Researchers suggest that parental involvement is important for parents of students with disabilities. While some research has examined parental involvement in the special education process, no research has investigated how general forms of parental involvement changes once a child begins to receive special education services. We consider various…

School choice allows families to choose schools that are more suited to their children. These choices may affect non-academic outcomes, including students' mental health. We empirically examine the relationship between school choice and mental health using two methods. First, we use difference-in-differences to estimate the effects of state…

The purpose of this study was to examine the enrollment patterns in Vermont's universal, mixed-delivery prekindergarten (preK) program and the child characteristics associated with the likelihood of being enrolled in different program types. This study describes the characteristics of children enrolled in universal preK programs in 2016/17, which…

Vermont passed universal prekindergarten (preK) legislation in 2014 (Act 166) in an effort to increase access to quality preK programs for all young children in the state. Act 166 provides state funded preK to all olds (and to 5 year olds who are not eligible for kindergarten). Families can enroll their children at no cost in any prequalified preK…

These are the appendixes for the report "Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. REL 2020-015." The purpose of this study was to examine the enrollment patterns in Vermont's universal, mixed-delivery prekindergarten (preK) program and the child characteristics associated with the…

Research nationally demonstrates that children and youth experiencing foster care and/or homelessness achieve academic outcomes significantly below their peers due to trauma and loss, multiple changes in homes and schools, and emotional upheaval. When youth fail to graduate from high school, they are much more likely to live in poverty, require…

The 2015-16 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public School Data File of NTPS. NTPS is a redesign of the Schools and Staffing Survey (SASS). SASS was…

Early learning experiences at home and in classrooms build the foundations for children's later success in school and life. The pandemic has upended home life and preschool programs, making it more challenging for both parents and communities to provide optimal learning experiences for young children. These changes are likely to have important…

Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6-9 through 21 teachers'…

This report presents a snapshot of selected features of the condition of education in Wisconsin in 2019. With support from the U.S. Department of Education's Institute for Education Sciences, and in collaboration with colleagues at the Wisconsin Department of Public Instruction (DPI), the authors set out to measure practices in PK-12 education…

Following the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), states were required to develop a State Performance Plan (SPP; U.S. Department of Education, 2011) addressing 20 accountability indicators for students with disabilities, ages 3 to 21. First and arguably foremost among these is Indicator 1, the ''percent…

Associations among children's writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an identified disability. In this sample of children at risk of school failure, 16% had an identified…

How do children develop identifications with mathematics over time, seeing themselves as agents in their math classrooms (or not)? This ethnographic and interview study followed nine Latino/a children with and without learning dis/abilities through two years of mathematics in a high-poverty urban school. The children participated in two distinct…

In this investigation we examined the relation of children's reported feelings about school during kindergarten or first grade to their academic achievement at the end of fifth grade. Participants were children (N=103) who lived in poverty during early childhood and who were placed on individualized education programs (IEPs) during their…