Search Results: (1-15 of 20 records)
Publications Last 90 Days
| Pub Number | Title | |
|---|---|---|
| NCES 2011346 | Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2009-10 - First Look
This First Look presents selected findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2009-10 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system. |
5/10/2011 |
| NCES 2011316 | Student Reports of Bullying and Cyber-Bullying: Results From the 2007 School Crime Supplement to the National Crime Victimization Survey
These Web Tables use data from the 2007 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school. |
5/9/2011 |
| NCES 2011466 | The Nation’s Report Card: Civics 2010
This report presents results of the National Assessment of Educational Progress (NAEP) 2010 civics assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as a percentage of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for student demographic groups defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Results from the 2010 assessment are compared to those from two previous assessments in 1998 and 2006. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners. In comparison to the last assessment in 2006, average scores in 2010 were higher at grade 4, not significantly different at grade 8, and lower at grade 12. Gains for Hispanic students from 1998 to 2010 contributed to a narrowing of the White–Hispanic score gaps at all three grades. The percentage of students performing at or above the Proficient level in 2010 was 27 percent at grade four, 22 percent at grade eight, and 24 percent at grade twelve. |
5/4/2011 |
| NCES 2011347 | Public Elementary and Secondary School Student Enrollment and Staff From the Common Core of Data: School Year 2009-10
This First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2009-10 school year. |
5/3/2011 |
| NCES 2011312 | Public School Graduates and Dropouts from the Common Core of Data: School Year 2008–09
This report presents findings associated with public high school graduation and event dropout counts for the 2008–09 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions. |
5/3/2011 |
| NCES 2011078 | A Snapshot of Arts Education in Public Elementary and Secondary Schools: 2009–10
This first look report presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System (FRSS) surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists. A later report will present findings on a broader set of indicators on the status of arts education in 2009–10 and comparisons with data from the 1999–2000 study where applicable. |
5/2/2011 |
| NCES 2011226 | Postsecondary Awards in Science, Technology, Engineering, and Mathematics (STEM), by State: 2001 and 2009
These tables provide state-level information on the conferring of Science, Technology, Engineering, and Mathematics (STEM) awards (degrees and certificates) from academic years 2000–01 and 2008–09, both overall and by field. |
4/25/2011 |
| NCES 2011345 | Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2009-10 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2009-10 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. |
4/20/2011 |
| NCES 2011275 | Persistence and Attainment Among Pell Grant Recipients: Results From the Beginning Postsecondary Students Longitudinal Study of 2004/09
Data presented in these tables come from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), a study that followed first-time, beginning postsecondary students through their postsecondary education for a period of six years. These Web Tables disaggregate these students’ persistence and attainment outcomes by their participation in the Pell Grant program. Additional detail is provided by students' initial degree program, dependency status, and income quartile. |
4/19/2011 |
| NCES 2011462 | America’s High School Graduates: Results of the 2009 NAEP High School Transcript Study
This report presents information about the types of courses 2009 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the twelfth-grade National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 37,700 high school graduates. The 2009 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and other demographic characteristics are examined. In addition, the report takes a closer look at science, technology, engineering, and mathematics (STEM) coursetaking, ways in which graduates may earn more credits, and the coursetaking patterns of students with disabilities and English language learners. Additional technical notes provide information on the sample design, school and student participation rates, the inclusion/exclusion criteria for graduates, and other statistical information for interpreting the results. Highlights of the study findings show that in 2009 graduates earned over three credits more than their 1990 counterparts, or about 420 additional hours of instruction during their high school careers. A greater percentage of 2009 graduates completed more challenging curriculum levels than 1990 or 2005 graduates. Graduates with