Post-secondary education enrollment and completion disparities exist for Minnesota's Black, Indigenous, and Persons of Color (BIPOC) and lower-income students. One outcome measure demonstrating the impact of system-fed disparities in K-12 education is a student's level of readiness for college-level courses following high school graduation. Given…

"Getting Prepared 2020" examines patterns of developmental education for Minnesota public high school graduates from the classes of 2012 to 2019 who enrolled in Minnesota postsecondary institutions. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the…

"Getting Prepared 2018" examines Minnesota public high school graduates from the classes of 2009-2017 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost…

Each year, the Rennie Center collects a set of key indicators in the Data Dashboard to provide context on the status of education in the Commonwealth. This data is collected from the MA Department of Early Education and Care; MA Department of Elementary and Secondary Education; MA Department of Higher Education; U.S. Census Bureau; U.S. Department…

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English learners (ELs). In the Transitional Bilingual program (TBP), students may move into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction…

This report was prepared by The Colorado Department of Higher Education (DHE) pursuant to 23-1-113.3 C.R.S. The information in this report is presented to inform the ongoing dialogue regarding preparation for college and the effects of developmental education in Colorado. This report documents data gathered by the Colorado Department of Higher…

English Language Learner (ELL) students in the district's two main bilingual programs (Transitional and Dual Language) are instructed in both English and Spanish. The relative amount of instruction in each language depends on both program and grade level. Students in the Transitional Bilingual Program have the option of entering a pre-exit phase…

This report was prepared by the Colorado Department of Higher Education (DHE) pursuant to 23-1-113.3 C.R.S. The information in this report is presented to inform the ongoing dialogue regarding preparation for college and the effects of remedial education or developmental education in Colorado. This report documents data gathered by the Colorado…

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in…

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in…

The Houston Independent School District offers two primary bilingual programs for Spanish-speaking English-language learners (ELLs). In both programs, students may transition into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this Pre-Exit phase, predominantly English-language instruction is used in…

The Houston Independent School District offered five different bilingual programs for language minority students during the 2012-2013 school year. In the Pre-Exit phase of bilingual education, students transition to a predominantly English-language instruction program in core subject areas. This report summarizes the performance of students who…

This report is Iowa's response to the four questions that the United States Department of Education, Office of Career, Technical, and Adult Education (OCTAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II, Adult Education and Family Literacy Act (AEFLA). The overall goal of…