Podcasts about education statistics nces

In this episode of The Learning Curve, co-hosts Alisha Searcy and U-Arkansas Prof. Albert Cheng interview Dr. James Lynn Woodworth, research fellow at the Hoover Institution at Stanford University and former commissioner of the National Center for Education Statistics (NCES). Dr. Woodworth discusses the role of data in shaping K-12 education policy. He explores the […]

In this episode of The Learning Curve, co-hosts Alisha Searcy and U-Arkansas Prof. Albert Cheng interview Dr. James Lynn Woodworth, research fellow at the Hoover Institution at Stanford University and former commissioner of the National Center for Education Statistics (NCES). Dr. Woodworth discusses the role of data in shaping K-12 education policy. He explores the impact of assessments like NAEP, PISA, and TIMSS on global education trends, the challenges of declining U.S. student performance, and the uncertain effectiveness of federal K-12 spending. Dr. Woodworth also shares insights from his work at the Center for Research on Educational Outcomes (CREDO) on charter school results and the importance of data-driven policymaking in urban school districts. Finally, he highlights key education research priorities at Hoover and strategies for addressing achievement gaps nationwide.

On this episode of The Report Card, Nat Malkus speaks with Marty West and Mark Schneider about 2024 National Assessment of Educational Progress (NAEP) results in 4th and 8th grade reading and math. Nat, Marty, and Mark discuss why math scores went up or stayed flat while reading scores declined; potential bright spots in the 2024 results; whether recent score declines should be attributed to factors external to schooling; what makes NAEP the gold standard assessment of US students; what the Florida Commissioner of Education's recent critique of NAEP gets wrong (and right); how NAEP compares to state assessments; NAEP Proficiency and the increasing number of students performing Below Basic; potential lessons from 2024 NAEP results; and more.Martin West is the vice chair of the National Assessment Governing Board, which oversees NAEP. He is also the academic dean and Henry Lee Shattuck Professor of Education at the Harvard Graduate School of Education, the editor-in-chief of Education Next, and a member of the Massachusetts Board of Elementary and Secondary Education.Mark Schneider is a nonresident Senior Fellow at AEI. Previously, he was commissioner of the National Center for Education Statistics (NCES), which administers NAEP, and was later the director of the Institute of Education Sciences, which houses NCES.Show Notes:NAEP Math ResultsNAEP Reading ResultsStates' Demographically Adjusted Performance on the 2024 National Assessment of Educational ProgressMake the National Assessment of Educational Progress Great Again

In this episode, I focus on the reading habits of teenagers with high school English teacher, Beth Donofrio. Beth has her bachelor's degree in Secondary Education for English and her master's degree in Children and Adolescents at Risk from Harvard. She is a conference speaker, editor, and author of the book, Champions Way: Inspiring Stories from the Journeys of Hometown Champions. Beth conducted a survey in her high school and discusses the trends of teenage reading habits.  She answers the question, "How does reading change during childhood and how can it be regained?" Studies show a consistent decline in daily reading as children grow older, with a sharp drop by age nine that does not typically recover throughout adolescence. Scholastic reported a 24% drop in daily reading and The National Center for Education Statistics (NCES) reported a 34% drop in daily reading. Since 1984, the number of tweens and teens who read for pleasure at least once a week decreased 5% among 9-year-olds and 24% among 17-year-olds. Finally, more preteen and teenagers reported to rarely if ever read for pleasure since 1984: sixteen percent more of 9-year-olds, 18% more of 17-year-olds.  So, what changed, and how can we get it back?Listen to Beth as she discusses what has changed in teen life as well as their choices, how it's impacted SAT and reading scores, what books can help your teen, and how adults of all ages can impact teen reading habits. To learn more, read my blog, Turning the Page: How Adults Can Help Teens Rediscover the Joy of Reading.Support the showPlease subscribe and share this podcast with a friend to spread the good!If you find value to this podcast, consider becoming a supporter with a $3 subscription. Click on the link to join: https://www.buzzsprout.com/2048018/supportTo help this podcast reach others, rate and review on Apple Podcasts! Go to Library, choose The Brighter Side of Education, and scroll down to Reviews. It's just that easy. Thank you!Want to share a story? Email me at drlisarichardsonhassler@gmail.com.Visit my website for resources: http://www.drlisarhassler.com The music in this podcast was written and performed by Brandon Picciolini of the Lonesome Family Band. Visit and follow him on Instagram. My publications: America's Embarrassing Reading Crisis: What we learned from COVID, A guide to help educational leaders, teachers, and parents change the game, is available on Amazon, Kindle, and Audible, and iTunes. My Weekly Writing Journal: 15 Weeks of Writing for Primary Grades on Amazon.World of Words: A Middle School Writing Notebook Using the Writing Process ...

