and the Office of Special Education and Student Services. For the 2016-2017 report, see ED594057.]

The Fall 2017 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2016 Enrollment Fact Book, see ED594009.]

Based on Maryland's 2017-2018 Kindergarten Readiness Assessment (KRA) results, nearly half of all entering kindergarten children show foundational skills indicating they are fully ready for kindergarten, more than a third are approaching readiness, and 18% have emerging readiness skills. Results for the 2017-2018 school year show a slight increase from the administration of the KRA in 2016-2017. This technical report presents information on: (1) School Readiness Results for School Year 2017-2018; (2) New KRA Legislation and Weighting; (3) Weighting for State Level Results; (4) Local School Systems Administrating KRA on all Students (Census Administration) versus Representative Sampling; (5) School Readiness Based on Demographic Categories; (6) Reporting and Interpreting of KRA results; (7) What the KRA Results Represent; (8) Availability of the 2017-2018 School Readiness Report; (9) Background of Maryland's School Readiness Initiative; (10) Maryland's Assessment System of Measuring School Readiness; (11) Alignment of KRA Standards with the Maryland College and Career-Ready Standards; (12) KRA Item Types; (13) Administration of the KRA; (14) Use of Data and Accountability; (15) Accessibility for Special Populations; (16) Teacher Professional Development; (17) Validity and Reliability Data; (18) Measurement of the Internal Consistency of the KRA--Cronbach's Alpha; (19) KRA Item Reduction and Standard Setting; and (20) Standard Setting Validation. [For "Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report" see ED589988.]

Maryland is charged with providing an equal education and ensuring that personal or social circumstances--such as immigration status, ethnic background, socioeconomic status, English proficiency, or disability--are not barriers to academic success. Equity is achieved when all students have the resources they need, such as exceptional teachers or high-quality early childhood programming, to thrive and succeed. Data from "Readiness Matters! The 2017-2018 Kindergarten Readiness Assessment Report" indicate that many school readiness challenges must be addressed in order to close the achievement gap. The Maryland State Department of Education is taking proactive measures to focus on research-based strategies that work. Ready for Kindergarten (R4K) is Maryland's comprehensive early childhood assessment system. R4K aligns with the State's rigorous PreK-12 College and Career-Ready Standards and articulates what young children are expected to know and do upon kindergarten entry in order to be on the path toward academic success. R4K has two components: The Early Learning Assessment (ELA) and the Kindergarten Readiness Assessment (KRA). The KRA is a developmentally appropriate observational and assessment tool that relies on performance tasks and observations of children's work and play to measure specific skills and determine what each entering kindergartener knows and is able to do across four domains: social foundations, language & literacy, mathematics, and physical well-being and motor development. KRA 2017-2018 data show that: (1) 45% of Maryland's kindergarteners demonstrate readiness; (2) Maryland experienced a 2-point increase in readiness levels from the previous year; (3) The majority of kindergarteners do not demonstrate the knowledge, skills, and behaviors needed to succeed in school; (4) High poverty jurisdictions show lower readiness; (5) Gender gaps favor females; (6) Readiness gaps exist for children of color; (7) Fewer students with disabilities demonstrate readiness; (8) English proficiency impacts school readiness; and (9) The benefits of early education are clear. [For "Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report," see ED572305.]

For more than 25 years, the Public School Forum of North Carolina has isolated local spending from state and federal spending to examine the capacity and actual effort of counties to support public schools. The annual Local School Finance Study examines not only on the amount that counties spend on schools, but also each county's investment in the context of that county's taxable resources. The 2018 Local School Finance Study examines data from the 2015-16 school year. The primary source of financial information is the Division of School Business at the Department of Public Instruction, which provided data on non-property tax revenue; low-wealth and small county supplemental funding information; final average daily membership (except for charter school enrollments); effective county tax rate; adjusted revenue tax base; and current expenses. Other sources include the North Carolina Department of Revenue's "County Property Tax Rates and Revaluation Schedules" and "Sales Assessment Ratio Studies," which provided the 2015-16 property tax valuations and tax rates; the Department of Revenue's data on Local Government Sales and Use Tax Distribution; and the North Carolina Department of State Treasurer's "Report on County Spending on Public School Capital Outlays." The North Carolina Department of Health and Human Services provided data for the mandated social services expenditures, and the North Carolina Administrative Office of the Courts provided data on fines and forfeitures. Per capita income was obtained through the United States Bureau of Economic Analysis. In 2015-16, the state's ten counties that spent the most per student averaged $3,103 per student as compared with the ten that spent the least, which averaged $739 per student. That represents a gap of $2,364--and 60 counties are below the state average of $1,596. [For the 2017 report, see ED585763.]

