The National Center for Education Statistics has released the public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographics for the United States, the 50 states, and the District of Columbia: School year 2014–15.
According to the NCES Newsflash
“The national graduation rate for public high school students rose to a new high of 83.2 percent in 2014-15, according to data released today by the National Center for Education Statistics. This adjusted cohort graduation rate (ACGR) measures the percentage of students who graduate with a regular high school diploma within four years of starting 9th grade. The ACGR has risen by about four percentage points since the data were first collected in 2010-11.”
The new NCES Projections report states the number of high school graduates increased by 22 percent between 1999-2000 and 2011-12, and is projected to increase 3 percent by 2024-25.
Read about this projection and more at Projections of Education Statistics to 2024
ICPSR has created resources to make it easy for instructors to set up intriguing data-driven learning experiences, particularly for undergraduate students. This webinar on Tue, Sep 27, 2016 12:00 PM – 1:00 PM EDT will introduce and demonstrate ICPSR’s teaching and learning resources including: Data-Driven Learning Guides & Instructor Tools, Student Research Paper Competitions, ICPSR Undergraduate Internship and ICPSR Summer Program.
Sign up for this and other ICPSR Data Fair webinars at http://www.icpsr.umich.edu/icpsrweb/content/membership/datafair/
The Wayne State University Library System provides full access to the Inter-University Consortium for Political and Social Research (ICPSR) database. Click here to access ICPSR, or search ICPSR in the QUICKSEARCH box on the library homepage. Select the Teaching & Learning link at the top of the website for teaching resources, or go directly to their TeachingWithData.org site for teaching resources, including lesson plans, activities, visualization tools and reading lists.
ICPSR is the Inter-University Consortium for Political and Social Research. Its licensed data archive of over a half million files of research in the social sciences is made available to the Wayne State University community through the University Library System. Every year, ICPSR holds a Research Paper Competition for Undergraduate and Master’s students. Each paper must analyze data held in the ICPSR archive or one of the Thematic Collections.
ICPSR also provides data management & curation services. Contact the Library System’s Research Data Services for more information.
Want to incorporate data in your course? ICPSR’s Teaching with Data has lots of pedagogical resources including lesson plans, lectures and tools for analysis, visualization and course development.
On July 12, the Chronicle of Higher Education featured the article As Free Textbooks Go Mainstream, Advocate Says Colleges Should Do More to Support Them. The article presents an interview with Hal Plotkin, a senior open-policy fellow at Creative Commons USA and longtime supporter of open educational resources. In the interview, Plotkin talks about Zero Textbook Cost degree programs, and the role of faculty and administration in supporting the adoption of open textbooks and open educational resources, to reduce financial barriers to student seeking degrees.
Open Textbooks are:
- available online for free via internet connection
- provide for personal download at no additional cost
There are several quality, peer-reviewed open textbooks produced by such programs as Rice University’s OpenStax. You can locate quality, faculty reviewed open textbooks through sources like the University of Minnesota Open Textbook Library.
Why adopt an Open Textbook?
According to a U.S. Public Interest Research Group survey, textbook costs can equal 14% of the tuition and fees at a four-year public university. Students may not purchase textbooks due to their cost, and unprepared students may not succeed in class, ultimately dropping the class and extending their time to graduation. If you notice students in your course have not purchased the required course textbook, or are not prepared for class because they have not completed the readings, this may impact the student retention and success in your course.
Want to learn more?
Visit the Wayne State University Library Systems Open Educational Resources guide for more information Open Textbooks and Open Educational Resources at guides.lib.wayne.edu/open
If you need help locating appropriate open resources for your course or locating and connecting to library resources in your course, please contact your Liaison Librarian. We are here to help!
From the National Center for Education Statistics, this First Look report is a preliminary report of the data from the Integrated Postsecondary Education Data System (IPEDS) fall 2015 collection. Ther report includes three survey components: Institutional Characteristics for the 2015-16 academic year, Completions covering the period July 1, 2014, through June 30, 2015, and data on 12-Month Enrollment for the 2014-15 academic year.
“The Distance Learning Dataset Training System, or DLDT, is an online, interactive tool that allows you to learn about NCES data across the education spectrum and evaluate it for suitability for particular research purposes. The DLDT computer-based training modules are designed to introduce you to a multitude of NCES datasets, their design, and considerations for analysis to facilitate successful analyses. The modules provide information about the specific datasets and tools needed to find published reports, explore and acquire data, create data files, and conduct analyses in selected statistical software packages. It provides instruction in how to properly use NCES public-use and restricted-use datasets. NCES data, and the DLDT modules, are appropriate for use by researchers, students, policy specialists, education professionals and anyone who is interested in student and school outcomes at all levels. The DLDT allows you to access the information you need at no cost and at your own pace.” Description from the Distance Learning Dataset Training System site
“Institute for the Study of Knowledge Management in Education’s (ISKME) digital librarians have curated collections of Open Textbooks and supplementary resources to help leverage OER in your classroom. Whether you are looking for more affordable options for your students, or dynamic content to inspire your own teaching and learning practice, this hub, organized by discipline and provider will help you discover the resources you need at your fingertips.”
Practice Innovations: A New Journal from the American Psychological Association (APA), is now available
The journal, which is the official publication of APA Division 42: Psychologists in Independent Practice. It is the goal of this new journal to serve practitioners by publishing clinical, practical, and applied research articles on current and evolving standards, practices, and methods in professional mental health practice and the training (both graduate and postgraduate) of mental health professionals. Designed as a cross-disciplinary publication with a multitheoretical scope, the journal supports innovation and the highest standards of care in mental health practice.
You can find out more about the journal Practice Innovations on the APA website
NCES has released its annual Condition of Education report, which reports on important developments and trends in education from 43 key indicators. Some of the findings include
- In school year 2013–14, an all-time high of 82 percent of public high school students graduated with a regular diploma within 4 years of first starting 9th grade. Sixty-eight percent of 2014 high school completers enrolled in college the following fall: 44 percent went to 4-year institutions and 25 percent went to 2-year institutions.
- Students who exhibited positive approaches to learning behaviors more frequently in the fall of kindergarten had greater academic gains in reading, mathematics, and science between kindergarten and second grade than their peers who exhibited these behaviors less frequently. The relationships between initial approaches to learning behaviors and these academic gains were more pronounced for students from lower socioeconomic status (SES) households than for students from higher SES households.
- About 57 percent of male students and 62 percent of female students who began their bachelor’s degree in the fall of 2008, and did not transfer, had completed their degree within six years. In 2013–14, over 1 million associate’s degrees, 1.9 million bachelor’s degrees, and over 750,000 master’s degrees were awarded.