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First-Year Undergraduate Remedial Coursetaking: 1990-2000, 2003-04, 2007-08
This report, released by the National Center for Education Statistics (NCES) in January 2013, finds a decline in the percentage of first-year undergradaute students who reported enrolling in remedial courses. Moreover, remedial course-taking rates declined among stundets of color, but they continue to be higher than those of their white peers.
Keeping Kids on Track in the Middle School Years: Investing in Out-of-School Time Staff and Volunteer Competencies as a Dropout Prevention Strategy
This report, released by the National Human Services Assembly in January 2013, discusses solutions to problems known as "dropping out" and "disconnected youth." The brief makes the case for a specific evidence-based strategy: ensruing that adults who serve middle schoolder have the competencies needed to deliver highly effective out-of-school time (OST) services. Three leading practices are highlighted: training and development specific with this age group and its development stages, aligning talent development with quality improvement, and investing in OST managers' competencies.
Kirk Kramer bio
Members Forum: Kirk Kramer bio
2013 NYEC DC PEPNet Announcement
2013 NYEC DC PEPNet Announcement
Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10 (First Glance)
This report presents the number of high school completers and the dropout data for grades 9-12 for public schools in school year 2009-10
2014 GED Test Series Information - Training and Employment Notice (January 16, 2013)
This notice provides the workforce development system with information related to the 2014 General Education Development (GED) Test series. It was was issued by the Department of Labor's Employment and Training Administration on January 16, 2013.
Connecting Disconnected Youth011513 Press Release
Connecting Disconnected Youth011513 Press Release
Evaluation of Wworkforce Investment Act Waivers Final Report
This is the final report from an evaluation, conducted by Mathematica Policy Research, on a selection of specific waivers from some requirements asscoaited with the Workforce Investment Act. Drawing from the two interim reports and additional analysis, this final report summarizes the findings from all phases of data collection under the study. Some of the observations in the final report include lessons learned from the waiver implementation process such as the need to streamline the waiver request process and waiver-related paperwork requirements and the need to share information and guidance on waivers and their potential uses as well as the benefits of approving waivers for longer periods of time.
Non-Traditional Student and Single Parent Accessibility Self-Assessment for Colleges and Universities
This new self-assessment tool by Women Employed allows colleges and universities to evaluate whether internal policies and programs are sensitive to the needs of non-traditional and parenting students, providing them with the support they need to complete their certificate or degree program.
Work-Based Learning Exemplars
This report, released by the National Academy Foundation in January 2013, focuses on internships that NAF, a ??network of career-themed academies that open doors for underserved high school students to viable careers,?? studied to identify best practices in work-based learning.
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