Some 34% of students are below basic reading level in the fourth grade, according to the U.S. National Center for Education Statistics (NCES). Another 31% are below the proficient reading level. About 27% of eighth grade students are below basic reading level, per NCES. In the Metro Detroit Area, 86% of 3rd graders cannot read at grade level. Soar Detroit is here to change this fact. Since 2005, Soar Detroit has been successfully helping every willing child read at or above grade level. Their students increase on average 2.3 grade levels after just one year in their literacy program. Children enrolled in Soar receive one-on-one mentoring and an individualized learning plan prepared by a professional education specialist. Traditionally, Soar operates after school, where children come for one hour, two days a week. There long-term vision is to turn Detroit's literacy rate upside down, promote healthy community in our city, and see kids come to know Jesus. Russell Harris Jr. is the CEO of Soar Detroit and he joined me this week to tell me more. For more information: https://www.soardetroit.com/ Become a Mentor: https://www.soardetroit.com/mentor LinkedIn: @RussellHarrisJr. Follow: @soardetroit

Katy Washington serves as the Director in the Office of Disability Access at the University of North Texas. She has spent over sixteen years working with faculty and staff to facilitate an inclusive campus environment for disabled students in various educational settings to promote diversity, intersectionality, and access. Katy currently serves on the Board of Directors President-Elect for the Association on Higher Education and Disability (AHEAD). She advocates for equity, inclusion, and belongingness of all individuals across their identities. Katy believes that no one should have their experiences “othered” because they do not come from a place of privilege.While the Americans with Disabilities Act or ADA was passed in 1990, the topic of accessibility, accommodations, and inclusion in higher education continues to be a current and necessary topic of discussion. Students with disabilities face unique barriers to access, equity, and inclusion at colleges and universities, while institutions have an obligation under Section 504 and Title II to make their programming accessible. According to a report from the National Center for Education Statistics (NCES), in the 2015-2016 academic year, the most recent data available, 19% of all enrolled undergraduate students reported having a disability. Currently, several resources are available to learn more about ADA, accommodations, and access in higher education, including CITI Program's A 21st Century Approach to ADA Compliance: Equity and Access webinar.Learn more about CITI Program: https://about.citiprogram.org/ 

Contact: https://heavymetal.money Heavy Metal Money on Facebook Heavy Metal Money on Twitter Heavy Metal Money on Instagram Heavy Metal Money on YouTube Heavy Metal Money on TikTok Email Me Do You Need To Go To College? Can You Get Ahead without a College Degree? The US Department of Education's National Center for Education Statistics (NCES) states those with a bachelor's degree was around $55,000 a year, and this is about 59 percent higher than the earnings of those who completed high school, at about $35,000 per year. I know that many people discuss the importance of college and continuing education. I am an advocate of going to college, getting an education, and being an active member contributing to society. I also don't think anyone should finish school with $40k, $60k, or $100k, or more in student debt. There is a wicked problem with the ever-growing student debt crisis. Yes, I did say “crisis”. Forbes reported that total US student debt was about $1.52 trillion and that 44.2 million people owed debt, with average individual student debt at about $38,000! Heavy Metal Money Blog - Do I Need A College Degree? #debt #studentdebt #college --- Support this podcast: https://anchor.fm/heavymetalmoney/support

