Search Results: (1-15 of 25 records)
Publications Last 90 Days
| Pub Number | Title | |
|---|---|---|
| NCES 2011152 | Web Tables—Six-Year Attainment, Persistence, Transfer, Retention, and Withdrawal Rates of Students Who Began Postsecondary Education in 2003-04
These Web Tables present data on the enrollment experiences of a nationally representative sample of 2003–04 first-time postsecondary students over a period of 6 academic years, from 2003–04 to 2008–09. Tables include students’ certificate or degree attainment and persistence at their first institution and at any institution; withdrawal from both first institution and from postsecondary education without a degree or certificate; characteristics of first transfer among students who transferred; and 4-, 5-, and 6-year bachelor’s degree completion rates. Results are shown by students’ demographics, enrollment characteristics, and persistence risk factors. |
7/14/2011 |
| NCES 2011609 | NCES Handbook of Survey Methods
This publication presents explanations of how each survey program in NCES obtains and prepares the data it publishes. The Handbook aims to provide users of NCES data with the information necessary to evaluate the suitability of the statistics for their needs, with a focus on the methodologies for survey design, data collection, and data processing. |
6/28/2011 |
| NCES 2011327 | High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 9th-Graders
On June 28, the National Center for Education Statistics will release High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders. This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009 and will follow these students through postsecondary education and the world of work. The base year data focus on students’ transitions into high school, especially their decisions about courses and plans for postsecondary education and careers. The HSLS:09 study captures these decisions, plans, expectations, and activities generally but also specifically in math and science. Findings include the news that half of America’s ninth-graders are taking algebra 1 (51%) and 22% are taking geometry. About 86% of ninth-graders are proficient in understanding algebraic expressions based on their HSLS:09 math assessment scores, but just 18% are proficient at understanding systems of equations and 9% are proficient at understanding linear functions, both of which are more advanced topics within algebra. Of students whose parents hold a master’s degree or higher, 44% are in the top quintile of math performance and 5% in the bottom quintile. Of students whose parents have earned a high school diploma or equivalent, 24% are in the bottom quintile of performance on the assessment and 15% are in the top quintile. At this age, about 22% of students did not report any educational expectations, while 39% report expecting to earn a graduate or professional degree. More female ninth-graders than male ninth-graders expect to obtain a graduate or professional degree (44% versus 35%). More socioeconomically advantaged ninth-graders expect to earn a graduate or professional degree than their peers in the lowest socioeconomic stratum (56% versus 27%). Over half – 53% of Asian students and 52% of Black students – report that they definitely can complete college, compared to 40% of Hispanic students and 49% of white students who report the same confidence. |
6/28/2011 |
| NCES 2011252 | Profile of Degree/Certificate-Seeking Entering Undergraduate Students, By Control and Level of Institution
These Web Tables compare enrollment information for entering full-time, first-time degree- or certificate-seeking students to three other degree- or certificate-seeking entering student groups: (1) part-time, first-time students; (2) full-time, transfer-in students; and (3) part-time, transfer-in students. The Web Tables present the distribution of these four student groups across institutions possessing different characteristics and by the gender and race/ethnicity of the entering student population. |
6/27/2011 |
| NCES 2011018 | Students with Disabilities at Degree-Granting Postsecondary Institutions
This first look report presents findings from "Students with Disabilities at Degree-Granting Postsecondary Institutions", a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible, degree-granting institutions for the 2008-09 academic year. This report provides national data about students with disabilities, the services and accommodations provided to these students, how institutions keep track of students with disabilities, institutional policies regarding disabled students, and various aspects of institutional accessibility. |
6/23/2011 |
| NCES 2011459 | Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Additional information about race/ethnicity in NAEP is given in Appendix A. Most of the data in this report is derived from the results of the 2009 National Assessment of Educational Progress (NAEP) main assessments in mathematics and reading; however the trend data provided is derived from results from as early as 1990. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, follows our previous report that provided similar information on the achievement gap between Black and White students. |
6/23/2011 |
| NCES 2011485 | Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress: HIGHLIGHTS
This brochure presents highlights of the statistical analysis report, Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, and provides graphical presentation of students’ academic achievement gaps and how their performance has changed over time at both the national and state levels. |
6/23/2011 |
| NCES 2011329 | Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2008–09 (Fiscal Year 2009)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2008-09. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia. Findings include: • Current expenditures per pupil for public elementary and secondary education were $10,591 in Fiscal Year (FY) 2009. • Adjusting for inflation, per pupil state and local revenues decreased by 1 percent or more in 16 states and increased by 1 percent or more in 25 states from FY 08 to FY 09. • Between FY 08 and FY 09, per pupil current expenditures decreased by 1 percent or more in 8 states and increased by 1 percent or more in 36 states. |
6/22/2011 |
| NCES 2011388 | ELS:2002 Updated First Look Tables for 2003-2004 High School Graduates: Postsecondary Attendance and Expectations for Further Education
These web tables report estimates of postsecondary enrollment, type of institution, selectivity of institution, highest level of education attempted and expectations for further education for ELS:2002 respondents who were high school graduates in 2003-2004. |
6/21/2011 |
| NFES 2011806 | Forum Guide to Crime, Violence, and Discipline Incident Data
This Forum guide is designed for use by school, district, and state staff to improve the effectiveness of efforts to collect and use disciplinary incident data, including reporting accurate and timely incident data to the federal government. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how to implement and manage an incident database. |
6/16/2011 |
| NCES 2011468 | The Nation’s Report Card: U.S. History 2010
This report presents results of the National Assessment of Educational Progress (NAEP) 2010 U.S. history assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as percentages 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 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 three previous assessments in 1994, 2001 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 8 and not significantly different at grades 4 and 12. At grade 4, the lowest performing students made the greatest gains from 1994 to 2010. Gains for Black students from 1994 to 2010 contributed to a narrowing of the White - Black score gaps at grades 4 and 8 while gains for Hispanic students from 1994 to 2010 contributed to a narrowing of the White - Hispanic score gap at grade 4. The percentage of students performing at or above the Proficient level in 2010 was 20 percent at grade 4, 17 percent at grade 8, and 12 percent at grade 12. |
6/14/2011 |
| NCES 2011317 | Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence from the 2007-08 Schools and Staffing Survey
This report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields. Teachers of these subjects were considered to be in-field majors if they held a major that they had earned at the bachelor's degree level or higher in the subject(s) that they taught. |
6/1/2011 |
| NCES 2011320 | Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2009–10
The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2009–10 School Survey on Crime and Safety data collection. |
5/31/2011 |
| NCES 2011339 | Characteristics of Private Schools in the United States: Results From the 2009-10 Private School Universe Survey
This report on the 2009-10 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. |
5/26/2011 |
| NCES 2011033 | The Condition of Education 2011
The Condition of Education 2011 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education, in addition to a closer look at postsecondary education by institutional level and control. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2011 print edition includes indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/26/2011 |