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Examines how school climate can explain why some schools consistently outperform other schools academically by using available data on school performance, school climate, and student demographics in California.
Examines changes over time in school victimization, weapon involvement and school climate, comparing change trajectories by gender and race and different change trajectories among schools.
Describes how the colleges are operationalizing the Tennessee completion practices in their own contexts, as well as how trends in leading indicators of student completion have changed since the reforms began.
Explores the academic and economic consequences of taking higher or lower credit loads. Using student-level data from the Tennessee Board of Regents, it estimates differences in award completion and credit accumulation across students according to their first semester and first-year credit loads.