Dr. Inika Pierre Williams, the Statewide Director of Pre-Collegiate Programs and Mentoring Initiatives with the Florida Department of Education spoke to On Campus with CITI Program about supporting nontraditional students in higher education institutions. In her role at the Florida Department of Education, Inika manages $132 million in state appropriations for programs that seek to prepare economically disadvantaged students for postsecondary education. Previously, Inika served as the Director of Pre-Collegiate Programs at Florida State University.Nontraditional students in the United States make up a large portion of college and university students. According to a 2015 study conducted by the National Center for Education Statistics (NCES), nearly 74% of students today are considered to be nontraditional students. While the definition of nontraditional students is more fluid than static, often nontraditional students include adult, first-gen, low-income learners.Learn More about CITI Program by visiting: https://about.citiprogram.org/ To learn more about our guest speaker visit: Inika Williams, EdD, EdS, MS, BS | CITI Program

For context, we at the K12 Security Information Exchange (K12 SIX) are a relatively new K12-specific ISAC – launched to help protect the US K12 sector from emerging cybersecurity risk. One of our signature accomplishments in our first year was the development and release of our ‘essential protections' series – an effort to establish baseline cybersecurity standards for schools. See: https://www.k12six.org/essential-cybersecurity-protections https://www.grf.org/ Global Resilience Federation We will help your industry develop or enhance a trusted threat information sharing community, obtain actionable intelligence, and support you in emergencies.   We all count on the resiliency of essential services - services from the electricity powering our homes and the connectivity of entertainment apps, to the legal systems and financial pipelines driving the global economy. But this infrastructure faces constant threats from hacktivists, criminals, and rogue states, and they are growing in sophistication.   Leveraging nearly 20 years of ISAC and ISAO expertise, GRF is a non-profit created to connect sharing communities, for mutual defense.     https://static1.squarespace.com/static/5e441b46adfb340b05008fe7/t/611d5fceff375d79ff4507c7/1629315022292/K12+SIX+Essential+Cybersecurity+Protections+2021+2022.pdf   https://theconversation.com/cybercriminals-use-pandemic-to-attack-schools-and-colleges-167619   https://edscoop.com/texas-school-paid-547k-ransomware-jam/    https://statescoop.com/ransomware-allen-texas-school-district-email-parents/    https://www.toptal.com/insights/innovation/cybersecurity-in-higher-education   https://www.highereddive.com/spons/inside-higher-educations-ransomware-crisis-how-colleges-and-universities/609688/   https://www.cnn.com/2022/01/07/politics/ransomware-schools-website/index.html https://www.13abc.com/2021/02/22/toledo-public-school-students-seeing-effects-of-massive-data-breach/ 2020 report: https://k12cybersecure.com/wp-content/uploads/2021/03/StateofK12Cybersecurity-2020.pdf   85-89% are underneath 2,500 students Omg: https://www.edweek.org/leadership/education-statistics-facts-about-american-schools/2019/01   https://www.youtube.com/watch?v=otv0KzkfLSc –Florida mom, daughter accused of rigging homecoming queen votes break silence l GMA   There are 130,930 public and private K-12 schools in the U.S., according to 2017-18 data from the National Center for Education Statistics (NCES). Here's how they break down:   All: 130,930 Elementary schools: 87,498 Secondary schools: 26,727 Combined schools: 15,804 Other: 901 What are some of the ways you go about addressing the challenge of even reaching smaller schools? Does the isac help?   How do you communicate major security events like log4j? Do you keep track of complications with certain software stacks?   Someone listening might say “hey, I'd love to help…” what/if any opportunities can the larger infosec community do to help your org?