To improve student access and success in North Dakota University System (NDUS) institutions, the State Board of Higher Education has implemented enrollment policies that better reflect the differentiated missions of research universities, regional universities, and community colleges. This report addresses the transition in policy by grouping data by institutional mission. As required by the North Dakota State Board of Higher Education, this enrollment report includes all degree credit enrollments for all NDUS institutions and is consistent with protocols implemented by the Integrated Postsecondary Education Data System.

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas' Overall Attrition Rate Inches Down--School Holding Power Improvement Slow (Roy L. Johnson); (2) Is the Downward Attrition Rate Trend Back on Track? Not Enough to Make a Difference (Felix Montes); (3) 6 Policies that Lead to Higher Dropout Rates; (4) Timeline for the Class of 2017; (5) Infographic: Texas public schools are losing 1 out of 4 students; (6) State Agency Reports 33,466 Students Dropped Out--A Mere 0.001 Percent Change from Previous Year (Roy L. Johnson); (7) Annual Dropout and Longitudinal Graduation Rates in Texas Charter Schools, 2009-2016 (Roy L. Johnson); (8) Quality School Holding Power Checklist; (9) Uncompromising Expectations for Graduating All Students; and (10) Types of Dropout Data Defined. [Individual reports contain statistics, charts, and resources. For the 2015-16 report, see ED580953.]

"Schools at a Glance" provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of the Chief Operating Officer--Department of Facilities Management Office of the Chief Financial Officer; Office of the Chief of Staff; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; and the Office of Special Education and Student Services. For the 2015-2016 report, see ED589129.]

The Fall 2016 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2015 Enrollment Fact Book, see ED594008.]

As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive Kindergarten Readiness Assessment (KRA) was administered for the third time. This assessment is part of the Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's more rigorous PreK-12 College and Career-Ready Standards. This report shares the school readiness results of Maryland's children--statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Based on Maryland's Prekindergarten standards, the results for this third year are: (1) 43% of entering kindergarteners in school year 2016-2017 are demonstrating that they possess the foundational skills and behaviors that prepare them for the curriculum that is based on Maryland's more rigorous kindergarten standards; (2) 50% of females are demonstrating readiness compared with 36% of the males; (3) 50% of Asian kindergarteners and 53% of white kindergarteners are demonstrating readiness above the state average (43%). American Indian/Alaska Native (26%), African American (37%), Native Hawaiian/Pacific Islander (33%) and Hispanic (27%) kindergarteners are below the state average of kindergarteners demonstrating readiness; (4) Kindergarteners with disabilities (19%), those learning the English language (21%), and those from low-income households (32%) have many fewer students demonstrating readiness than Maryland kindergarteners as a whole; and (5) Children who attended child care centers (51%) and non-public nursery schools (64%) the year prior to entering kindergarten exceed the statewide readiness average. [For "Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report" see ED572305.]

For more than 25 years, the Public School Forum of North Carolina has isolated local spending from state and federal spending to examine the capacity and actual effort of counties to support public schools. The annual Local School Finance Study examines not only on the amount that counties spend on schools, but also each county's investment in the context of that county's taxable resources. The 2017 Local School Finance Study examines data from the 2014-15 school year. The primary source of financial information is the Division of School Business at the Department of Public Instruction, which provided data on non-property tax revenue; low-wealth and small county supplemental funding information; final average daily membership (except for charter school enrollments); effective county tax rate; adjusted revenue tax base; and current expenses. Other sources include the North Carolina Department of Revenue's "County Property Tax Rates and Revaluation Schedules" and "Sales Assessment Ratio Studies," which provided the 2014-15 property tax valuations and tax rates; the Department of Revenue's data on Local Government Sales and Use Tax Distribution; and the North Carolina Department of State Treasurer's "Report on County Spending on Public School Capital Outlays." The North Carolina Department of Health and Human Services provided data for the mandated social services expenditures, and the North Carolina Administrative Office of the Courts provided data on fines and forfeitures. Per capita income was obtained through the United States Bureau of Economic Analysis. This year's study found a larger gap between the highest- and lowest-spending counties: $2,316 per student, compared with $2,211 last year. [SunTrust sponsored the 2017 Local School Finance Study. For the 2016 report, see ED585764.]