stronger academic records earned higher NAEP scores. For example, graduates who completed who completed a rigorous curriculum, completed a higher level mathematics or science course in ninth grade, or who completed an Advanced Placement (AP) or International Baccalaureate (IB) mathematics or science course, had NAEP scores at the Proficient level in both mathematics and science. A larger percentage of female than male graduates completed a midlevel or rigorous curriculum in 2009. In 2009, male graduates generally had higher NAEP mathematics and science scores than female graduates completing the same curriculum level. White, Black, Hispanic, and Asian/Pacific Islander graduates earned, on average, more credits and higher grade point averages (GPAs) in 2009 than they did in 1990. Since 1990, more graduates from each racial/ethnic group completed at least a standard curriculum. |
4/13/2011 |
| NCES 2011304 | Documentation for the 2008–09 Teacher Follow-up Survey
This report covers all phases of the Teacher Follow-up Survey (TFS), from survey planning through data file availability. The TFS determines how many teachers remained at the same school, moved to another school, or left the profession in the year following the Schools and Staffing Survey (SASS) administration. |
4/12/2011 |
| NCES 2011268 | Degrees and Other Awards Conferred, 1998-99; Employees in Postsecondary Institutions, Fall 1999; Salaries of Full-Time Instructional Faculty, 1999-2000; Enrollment, Fall 1999; and Financial Statistics, Fiscal Years 1997-99
This Statistics in Brief report presents findings from five components of the Integrated Postsecondary Education Data System (IPEDS) 1999-2000 data collection: Completions covering academic year 1998-99, Staff employed in fall 1999, Salaries and Fringe Benefits for full-time instructional faculty covering academic year 1999-2000, Enrollment for fall 1999, and Finance for fiscal year 1999. In addition, this report includes findings from the Finance component for fiscal years 1998 and 1997, collected in spring 1999 and 1998, respectively. |
4/7/2011 |
| NCES 2011015 | Digest of Education Statistics, 2010
The 46th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
4/5/2011 |
| NCES 2011016 | Mini-Digest of Education Statistics, 2010
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2010. |
4/5/2011 |
| NCES 2011607 | National Institute of Statistical Sciences Configuration and Data Integration Technical Panel: Final Report
NCES asked the National Institute of Statistical Sciences (NISS) to convene a technical panel of survey and policy experts to examine potential strategies for configuration and data integration among successive national longitudinal education surveys. In particular the technical panel was asked to address two related issues: how could NCES configure the timing of its longitudinal studies (e.g., Early Childhood Longitudinal Study [ECLS], Education Longitudinal Study [ELS], and High School Longitudinal Study [HSLS]) in a maximally efficient and informative manner. The main, but not sole, focus was at the primary and secondary levels; and what could NCES do to support data integration for statistical and policy analyses that cross breakpoints between longitudinal studies. The NISS technical panel delivered its report to NCES in 2009. The principle recommendations included in the report are: 1. The technical panel recommended that NCES should configure K-12 studies as a series of three studies: (i) a K-5 study, followed immediately by (ii) a 6-8 study, followed immediately by (iii) a 9-12 study. One round of such studies, ignoring postsecondary follow-up to the 9-12 study, requires 13 years to complete. 2. The technical panel also recommended that budget permitting; NCES should initiate a new round of K-12 studies every 10 years. This can be done in a way that minimizes the number of years in which multiple major assessments occur. The panel found that there is no universal strategy by means of which NCES can institutionalize data integration across studies. One strategy was examined in detail: continuation of students from one study to the next. Based on experiments conducted by NISS the technical panel found that: 3. the case for continuation on the basis that it supports cross-study statistical inference is weak. Use of high-quality retrospective data that are either currently available or are likely to be available in the future can accomplish nearly as much at lower cost. 4. Continuation is problematic in at least two other senses: first, principled methods for constructing weights may not exist and, second, no matter how much NCES might advise to the contrary, researchers are likely to attempt what is likely to be invalid or uninformative inference on the basis of continuation cases alone. 5. The technical panel urged that, as an alternative means of addressing specific issues that cross studies, NCES consider the expense and benefit of small, targeted studies that target specific components of student’s trajectories. |
3/28/2011 |