The K12 Security Information Exchange (K12 SIX) are a relatively new K12-specific ISAC – launched to help protect the US K12 sector from emerging cybersecurity risk. One of our signature accomplishments in our first year was the development and release of our ‘essential protections' series – an effort to establish baseline cybersecurity standards for schools. See: https://www.k12six.org/essential-cybersecurity-protections https://www.grf.org/ Global Resilience Federation We will help your industry develop or enhance a trusted threat information sharing community, obtain actionable intelligence, and support you in emergencies.   We all count on the resiliency of essential services - services from the electricity powering our homes and the connectivity of entertainment apps, to the legal systems and financial pipelines driving the global economy. But this infrastructure faces constant threats from hacktivists, criminals, and rogue states, and they are growing in sophistication.   Leveraging nearly 20 years of ISAC and ISAO expertise, GRF is a non-profit created to connect sharing communities, for mutual defense.     https://static1.squarespace.com/static/5e441b46adfb340b05008fe7/t/611d5fceff375d79ff4507c7/1629315022292/K12+SIX+Essential+Cybersecurity+Protections+2021+2022.pdf   https://theconversation.com/cybercriminals-use-pandemic-to-attack-schools-and-colleges-167619   https://edscoop.com/texas-school-paid-547k-ransomware-jam/    https://statescoop.com/ransomware-allen-texas-school-district-email-parents/    https://www.toptal.com/insights/innovation/cybersecurity-in-higher-education   https://www.highereddive.com/spons/inside-higher-educations-ransomware-crisis-how-colleges-and-universities/609688/   https://www.cnn.com/2022/01/07/politics/ransomware-schools-website/index.html https://www.13abc.com/2021/02/22/toledo-public-school-students-seeing-effects-of-massive-data-breach/ 2020 report: https://k12cybersecure.com/wp-content/uploads/2021/03/StateofK12Cybersecurity-2020.pdf   85-89% of school systems have 2,500 students or fewer Omg: https://www.edweek.org/leadership/education-statistics-facts-about-american-schools/2019/01   https://www.youtube.com/watch?v=otv0KzkfLSc –Florida mom, daughter accused of rigging homecoming queen votes break silence   There are 130,930 public and private K-12 schools in the U.S., according to 2017-18 data from the National Center for Education Statistics (NCES). Here's how they break down:   All: 130,930 Elementary schools: 87,498 Secondary schools: 26,727 Combined schools: 15,804 Other: 901 What are some of the ways you go about addressing the challenge of even reaching smaller schools? Does the isac help?   How do you communicate major security events like log4j? Do you keep track of complications with certain software stacks?   Someone listening might say “hey, I'd love to help…” what/if any opportunities can the larger infosec community do to help your org?

Student loans are supposed to be an investment in your future earning potential, since a college diploma can grant you access to higher-paying jobs and better employment opportunities. But about 1 in 3 college students doesn't graduate within six years of enrolling, according to the most recent data from the National Center for Education Statistics (NCES).As a result, the majority of college dropouts who took out federal or private student loans are saddled with debt, and no degree to show for it. Student loan borrowers who didn't graduate are also much more likely to default on their loans than college graduates with a Bachelor's degree or higher, according to the NCES. Nearly half (45%) of student loan borrowers with no degree defaulted on their loans at some point within 12 years of beginning their secondary education, compared with 8% of graduates with at least a Bachelor's degree. Getting rid of costly college debt may seem like an impossible task when you're limited by your earning potential. Even just staying out of default is a challenge for many student loan borrowers. But with student loan refinance rates at record lows, it may be possible to pay off your student loan debt once and for all.

Sean chats with Dr. Angela Glymph and High-School Senior Brandon Nguyen from Peer Health Exchange about the work they do, why health equity is more important now than ever, specific resources they have created and more! Peer Health Exchange: https://www.peerhealthexchange.org/ Brandon Nguyen, pronouns he, him, his, is a current 12th-grade student at Vaughn International Studies Academy located in Pacoima, California. He participated in Peer Health Exchange’s program during his 9th-grade year and is now a Youth Advisory Board Member for Peer Health Exchange. Brandon is passionate about building positive school environments, access to education, and advocating for health education. Dr. Angela Glymph, pronouns she, her, hers, joined Peer Health Exchange in February of 2014. As the Vice President of Programs and Strategic Learning, she leads Peer Health Exchange’s national vision and strategy for program impact to build a more integrated model for health education. She is responsible for actualizing Peer Health Exchange’s vision for advancing healthy equity to improve health outcomes for young people, overseeing Peer Health Exchange’s program design and evaluation priorities nationally, and leading the National Program team. Angela has 10 years of combined experience in the fields of program evaluation, psychological and educational research, educational assessment, statistics, and psychometrics. Prior to joining Peer Health Exchange, Angela worked for the National Center for Education Statistics (NCES), which is the statistical arm of the US Department of Education. At NCES, Angela worked on the National Assessment of Educational Progress (NAEP), where she was responsible for the design, analysis, reporting, and dissemination of NAEP assessment data, as well as managing quality assurance activities and program evaluation work in NAEP. She is published, and frequently asked to make presentations and sit on professional panels based on her expertise in her field. Angela has a doctorate and Master’s degree in psychology from Howard University and a Bachelor’s degree in psychology from the University of Maryland, Baltimore County.

