News Updates

February, 2017

ERDC has published a dashboard that explores the time it takes to earn a degree across various degree programs at Washington four-year institutions. The dashboard presents data for seven graduating cohorts, from 2007-08 to 2013-14, and includes information from the University of Washington, Washington State University, Western Washington University, Central Washington University, Eastern Washington University, and the Evergreen State College. The data can be disaggregated by race, gender, student need, and also by majors that are STEM related or in high demand. The dashboard can be used to see how time to degree changes across time for different demographic groups, and for different degree programs. To view the dashboard, visit here. For a tutorial video on how to use the dashboard, visit here.

February, 2017

The Education Research and Data Center has just published a longitudinal study that examined the educational progress and degree completion of students who received State Need Grants (SNG). This study was conducted upon request by the legislature. The cohort included those who received SNGs for first time during the 2007–08 academic year, and tracked their academic progress and degree completion in Washington public institutions across eight years. The summary of the findings and a PDF of the research brief can be found here, and an interactive dashboard of the data can be found here.

Among other things, the study found that most SNG recipients in the cohort were enrolled in community or technical colleges (CTCs), with a small minority who attended four-year institutions. In addition, the majority of SNG recipients who attended four-year institutions earned a bachelor’s degree within five years, and the vast majority of those who earned a bachelor’s degree earned it within five years. In addition, of SNG recipients who attended CTCs (who represent the majority of SNG recipients), forty percent did not persist past the first year (this may be comparable to the persistence rates of CTC enrollees generally). Those who did earn a degree earned it within four years.

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

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