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2017 edition of the Statistical Abstract marks the 39th year of this valuable publication. This Abstract includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. A glossary of terms is included in the appendix. [For "South Carolina Higher Education Statistical Abstract, 2016. 38th Edition," see ED591767.]

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas' Overall Attrition Rate Inches Up--School Holding Power Improvement Slowed (Roy L. Johnson); (2) Zero Tolerance Policies Likely Contribute to High Attrition Rates of Black Students and Hispanic Students (Roy L. Johnson); (3) Attrition Rate Trend Reversed, Pushing Zero Attrition Rate Farther into the Future (Felix Montes); (4) Temporary Texas Policy Using Individual Graduation Committee Relieves High-Stakes for 6,000 Students (David Hinojosa); (5) Quality School Holding Power Checklist; (6) Uncompromising Expectations for Graduating All Students; (7) 6 Policies that Lead to Higher Dropout Rates; (8) Texas Education Agency Reports 33,437 Students Dropped Out (Roy L. Johnson); (9) Adjusted Cohort Graduation Rate: Texas Ranked 4th in On-time Graduation in 2014-15 (Roy L. Johnson); and (10) Types of Dropout Data Defined. [Individual reports contain statistics, charts, and resources. For the 2014-15 report, see ED580951.]

The Office of Shared Accountability in Montgomery County Public Schools (MCPS) is conducting a multiyear evaluation of the Achieving Collegiate Excellence and Success (ACES) program. The ACES program is a collaboration between MCPS, Montgomery College (MC) and the Universities at Shady Grove to create a seamless pathway from high school to college completion. It focuses on identifying and supporting both students who are underrepresented in higher education and those who would be the first in their family to attend college. A central element to the ACES program is the presence of coaches at each institution. School year 2014-2015 was Year Two of the ACES program. These students participated in Year One of ACES as 12th graders and graduated from MCPS in 2014. As part of a series of reports about Year Two of ACES, this document concerns the first year of participants at MC and addresses the following outcome evaluation questions: (1) What is the academic success of the ACES students at MC? (2) Are there variations in academic success among subgroups of ACES students at MC? Subgroups included race/ethnicity and services received in high school, and (3) Are there differences in academic success between ACES students and a comparison group of students at MC? Many positive outcomes for the first group of ACES students at MC included almost all being enrolled in at least one college-credit course and largely successful, in terms of academic standing, mean GPA, and pass rate. This study analyzed measures of academic success for the students who were enrolled in the ACES program at MC for the 2014-2015 year. Data were gathered from ACES program staff, MC student-level records, and MCPS student-level records. An appendix with one table is included.

The Fall 2015 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2014 Enrollment Fact Book, see ED594006.]

As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive new Kindergarten Readiness Assessment (KRA) was administered for the second time. This assessment is part of the new Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's more rigorous PreK-12 College and Career-Ready Standards. This report shares the school readiness results of Maryland's children--statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Based on the new higher standards, the new baseline results for this year are: (1) Nearly half of entering kindergarteners in school year 2015-2016 (45%) are demonstrating that they possess the foundational skills and behaviors that prepare them for the curriculum that is based on Maryland's new more rigorous kindergarten standards; (2) 52% of females are demonstrating readiness compared with 39% of the males; (3) More than half of Asian kindergartners (52%), white kindergartners (56%), and Native Hawaiian/Pacific Islander kindergartners (51%) are demonstrating this new level of readiness. American Indian/Alaska Native (44%), African American (41%), and Hispanic (27%) kindergartners are below the state average of kindergarteners (45%) demonstrating readiness; (4) Kindergartners with disabilities, those learning the English Language, and those from low-income households have much fewer students demonstrating readiness than Maryland kindergartners as a whole; and (5) Children who attended child care centers (54%) and non-public nursery schools (66%) the year prior to entering kindergarten exceed the statewide readiness average. [For "Readiness Matters! The 2014-2015 Kindergarten Readiness Assessment Report," see ED589994.]