What is Bullying? Let's Psyconnect addresses this question, reviews some statistics pertaining to it, and talks about the mental health outcomes of bullying. Stay psyconnected with us on: Instagram Visit our website: www.letspsyconnect.com Support us on Anchor or become a Patron and enjoy exclusive benefits (e.g. get invited to Patron-only events) Get Let's Psyconnect Merch (T-shirts available) ______________________________________________________ References: National Center for Health Statistics, & Centers for Disease Control and Prevention. (2013). National Health Interview Survey [Data set]. Retrieved from http://www.cdc.gov/asthma/nhis/2013/table1-1.htm Dantchev, S., & Wolke, D. (2019). Trouble in the nest: Antecedents of sibling bullying victimization and perpetration. Developmental Psychology, 55(5), 1059-1071. https://doi.org/10.1037/dev0000700 National center for educational statistics. (2019). Student Reports of Bullying: Results From the 2017 School Crime Supplement to the National Crime Victimization Survey. National Center for Education Statistics (NCES), a part of the U.S. Department of Education. https://nces.ed.gov/pubs2019/2019054.pdf Östberg, V., Modin, B., & Låftman, S. B. (2017). Exposure to school bullying and psychological health in young adulthood: A prospective 10-Year follow-up study. Journal of School Violence, 17(2), 194-209. https://doi.org/10.1080/15388220.2017.1296770 _______________________________________________________ Disclaimer: Let's Psyconnect Podcast and its associated social media platforms are used for informational and educational purposes and should not be considered therapy or any form of treatment, diagnosis, and is not intended to substitute professional psychological, psychiatric or medical advice. Additionally, we do not recommend or endorse any specific tests, physicians, products, procedures, opinions, or other information that may be mentioned on this Podcast or other platforms used to promote it. --- Support this podcast: https://anchor.fm/letspsyconnect/support

In this episode of You Talk It. We Live It River Scholl speaks with President of AFT - Oregon about teaching during COVID-19 and the ever shifting needs and responsibilities of teachers during the pandemic. Here are some interesting facts about education in the United States:How many teachers are there in the U.S.?In America's public schools there are 3.2 million full-time-equivalent teachers, according to federal projections for the fall of 2020.How many schools are there in the U.S.?There are 130,930 K-12 schools in the U.S., according to 2017-18 data from the National Center for Education Statistics (NCES). What are the racial demographics of teachers?When it comes to race, America’s teachers look very different from its student population.79.3% White9.3% Hispanic6.7% Black2.1% Asian1.8% Two or more races0.5% American Indian/Alaska Native0.2% Native Hawaiian/ Pacific IslanderWhat percent of teachers are women?Teaching continues to be a profession dominated by women. According to 2017-18 numbers from NCES 76.5 percent of teachers are female, while 23.5 percent are male.What's the average U.S. teacher salary?The average base salary for teachers is $57,900, according to 2017-18 data from NCES.Information sourced from www.edweek.orgPhoto credit:icon0.comAnd some disclaimer stuff: No guarantee is given regarding the accuracy of any statements or opinions made on the podcast or website. The content here is for informational and entertainment purposes. Views and opinions expressed in the podcast and website are our own and do not represent that of our work places. However, we do welcome any comments, suggestions, or correction of errors. This website or podcast should not be used in any legal capacity whatsoever.

