New England Board of Higher Education » Education Week http://www.nebhe.org NEBHE Mon, 12 Aug 2013 19:54:35 +0000 en-US hourly 1 http://wordpress.org/?v=3.5.1 Trends & Indicators: High School Success http://www.nebhe.org/thejournal/trends-indicators-high-school-success/?utm_source=rss&utm_medium=rss&utm_campaign=trends-indicators-high-school-success http://www.nebhe.org/thejournal/trends-indicators-high-school-success/#comments Mon, 09 Apr 2012 13:00:00 +0000 Shoshana Akins http://www.nebhe.org/?post_type=thejournal&p=9060 Updated April 2012 ...

New England public schools were expected to award more than 147,000 high school diplomas in 2008-09. Fully 78% of New England 9th-graders graduate from high school in the "normal" four years time, compared with 70% nationally. Nearly a dozen foreign countries outperform the U.S. in the percentage of 25- to 34-year-olds with a high ...]]> Updated April 2012 ...

  • New England public schools were expected to award more than 147,000 high school diplomas in 2008-09.
  • Fully 78% of New England 9th-graders graduate from high school in the "normal" four years time, compared with 70% nationally.
  • Nearly a dozen foreign countries outperform the U.S. in the percentage of 25- to 34-year-olds with a high school credential.
  • Nationally, Latino youth represented 22% of the K-12 public school population and 15%
    of the overall U.S. population in 2010, according to a new report from Excelencia in Education.

Figure HSS 1: Public High School Graduation Rates, 2009

Click on the chart to enlarge in a new window.

Source: New England Board of Higher education analysis of U.S. Department of Education data: Fall 2005 Freshmen and Projected 2008-09 High School Graduates.

Figure HSS 2: New England High School Graduation Rates by Race/Ethnicity and Gender, 2008

Click on the chart to enlarge in a new window.

Source: New England Board of Higher Education analysis of Editorial Projects in Education (EPE).

Figure HSS 3: High School Attainment Rates for 25- to 34-Year-Olds in OECD and Partner Countries, 2009

Click on the chart to enlarge in a new window.

Source: Organisation for Economic Co-operation and Development (OECD) Education at a Glance; OECD Indicators, 2009, Table A1.2a., Indicator A1.

 

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]]> http://www.nebhe.org/thejournal/trends-indicators-high-school-success/feed/ 0 Which Prof Has the Most Impact on Debates Over Schools? There’s a Ranking for That http://www.nebhe.org/newslink/which-prof-has-the-most-impact-on-debates-over-schools-theres-a-ranking-for-that/?utm_source=rss&utm_medium=rss&utm_campaign=which-prof-has-the-most-impact-on-debates-over-schools-theres-a-ranking-for-that http://www.nebhe.org/newslink/which-prof-has-the-most-impact-on-debates-over-schools-theres-a-ranking-for-that/#comments Wed, 04 Jan 2012 16:50:18 +0000 John O. Harney http://www.nebhe.org/?post_type=newslink&p=11761 The academic who contributed the most to public debates about schooling in 2011 was Stanford University education prof Linda Darling-Hammond, according to the RHSU Edu-Scholar Public Presence Rankings.

The rankings were compiled by Frederick M. Hess, director of Education Policy Studies at the American Enterprise Institute, and published in Education Week, where Hess writes a blog.

Darling-Hammond ...]]> The academic who contributed the most to public debates about schooling in 2011 was Stanford University education prof Linda Darling-Hammond, according to the RHSU Edu-Scholar Public Presence Rankings.

The rankings were compiled by Frederick M. Hess, director of Education Policy Studies at the American Enterprise Institute, and published in Education Week, where Hess writes a blog.

Darling-Hammond is one of six Stanford scholars among the top 15. (Harvard led New England with four of the top 15 nationally.) The rankings are based on articles and academic scholarship, book authorship and current book success, and presence in new and old media.

Besides writing an Education Week column, Hess is the author of several books including The Same Thing Over and Over: How School Reformers Get Stuck in Yesterday's Ideas.

Says Hess of the rankings scheme: "Bottom line: this is a serious but inevitably imperfect attempt to nudge universities, foundations, and professional associations to consider the merits of doing more to cultivate, encourage, and recognize contributions to the public debate."

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