For more than 25 years, the Public School Forum of North Carolina has isolated local spending from state and federal spending to examine the capacity and actual effort of counties to support public schools. The annual Local School Finance Study examines not only on the amount that counties spend on schools, but also each county's investment in the context of that county's taxable resources. The 2016 Local School Finance Study examines data from the 2013-14 school year. The primary source of financial information is the Division of School Business at the Department of Public Instruction, which provided data on non-property tax revenue; low-wealth and small county supplemental funding information; final average daily membership (except for charter school enrollments); effective county tax rate; adjusted revenue tax base; and current expenses. Other sources include the North Carolina Department of Revenue's "County Property Tax Rates and Revaluation Schedules" and "Sales Assessment Ratio Studies," which provided the 2013-14 property tax valuations and tax rates; the Department of Revenue's data on Local Government Sales and Use Tax Distribution; and the North Carolina Department of State Treasurer's "Report on County Spending on Public School Capital Outlays." The North Carolina Department of Health and Human Services provided data for the mandated social services expenditures, and the North Carolina Administrative Office of the Courts provided data on fines and forfeitures. Per capita income was obtained through the United States Bureau of Economic Analysis. This year's study found a larger gap between the highest- and lowest-spending counties: $2,211 per student compared with $2,183 last year. [This report was written with research assistance from Allison Hawkins. For the 2014 report, see ED585762.]

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2016 edition of the Statistical Abstract marks the 38th year of this valuable publication. This Abstract includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. A glossary of terms is included in the appendix. [For the 2015 Statistical Abstract, "South Carolina Higher Education Statistical Abstract, 2015. 37th Edition," see ED572974.]

"Schools at a Glance" provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Officer of the Chief Operating Officer--Department of Facilities Management and Department of Management, Budget, and Planning; Office of the Chief Academic Officer; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; and the Office of Special Education and Student Services. For the 2014-2015 report, see ED557707.]

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas High School Attrition Rates Stall (Roy L. Johnson); (2) Highest School Attrition Rates are in Regions with the Most Students (Roy L. Johnson); (3) Elusive Zero Attrition Rate is at Least 20 Years Away (Felix Montes); (4) Texas Education Agency Reports No Change in Annual Dropout Rate (Roy L. Johnson); (5) English Language Learners Most Likely to Drop Out of School (Roy L. Johnson); (6) Texas Compares Well with Other States in Federal Dropout Report (Roy L. Johnson); and (7) Types of Dropout Data Defined. [Individual reports contain statistics, charts, and resources. For the 2013-14 report, see ED560200.]

This is one of several studies conducted by the Office of Shared Accountability that evaluated students identified as eligible for English for Speakers of Other Languages (ESOL) services in Montgomery County (Maryland) Public Schools (MCPS). This study has two major purposes: (1) to examine English proficiency levels and progress in English language acquisition for students eligible for ESOL services from 2012 to 2014; and (2) to describe long-term ESOL students, and students who were eligible for ESOL services but whose parents or guardians refused the services. Since 2012, ESOL students in Maryland are required to take Assessing Comprehension and Communication in English State to State (ACCESS) for English Language Learners (ELLs). This descriptive study examined the distribution of ACCESS for ELLs scores (percentile ranks) among students and one-year or two-year gains on the ACCESS for ELL scores for elementary, middle, and high school students. In addition, the study examined the progress for two groups of students: (1) students who stayed in ESOL for four or more years and were considered at risk of becoming long-term ESOL; and (2) long-term ESOL students who were enrolled in the ESOL program for six or more years. The report includes four recommendations, and the following are appended: (1) Overview of the ESOL Program in MCPS; and (2) 14 additional tables.

Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP results recently released by the Maryland State Department of Education. Particularly noteworthy is the fact that MCPS graduates significantly contributed to Maryland's first-place national ranking for AP exam performance. Although MCPS 2014 graduates constituted nearly one fifth of Maryland graduates, MCPS graduates who earned a score of 3 or higher on one or more AP exams accounted for 31.3 percent of Maryland graduates with at least one AP exam score of 3 or higher. MCPS also provides the International Baccalaureate (IB) program for students at selected high schools as an option for experiencing college-level coursework and earning college credits in high school. The IB program continues to grow, and MCPS high school students demonstrate a steady increase in taking IB courses and exams. The increased participation of graduates in IB exams had a corresponding increase in the proportion of graduates who earned at least one IB exam score of 4 or higher--from 6.1 percent in 2012 to 6.6 percent in 2014. A similar trend was observed with regard to IB exam participation and performance for Asian, Black or African American graduates, and those who identified themselves as Two or More Races. The tables included in this memorandum provide data on AP and IB exam participation and performance of 2012 to 2014 public school graduates in MCPS, Maryland, and the nation. [For the 2013 report, see ED557737.]

The Office of Shared Accountability in Montgomery County (Maryland) Public Schools (MCPS) is conducting a multiyear evaluation of the "Achieving Collegiate Excellence and Success" (ACES) program. ACES is a collaboration between MCPS, Montgomery College (MC), and the Universities at Shady Grove (USG) to create a seamless pathway from high school to college completion. This report examines the following evaluation questions: (1) Who were the students in year one of the ACES program? (2) What was the academic success of the students in the ACES program? Were there differential patterns of achievement among student subgroups? (3) To what extent were ACES students able to navigate the admissions process? To what extent did ACES students attend a 2-year or 4-year college? (4) To what extent did the ACES students who will be attending an institution of higher education apply for financial aid and scholarships? This brief focuses on a portion of the outcome evaluation, the goal of which is to analyze the indicators associated with the first year of the ACES program. Appended to the report are additional tables and a copy of the communication flyer.

The Fall 2014 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [This report was produced by the Mississippi Institutions of Higher Learning Office of Strategic Data Management. For the Fall 2013 Enrollment Fact Book, see ED594005.]

The goal of the Howard Hughes Science Institute (HHMI) supported science program is to train one staff member to become a science lead within each of the elementary schools in the Montgomery County (Maryland) Public Schools (MCPS) district. The specific objectives of the first year of HHMI grant project were to: (1) provide approximately 20 teacher leaders with an increased understanding of targeted Next Generation Science Standards (NGSS) practices and the skills needed for them to create a training plan; and (2) to deliver this knowledge to 100 elementary classroom teachers during a week-long Science Summer Institute (SSI). This year 1 evaluation describes the implementation and impact on: (1) teacher leaders as they went through a series of professional development, including creating and implementing the Science Summer Institute (SSI) training for other elementary level teachers; and (2) elementary classroom teachers who attended the week-long SSI professional development. The evaluation includes three recommendations for improvement. The following are appended: (1) Science, Technology, and Engineering Montgomery County Public Schools. Trainer Application--2013-2015 School Years; (2) Second-Fifth Grade Science Summer Institute Overviews (June 23-27); and (3) Aspects that Hinder Effective Science Instructions Reported by SSI Participants.

The continuing emphasis by Montgomery County (Maryland) Public Schools (MCPS) on rigorous course taking resulted in MCPS students taking a record-setting 33,662 Advanced Placement (AP) exams in 2014. Additionally, the percentage of AP exams taken by MCPS students who attained scores of 3 or higher (73.9 percent) was 13.0 and 16.7 percentage points higher than those for public school students in the state of Maryland (60.9 percent) and the nation (57.2 percent), respectively. Generally, the number of AP exams taken by MCPS students in 2014 accounted for 30.9 percent of all those taken by Maryland public school students, and the number of AP exams with scores of 3 or higher taken by MCPS students accounted for 37.5 percent of all those in Maryland. MCPS students of all races/ethnicities set records for the number of AP exams with scores of 3 or higher compared with their peers in the state and the nation. Particularly noteworthy was the percentage of AP exams taken by MCPS Black or African American students receiving scores of 3 or higher (49.8 percent), which was 16.9 and 20.9 percentage points higher than those in the state (32.9 percent) and the nation (28.9 percent), respectively. Overall, the number of AP exams taken by MCPS Black or African American students with scores of 3 or higher accounted for 29.7 percent of all such exams in Maryland in 2014 and 2.3 percent of all such exams in the nation. Noteworthy gains were found in both the number of exams taken and the percentage of AP exam scores of 3 or higher in Calculus BC and Physics C: Mechanics for students overall and for at least three racial/ethnic groups from 2013 to 2014. There was an increase in the number of exams taken and the percentage of AP exam scores of 3 or higher in English Language and Composition, Calculus BC, Chemistry, Microeconomics, Macroeconomics, and World History for Black or African American students. An increase was evident for Hispanic/Latino students in the number of exams taken and the percentage of AP exam scores of 3 or higher in Calculus AB, Calculus BC, Statistics, Physics C: Mechanics, and Spanish Language. The positive trends in AP exam participation and performance provide evidence of MCPS' continuing efforts to ensure inclusive and challenging curricular opportunities for students of all races/ethnicities and to prepare all students for college-level work. The tables attached to this memorandum provide additional AP exam information. Tables A1 through A6 provide data on exam taking and performance among groups of students enrolled in MCPS schools, and public school students in Maryland and the nation. Tables B1 through B22 provide 2014 AP data for student groups and high school participation and performance by subject.