Thanks for listening to Episode 22 of the Encourager’s United Podcast. This week I had the pleasure to speak with two hard-working educators and listen to them explain how they have adapted and modified their teaching strategy and mindsets during the COVID-19 virus pandemic. There are approximately 3.2 million individuals working in 133,000 schools in the United States. These individuals have had to quickly change almost everything they do, adapting to circumstances with a positive attitude and hopeful vision for the future. They are learning new skills everyday, and believe good things for both students and teachers can come out of this difficult time. They have embraced and loved this challenge, and we are proud to cheer them on! Data according to 2015-16 data from the National Center for Education Statistics (NCES). --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/encouragers-united/message

We are a month-and-a-half into the school year and wanted to give an update on how it is going. Big changes have come with the beginning of middle school and with one child repeating a grade. It's going well, but we reflect on some of the things we've learned.The Stat of the Week is educational-themed and comes from the National Center for Education Statistics (NCES).

The National Center for Education Statistics (NCES) has been collecting data on American learners for over 150 years. Using their information, this episode aims to offer a more clearly defined picture of a subset of learners who were formerly labeled ‘non-traditional’: online students. It will focus specifically on online students who are pursuing their entire degree online. What schools do they go to? What majors are they pursuing? What are their chances of graduating? This episode is also available in podcast form on iTunes, Google Play, Spotify, and Stitcher. It is also available as a video on YouTube. eLearningInside.com Follow us on Twitter: twitter.com/elearninginside?lang=en YouTube: https://www.youtube.com/channel/UCDeL-h1O9To3txtqFRMnhGA?view_as=subscriber Email: contact@elearninginside.com

The management team behind Reslutions’ has substantial experience in various housing professional capacities, and this experience has opened their eyes to a number of problems encountered by housing and student affairs professionals across the country. Today, housing departments license and subscribe to multiple services in order to undertake the various tasks associated with their department and other student affairs roles. This is costly, confusing and not intuitive for users, and causes extreme infoglut as the respective stakeholders need to process information coming at them from multiple sources. The Reslutions’ team has also identified substantial opportunities in the underserved areas or roommate matching and threat assessment on campus. Reslutions has developed a platform that digitizes and streamlines all of the processes associated with a collegiate housing department. We work with housing and residential life departments’ to identify opportunities for process improvement. Based on our client assessment, we then develop and deploy customizable web-based applications that are guaranteed to satisfy the needs and wants or our clients. Some of these solutions include things like guest management, mail room management, room transfer requests, various reporting processes, and programming for the residence halls. Furthermore, Reslutions is currently developing a breakthrough Facebook application that will set the standard for compatibility-based roommate matching in the future. The team is also developing a threat assessment tool that is based on the framework developed by NaBITA. The National Center for Education Statistics (NCES) forecasts college enrollment of 19.5 to 20.3 million in 2015, representing a two to three million student increase from the estimated 17.5 million in 2006. Today, there are approximately 2.1 million college students that live on campus, and these residents end up paying about $13.3 billion annually to live on-campus. While the focus is on student affairs and housing at colleges, some of the technologies are relevant and applicable to the following areas: Residential and commercial buildings, and elementary, middle, and high schools. Reslutions uses a subscription business model, and the terms are semesters or trimesters depending on how the client operates. Furthermore, pricing is dependent upon the number of solutions the school needs, and the number of users at the school. Reslutions will market itself by demoing and exhibiting at industry conferences put on my organizations such as the Association of Collegiate and University Housing Officers International (Acuho-i). The sales strategy also incorporates a Business Development Partner Network where seasoned housing professionals will be compensated with a commission for bring Reslutions new business. Strategic partnerships with organizations such as SunGard, EducationDynamics, and Blackboard are also in the works. Reslutions has already gained traction at Pace University by implementing its service in August 2010, and they have recently become an approved vendor at Pace University. They have several conversations going on with other institutions outside of Pace, and are looking forward to sitting down and meeting with some of these decision makers at other schools. They have successfully tracked over 25,000 guests, tracked over 4,000 packages, reduced costs by about $5,000, reduced the carbon foot print, and have visibly increased the level of security at Pace University. Reslutions has $8,000-$15,000 coming down the pipeline in the next nine months, and they are projecting roughly $7.8 million in revenue over the course of the first three years of doing business. They are in the process of raising about $30,000 in seed-financing, and look to raise $250,000 in the first year.