News Updates

January, 2017

In cooperation with the Washington State Office of Financial Management’s Education Research and Data Center, Washington State University’s Child and Family Research Unit has completed an analysis of community, school, and individual student characteristics that predict differences in Kindergarten school readiness. The webinar will present key findings on initial school readiness differences and how WAKids Kindergarten school readiness scores predict key indicators of academic success through Grade 2.

Presenter

Dr. Christopher Blodgett 
Director, WSU Child and Family Research Unit 

Dates

There will be two opportunities to participate in the webinar: 

Thursday, February 23rd, 1:00-2:30pm 
Friday, March 3rd, 
1:00-2:30pm 

The webinar will also be archived and available on the WSU Child and Family Research Unit’s website. 

To Participate

  1. Log in to this website as a guest: http://breeze.wsu.edu/blodgett 
  2. Call into the following phone conference line (long distance charges may apply): 509-335-2277 then follow the prompts to enter one of the following Conference IDs: 
    Thursday February 23rd 1:00-2:30pm: Conference ID: 5465800# 
    Friday March 3th 1:00-2:30pm: Conference ID: 581483# 

Please note the webinar uses Adobe Connect software and a free download may be needed to join the webinar. Please sign in 5-10 minutes prior to the start of the webinar to permit time for the download. 

The webinar will not permit live discussion but includes a moderated chat feature where questions can be asked. 

Questions can be directed to: 

Myah Houghten 
WSU Child and Family Research Unit 
509-358-7644 
houghten@wsu.edu 

This study project was funded by a U.S. Department of Education Institute of Education Sciences 2015 Statewide Longitudinal Data Systems grant obtained and lead by the state of Washington Office of Financial Management’s Education Research and Data Center and completed under contract by CAFRU. One hundred percent of the $226,409.50 total cost of this project was financed with Federal money, and no non-governmental sources funded this project.

January, 2017

The Washington Statistical Analysis Center, in partnership with the Education Research and Data Center, published a study on the impact of education on jail and prison admissions. This study explored the demographic characteristics of 6 ninth grade cohorts, as well as their educational accomplishments and workforce experiences. The study also touches upon their encounters with the jail system or the Department of Corrections (DOC). 

Among other things, the study discovered that, six years after graduation, males were over twice as likely as females to have been booked into jail and almost five time more likely to have been admitted to DOC. In addition, six years after graduation, those who dropped out of high school were nearly five times as likely to have been booked into jail than those who graduated. 

The study was supported by a grant awarded to the Statistical Analysis Center by the U.S. Department of Justice. ERDC researchers collaborated on the project, and data for the project was found in ERDC's P-20 longitudinal data warehouse. This longitudinal data system allows researchers to explore the outcomes of state educational programs while also protecting the privacy of Washington students. 

 

January, 2017

The ERDC has partnered with the Washington Statistical Analysis Center (SAC) to prepare and publish the Juvenile Justice Standardized Report. The report was authored by Stephanie Cross with the SAC, who explored the educational and workforce outcomes of participants in Washington's juvenile justice system. The report focuses on students who were enrolled in the eighth grade at any point during the 2004-2005 school year, and who had one or more contacts with the juvenile justice system. The study followed these individuals across time and compared their postsecondary educational accomplishments and workforce outcomes to students from the same cohort who did not have contact with the juvenile justice system.

The study discovered that those who had contact with the juvenile justice system were much less likely to graduate from high school or attend a four-year institution, and somewhat less likely to enroll in a community or technical college. Those with no contact with the juvenile justice system also, on average, earned more post-graduation, and less likely to have adult encounters with the Washington Department of Corrections.

ERDC data visualization analyst Andrew Weller has prepared a Tableau dashboard that will allow you to explore Stephanie's findings. The dashboard, and the publication, can be found here

April, 2016

Greg Weeks and Toby Paterson completed a study on the differences in income earned by workers who went directly into a four year university, and those who first enrolled in a community college and then transferred. The study focused on individuals who graduated from a Washington high school between 2004 and 2008. They observed that those who attended a community college before receiving their bachelor's degree earn a little bit more each year (on average) before they graduate than those who go straight into a four year program. This disparity, however, disappears once students graduate. There appears to have been no economic benefit for those student who went straight into a four-year college (over those who first went to a community college and then transferred). In addition, Greg and Toby observed that regardless of the path by which workers received their bachelor's degrees, female graudates earned (on average) about 80% of what male graduates earned.

July, 2015

The Office of Superintendent of Public Instruction, in collaboration with the Education Research and Data Center, was recently awarded a $7 million four-year Statewide Longitudinal Data Systems (SLDS) grant. This is an ongoing program designed to help states develop longitudinal data systems that allow states to answer key policy questions related to education. Sixteen states received funding to carry out projects to address up to two of six priorities focusing on data use:

  1. Financial Equity and Return on Investment (ROI)
  2. Educator Talent Management
  3. Early Learning
  4. College and Career
  5. Evaluation and Research
  6. Instructional Support

This grant opportunity is a sister initiative to the U.S. Department of Labor’s Workforce Data Quality Initiative grants for expanding education databases to include workforce data. In its application, ERDC committed to use the funds to expand and promote research related to "College and Career" and "Evaluation and Research." It will use these funds to help expand the High School Feedback Report and the Earnings for Graduates Report, create an Early Learning Feedback Report, incorporate financial aid data in postsecondary analyses, link juvenile justice participants with education outcomes, and much more. The grant will also be used to help cultivate communications with P20W data consumers.

 

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