The Office of Special Education and Student Services asked the Office of Shared Accountability to evaluate the "Facilitated Communication Pilot." In facilitated communication (FC), people with communication impairments express themselves by typing with the aid of a communication partner, called a facilitator, who provides physical (and other types of) support. Montgomery County (Maryland) Public Schools (MCPS) committed to the FC pilot in late spring 2013 with four Grade 5 students. Each one had a paraeducator facilitator and was included in general education classes for the first time by the end of school year 2013-2014. The pilot's goal was for students to demonstrate their learning of the general education curriculum, initially through FC and longer term, through independent communication without facilitation. The goals for this study were to help assess authorship of messages (i.e., whether students' typed messages about schoolwork can be attributed to the student rather than to the facilitator), to study an approach that MCPS had not previously used, and to determine the efficacy of the pilot. The report includes a summary of the findings and recommendations and also contains the appendix: Number and Type of Language Function in Messages from Students.

SAT participation and performance are milestones on the path to college and career readiness. This report provides the results for SAT participation and performance in Montgomery County (Maryland) Public Schools (MCPS) for the class of 2014. Analysis of postsecondary outcomes for MCPS graduates indicates that graduates who took the SAT were more likely to enroll in college and to earn a four-year degree within six years. Overall, SAT participation for the MCPS Class of 2014 declined slightly from 70.6 percent in 2011 to 69.1 percent in 2014. From 2011 to 2014, all racial/ethnic groups except Hispanic/Latino graduates improved their SAT mean combined scores. Particularly noteworthy was the 2014 mean combined score for Black or African American graduates, which was 21 points higher than that for their 2011 peers. From 2011 to 2014, the graduates who received Free and Reduced-price Meals System services and special education services improved their mean SAT combined scores by 20 and 27 points, respectively, while ESOL graduates' score decreased 130 points. Appendices include 22 tables that provide additional information about SAT/ACT participation and performance, as well as the attainment of college readiness benchmark scores.

Since 1986, Intercultural Development Research Association (IDRA) has conducted an annual attrition study to track the number and percent of students in Texas who are lost from public secondary school enrollment prior to graduation. The study builds on the series of studies that began when IDRA conducted the first comprehensive study of school dropouts in Texas with the release of the initial study in October 1986. That study was the state's first major effort to assess the school holding power of Texas public schools and resulted in state-level policy reforms for the state education agency to count and report dropout data. IDRA is the only organization that has examined Texas attrition rates consistently, with the same methodology, since 1986. The annual attrition studies released by IDRA include county-level data by race and ethnicity. Trend graphs of high school attrition in each Texas county are available online. The study includes detailed findings, a supplemental analysis for reaching a rate of zero, and graphics showing different types of dropout data. IDRA's study also looks at the latest dropout study released by the Texas Education Agency and the National Center for Education Statistics. This report presents results of long-term trend assessments of attrition data in Texas public high schools. The following assessments and features are included in this report: (1) Texas Attrition Rate Dips One Percentage Point (Roy L. Johnson); (2) Types of Dropout Data Defined; (3) Texas Schools Projected to Lose 2.4 Million More Students before Attrition is Tamed (Felix Montes); (4) A Model for Success; (5) Taking Action to Hold on to Students; (6) 2012-13 Texas Education Agency Texas School Completion and Dropout Report (Roy L. Johnson); (7) Averaged Freshman Graduation Rate--Texas Tied for 22nd in On-Time Graduation in 2011-12 (Roy L. Johnson); and (8) Adjusted Cohort Graduation Rate Completion and Dropout Report (Roy L. Johnson). [Individual reports contain statistics, charts, and resources. For the 2011-12 report, see ED544323.]

The Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 consistently outperformed graduates across Maryland and the nation on all sections of the ACT, according to the ACT, Inc. annual report that was released Wednesday, August 20, 2014. Thirty percent of the graduates in the MCPS Class of 2014 took the ACT exam. According to the ACT, Inc. report, ACT participation among MCPS students has increased during the past five years, from 3,117 in 2010 to 3,153 in 2014. Benchmark scores established by ACT, Inc. indicate students' readiness for college-level coursework in English composition, algebra, social science, and biology. Forty-five percent of the Class of 2014 met all four college readiness benchmark scores according to ACT, Inc., compared to 37% in Maryland and 26% in the nation. Likewise, MCPS graduates outscored their state and national peers in each of the four subject areas: English, mathematics, reading, and science. The tables attached to this memorandum provide data on ACT participation and performance for the graduates in the Class of 2014 by student groups and by high schools. The results are based on MCPS-verified records and may differ slightly from the data report by ACT, Inc. [For the 2013 report, see ED557730.]

The federal "No Child Left Behind Act of 2001" (NCLB) legislation required school districts to ensure that all teachers of core academic subjects met the requirements to be designated highly qualified by July 1, 2006. However, because no Maryland counties were able to comply with the 100 percent highly qualified designation by July 1, 2006, the Maryland State Department of Education (MSDE) requested an extension until July 1, 2007, which was approved by the federal government. Maryland counties continue to strive toward this goal. A class is considered taught by a teacher designated highly qualified if the teacher is certified and has completed an academic major or has passed an appropriate Praxis test; completed the High, Objective, Uniform State Standard of Evaluation; or holds an advanced professional certificate in the core academic subject he/she is teaching (applies to educators with experience prior to July 1, 2007). Core academic subjects are English, language arts/reading, world languages, mathematics, science, the arts, elementary and early childhood education, and social studies. This memorandum provides information regarding the number and percentage of core academic classes in Montgomery County Public Schools (MCPS) being taught by teachers designated as highly qualified. Of the 35,743 core academic subject classes being taught by MCPS teachers as of December 1, 2013, 34,599 were being taught by teachers who are designated highly qualified, and 1,144 were being taught by teachers who are not yet designated highly qualified. Countywide, 97.8 percent of classes in the core academic area of the arts were taught by highly qualified teachers, followed by classes in English (97.7%), elementary and early childhood education (97.6%), social studies (96.8%), world languages (94.9%), science (94.5%), mathematics (94.1%), and language arts/reading (92.9%). The summary data provided in this memorandum provide the number and percent of core academic area classes being taught by teachers who have been designated highly qualified and classes being taught by teachers who have not been designated highly qualified as of December 1, 2013.

The Office of Shared Accountability conducted an evaluation of the implementation of the third and final year (2012-2013) of the "Science, Technology, and Engineering Leadership Program" (STELP) in Montgomery County (Maryland) Public Schools (MCPS). Funding for STELP, including the evaluation study, is provided by a grant from the Howard Hughes Medical Institute (HHMI) to MCPS. This evaluation report addresses the third year of STELP with a total of 35 school-based staff members participating during year three. The focus of this evaluation was on implementation of the program in terms of continued training of a group of teacher leaders to further develop and refine online professional development products for other MCPS science, technology, and engineering (STE) educators to view. This study used a nonexperimental design utilizing a variety of data collection methods that included: review of program documents and training records, surveys, and review of the online product training plans created by teacher leaders. Findings are organized by evaluation questions and recommendations are provided. The following are appended: (1) Training Sessions' Feedback Surveys; (2) Example of Online Module Survey Questions; (3) Secondary Science Resource Teacher Survey; (4) Module Training Plan Template; and (5) Summary of Content of STELP Online Professional Development Training Plans.