Publications
CNA Education Publications
Using data from the National Student Clearinghouse and the Virginia Department of Education, this report examines college enrollment rates overall and by student academic and demographic characteristics for the Virginia public high school class of 2008. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.
As part of its ongoing assessment of regional education needs, REL Appalachia has released a new working paper, Contexts and Conditions of Public K-12 Education in Kentucky, Tennessee, Virginia, and West Virginia. Based on an expansive custom dataset, the paper describes student demographics, staffing and enrollment, education revenue/expenditures, and student achievement of districts in the REL Appalachia region disaggregated by locale (i.e., urban vs. rural; Appalachian vs. non-Appalachian) and district poverty levels.
This paper, and the dataset on which it is based, were created by REL Appalachia Affiliated Researcher Jerry Johnson of Ohio University and the Rural School and Community Trust.
As the price of energy rose dramatically in recent years, school districts suddenly faced unexpected increases in energy bills not accounted for in school budgets. This report examines energy expenditures in Tennessee school districts for 2002/03–2007/08 to see how much energy’s share of district spending rose and whether the increase disproportionately affected districts with certain characteristics. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.
Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced level. This report finds that schools in Kentucky and Virginia with the greatest increases in the percentage testing proficient or better also have the greatest increases in the percentage testing advanced. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.
This study describes pathways by which students can increase their earnings in a range of high-return fields, including transferring to a four-year college or completing a terminal associate’s degree or certificate. The authors used a unique database of detailed education and employment histories of 84,000 Florida students who reached the twelfth grade in 2000.
The report examines rates of participation in West Virginia’s universal, voluntary pre-k program from 2002/03 to 2006/07. It describes the share of seats provided by collaborative partners and public school systems and analyzes participation rates by demographic and socioeconomic subgroup and county characteristics. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.
This study, funded by the Bill and Melinda Gates Foundation, seeks to identify education pathways to high-paying careers and the extent to which economic mobility is contingent upon students’ educational preparation and performance. This study uses comprehensive data on high school, postsecondary, and workforce experiences of every grade 9 student in Florida public schools in 1996.
This report aims to help school districts deal with the challenges of newly enrolling or rapidly increasing English language learner students by offering background information and sharing the experiences of districts that have addressed similar challenges in providing services and infrastructure to support the success of English language learners. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.
This report investigates progress in Virginia public schools in satisfying the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a variable change model that uses observed baseline proficiency and proficiency trends at individual schools to forecast gains for six subgroups in elementary, middle, and high schools. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.
This report seeks to alert administrators, school staff, and database managers to variations in the naming systems of other cultures; to help these groups accommodate other cultures and identify students consistently in school databases; and to provide knowledge of other cultures' naming conventions and forms of address to assist in interacting with students and their family members. Prepared by Regional Educational Laboratory (REL) Appalachia, administered by CNA Education.
Follow CNA on
© 2013 CNA. All Rights Reserved.
4825 Mark Center Drive, Alexandria, VA 22311 | 703.824.2000 | Directions | Site Map