Literaturnachweis - Detailanzeige
Autor/inn/en | Smith, Sandra Covington; Bost, Loujeania Williams |
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Institution | National Dropout Prevention Center for Students with Disabilities (NDPC-SD); National Post-School Outcomes Center |
Titel | Collecting Post-School Outcome Data: Strategies for Increasing Response Rates |
Quelle | (2007), (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Data Collection; Outcomes of Education; Test Construction; Disabilities; Barriers; Geographic Location; Youth; Dropouts; Educational Legislation; Equal Education; Federal Legislation; Postsecondary Education; Employment; Response Rates (Questionnaires); Surveys; Testing Data capture; Datensammlung; Lernleistung; Schulerfolg; Testaufbau; Handicap; Behinderung; Jugend; Jugendlicher; Jugendalter; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsrecht; Schulgesetz; Bundesrecht; Post-secondary education; Tertiäre Bildung; Dienstverhältnis; Antwortkontrolle; Survey; Umfrage; Befragung; Testdurchführung; Testen |
Abstract | As states grapple with collecting post-school outcome data, many are seeking guidance on strategies for improving response rates, especially for students who exit school early and informally by dropping out. This practice brief is intended for state and local education agency personnel charged with designing systems to collect post-school outcome data for students with disabilities. The brief contains an overview of the requirement to collect post-school outcome data and challenges experienced by states in collecting these data. Recommendations and strategies that states can use to secure sufficient response rates, especially from youth who drop out of school, are provided. A bibliography is also included. (ERIC). |
Anmerkungen | National Dropout Prevention Center for Students with Disabilities. 209 Martin Street, Clemson, SC 29631. Tel: 866-745-5641; Fax: 864-656-0136; e-mail: NDPCSD-L@clemson.edu; Web site: http://www.ndpc-sd.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2018/2/04 |