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Scott-Clayton, Judith – Center on Children and Families at Brookings, 2018
This report analyzes new data on student debt and repayment, released by the U.S. Department of Education in October 2017. Previously available data have been limited to borrowers only, follow students for a relatively short period (3-5 years) after entering repayment, and had only limited information on student characteristics and experiences.…
Descriptors: Student Loan Programs, Loan Default, Loan Repayment, College Students
Edgerton, Adam; Polikof, Morgan; Desimone, Laura – Center on Children and Families at Brookings, 2017
Five-plus years into the experiment with new "college- and career-ready standards" (of which Common Core is the most notable and most controversial example), we know little about teachers' implementation and the ways policy can support that implementation. This paper uses new state-representative teacher survey data to characterize the…
Descriptors: Educational Policy, Teaching Methods, Teacher Surveys, Program Implementation
Gordon, Nora – Center on Children and Families at Brookings, 2017
The subgroup requirements for accountability in the No Child Left Behind Act (NCLB) were designed to reveal underperformance of disadvantaged groups that could otherwise be hidden in aggregate averages. Both NCLB and its successor, the Every Student Succeeds Act (ESSA), left the choice of minimum subgroup size at the school level (n-size) for…
Descriptors: Accountability, Educational Legislation, Federal Legislation, Disadvantaged Youth
Bettinger, Eric; Loeb, Susanna – Center on Children and Families at Brookings, 2017
Online courses have expanded rapidly and have the potential to extend further the educational opportunities of many students, particularly those least well-served by traditional educational institutions. However, in their current design, online courses are difficult, especially for the students who are least prepared. These students' learning and…
Descriptors: Online Courses, Evidence, Educational Opportunities, Educational Improvement
Figlio, David; Karbownik, Krzysztof – Center on Children and Families at Brookings, 2017
Recent research demonstrates that the test score gap between relatively advantaged and relatively disadvantaged students is much higher in some school districts than it is in other districts. But measured school quality often varies dramatically within a school district, and therefore it is important to know whether individual schools differ in…
Descriptors: Achievement Gap, School Effectiveness, Disadvantaged, Advantaged
Scott-Clayton, Judith – Center on Children and Families at Brookings, 2017
The Federal Work-Study program was introduced as part of the Economic Opportunity Act of 1964, with the goal of enabling low-income students to work their way through college. It is thus one of the earliest forms of federal financial aid for college, pre-dating both Pell Grants and Stafford Loans. Since its inception, FWS has provided institutions…
Descriptors: Work Study Programs, Federal Programs, Federal Legislation, Poverty Programs
Jacob, Brian A. – Center on Children and Families at Brookings, 2016
Contrary to popular belief, modern cognitive assessments--including the new Common Core tests--produce test scores based on sophisticated statistical models rather than the simple percent of items a student answers correctly. While there are good reasons for this, it means that reported test scores depend on many decisions made by test designers,…
Descriptors: Scores, Common Core State Standards, Test Length, Test Content
Delisle, Jason; Dancy, Kim – Center on Children and Families at Brookings, 2016
Public universities typically charge students less than the full cost of education, using funds from state and local government and other sources to cover the difference. This indirect subsidy is one of the largest forms of aid in America's higher education system but is less understood in the policy community than grants and loans, which are…
Descriptors: Public Colleges, State Aid, Financial Support, Socioeconomic Status
Chingos, Matthew M. – Center on Children and Families at Brookings, 2016
The federal Every Student Succeeds Act (ESSA), like No Child Left Behind before it, requires states to report information on the academic achievement of students in each of their schools, both overall and for various subgroups of students. A subgroup of particular interest to policymakers and researchers is economically disadvantaged students,…
Descriptors: Federal Legislation, Educational Legislation, Academic Achievement, Educational Policy
Loeb, Susanna – Center on Children and Families at Brookings, 2016
Despite the widely-recognized benefits of early childhood experiences in formal settings that enrich the social and cognitive environments of children, many children--particularly infants and toddlers--spend their days in unregulated (or very lightly regulated) "informal" childcare settings. Over half of all one- and two-year-olds are…
Descriptors: Child Care, Caregivers, Young Children, Infants
Bruer, John T. – Center on Children and Families at Brookings, 2016
Education research is a vast, multi-disciplinary field. In trying to understand it or make judgments about importance, influence, or where the action is, it can be helpful to see the big picture and not be swayed by where we happen to sit in the field. A map of education research derived from citation data can help us see the big picture.…
Descriptors: Educational Research, Value Judgment, Citation Analysis, Relevance (Education)
Dynarski, Susan M. – Center on Children and Families at Brookings, 2016
Many worry that student loans are a drag on the economy, particularly the housing market. Analyses from the Federal Reserve Bank of New York, cited by leading economists, do not provide compelling evidence for this hypothesis. The New York Fed data contain no information about education. As a result, their analyses contrast the home ownership rate…
Descriptors: Student Loan Programs, Debt (Financial), Economic Factors, Ownership
Farran, Dale C. – Center on Children and Families at Brookings, 2016
The proposition that expanding pre-K will improve later achievement for children from low-income families is premature. Premature as well is the presumption that solid research exists to guide the content and structure of pre-K programs. Despite more than 50 years of preliminary work on pre-K as an early intervention for young children from poor…
Descriptors: Evidence, Preschool Curriculum, Early Intervention, Early Childhood Education
Whitehurst, Grover J. – Center on Children and Families at Brookings, 2016
The nation's PK-12 education ecosystem is poised to embrace programs intended to enhance soft skills. Soft skills are generally defined by exclusion as personal qualities other than the formal knowledge transmitted by schools that affect student adjustment, i.e., the effort that students put into their work and their social skills. Such soft…
Descriptors: Beliefs, Student Behavior, Student Attitudes, Basic Skills
Reeves, Richard; Rodrigue, Edward; Kneebone, Elizabeth – Center on Children and Families at Brookings, 2016
Poverty is about a lack of money, but it's not only about that. As a lived experience, poverty is also characterized by ill health, insecurity, discomfort, isolation, and more. To put it another way: Poverty is multidimensional, and its dimensions often cluster together to intensify the negative effects of being poor. In this first of a two-part…
Descriptors: Poverty, Racial Bias, Social Bias, Family Income
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