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|NCES 2016094||Findings From the Third-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall third-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in third grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of third grade are shown, both overall and by selected child and family characteristics.
|NCES 2016079||Indicators of School Crime and Safety: 2015
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
|NCES 2016641||K–12 Teaching Experience Among 2007–08 College Graduates: 2012
Using data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), these Web Tables show the proportion of 2007–08 college graduates who had taught or prepared for teaching or were considering teaching in 2012. The tables address the factors influencing graduates’ decisions to teach, the types of schools in which they taught, subjects taught, and their satisfaction with teaching. In each table, the estimates are presented separately for groups of graduates who differed on such characteristics as sex, race and ethnicity, age, undergraduate major field of study, cumulative undergraduate grade point average, bachelor’s degree institution level and control, highest degree attained, preparation or certification to teach, and teaching experiences. For graduates who taught after graduation but were not teaching in 2012, the tables include information on the reasons that graduates left teaching.
|NCES 2016006||Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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.
|NCES 2016108||The Nation’s Report Card: 2015 Mathematics and Reading at Grade 12
This online report presents national results from the NAEP 2015 mathematics and reading assessments at grade 12. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: Basic, Proficient, and Advanced. In addition to overall scores, results are reported by racial/ethnic groups, by gender, and by type of school. The national average mathematics score in 2015 for grade 12 was lower compared to the last assessment in 2013.The average reading score for twelfth-grade students in 2015 was not significantly different in comparison to 2013. In 2015, the average mathematics score was higher compared to the initial grade 12 assessment in 2005, whereas the average reading score in 2015 was lower compared to the initial grade 12 assessment in 1992.
|NCES 2015073||Projections of Education Statistics to 2023
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2023. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2023. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
|NCES 2016189||Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12
This Statistics in Brief examines the trends in principal demographics and other characteristics. The study is based on data from seven administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States from 1987-88 until 2011-12.
|NCES 2016039||Skills of U.S. Unemployed, Young, and Older Adults in Sharper Focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: First Look
The purpose of this report is to present updated and additional results from the U.S. PIAAC household data collection, based on data collected in 2012 and 2014. PIAAC is an international large-scale study of adult skills and life experience focusing on education and employment that was developed and organized by the Organization for Economic Cooperation and Development (OECD). PIAAC was first conducted in 2011−2012 in the United States and 23 other countries. In the United States, PIAAC was administered to a nationally representative sample of 5,000 adults between the ages of 16 and 65. Similar nationally representative samples of adults were surveyed in each of the 23 other participating countries. In 2013-14, NCES conducted a second round of data collection in the United States to enhance the U.S. PIAAC dataset. Specifically, the second round of data collection added (a) 3,600 adults from three key subgroups of policy interest and (b) 1,200 incarcerated adults in federal and state prisons. The three key subgroups of adults “living in households” that were oversampled were: unemployed adults, young adults (ages 16-34), and older adults (ages 66-74). The expanded national household sample (8,600 adults, combining the first and second rounds) supports more accurate and reliable national estimates of unemployed and young adults and makes possible analyses of older adults.
|NCES 2016097||National Household Education Surveys Program (NHES):2012 Restricted-Use Data Files
The National Household Education Surveys Program (NHES): 2012 restricted-use files include the Early Childhood Program Participation (ECPP) file and the Parent and Family Involvement in Education (PFI) file. The ECPP file contains data about children from birth to age 6 but not yet enrolled in kindergarten in 2012. The PFI file contains data about students enrolled or homeschooled for grades kindergarten through 12 in 2012.
|NCES 2016063||Teaching and Learning International Survey (TALIS) 2013 U.S. public-use data files and documentation
The TALIS 2013 U.S. public-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The U.S. TALIS 2013 data files are formatted so that they can be easily merged with the TALIS international data files, available from the OECD at http://stats.oecd.org/Index.aspx?datasetcode=talis_2013%20. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
|NCES 2016064||Teaching and Learning International Survey (TALIS) 2013 U.S. restricted-use data files and documentation
The TALIS 2013 U.S. restricted-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The TALIS 2013 U.S. restricted-use data files include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
|NCES 2016105||NAEP Technical Documentation
This section of the NAEP website, technical documentation on the web (TDW), is written for researchers and assumes knowledge of educational measurement and testing. TDW contains information about the technical procedures and methods of NAEP. The TDW site is organized by topic (from Instruments through Analysis and Scaling) with subtopics, including information specific to a particular assessment. Each page has a link for previewing a printer-friendly version, if you wish to print. To view all contents currently available on the TDW website in a single display, click on the Table of Contents link.
|NFES 2016095||Forum Guide to Elementary/Secondary Virtual Education Data
Forum guide to elementary/secondary virtual education data was developed to assist education agencies as they: 1) consider the impact of virtual education on established data elements and methods of data collection, and 2) address the scope of changes, the rapid pace of new technology development, and the proliferation of resources in virtual education.
|NCES 2016184||User's Manual for the ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File
This User’s Manual provides information on the hearing evaluations conducted on a subsample of study children in the fall second-grade round of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the evaluation components and data collection procedures used to evaluate children's hearing. It also describes the second-grade hearing evaluations component restricted-use data file structure and variables created from data collected during the evaluations. This manual is only available to users of the ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File (NCES 2016-183).
|NCES 2016183||ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File
Hearing evaluations were conducted on a subsample of study children in the fall second-grade round of data collection. The ECLS-K:2011 second-grade hearing evaluations component restricted-use data file includes all of the hearing evaluation data collected during the fall 2012 round, including: responses from children to a set of pre-test questions intended to identify conditions that might affect either how the evaluation should be conducted or how the results should be interpreted; results from otoscopy, a brief visual examination of the ear; results from tympanometry, an automated test of middle ear function; and results from pure tone air conduction audiometry. The hearing evaluations data are provided in an ASCII text file (K2011hearing2nd.DAT). A program that must be run in a statistical software package to input the ASCII text file and produce an analytic data file is provided in three formats: SAS, SPSS, and Stata. This file is intended to be used in conjunction with a main longitudinal restricted-use ECLS-K:2011 data file, for example the ECLS-K:2011 kindergarten-second grade restricted-use data file (NCES 2015-050).