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Education Statistics Quarterly
Vol 5, Issue 2, Topic: Data Products, Other Publications, and Funding Opportunities
Data Products, Other Publications, and Funding Opportunities
 
 
 

Data Products Other Publications Funding Opportunities
 

Data Products


Data File: CCD Public Elementary/Secondary School Universe Survey: School Year 2001–02

Part of the NCES Common Core of Data (CCD), the "Public Elementary/Secondary School Universe Survey" has two primary purposes: (1) to provide a complete listing of all public elementary and secondary schools located in the 50 states, District of Columbia, and five outlying areas, or operated by the Department of Defense or Bureau of Indian Affairs; and (2) to provide basic information and descriptive statistics on all schools, their students, and their teachers. Data are provided annually by state education agencies (SEAs) from their administrative records. The 2001–02 data set contains 97,623 records, one for each of the listed schools.

The following information is included for each school: NCES and state school ID numbers; name of the agency that operates the school; name, address, and phone number of the school; school type (regular, special education, vocational education, or alternative); operational status (open, closed, new, added, or changed agency); locale code; latitude and longitude; full-time-equivalent classroom teacher count; low/high grade span offered; school level; Title I and schoolwide Title I eligibility status; magnet school and charter school status (yes or no); free lunch–eligible, reduced-price lunch–eligible, and total free and reduced-price lunch–eligible students; migrant students enrolled in previous year; student totals and detail (by grade, race/ethnicity, and gender); and pupil/teacher ratio.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical processing programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact John Sietsema (John.Sietsema@ed.gov).

To obtain this data product (NCES 2003–357), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Data File: CCD Local Education Agency Universe Survey: School Year 2001–02

The Common Core of Data (CCD) "Local Education Agency Universe Survey" is one of the surveys that make up the CCD collection of surveys. This survey provides (1) a complete listing of every education agency in the United States responsible for providing free public elementary/secondary instruction or education support services; and (2) basic information about all education agencies and the students for whose education the agencies are responsible. Most of the agencies listed are school districts or other local education agencies (LEAs). The data are provided annually by state education agencies (SEAs) from their administrative records. The 2001–02 data set contains 17,276 records, one for each public elementary/secondary education agency in the 50 states, District of Columbia, five outlying areas, Department of Defense, and Bureau of Indian Affairs.

The data file includes the following information for each listed agency: NCES and state agency ID numbers; agency name, address, and phone number; agency type code; supervisory union number; county name; FIPS county code; metropolitan statistical area and metropolitan status codes; district locale code; operational status code; low/high grade span offered; number of ungraded students; number of PK–12 students; number of migrant students served in special programs; number of special education/Individualized Education Program students; instructional staff fields; support staff fields; number of limited-English-proficient students; and number of diploma recipients and other high school completers (by race/ethnicity and gender). Dropout counts by grade, race/ethnicity, and gender are published separately from the rest of the data.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical processing programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact Lee Hoffman (lee.hoffman@ed.gov).

To obtain this data product (NCES 2003–356), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Data File: CCD State Nonfiscal Survey of Public Elementary/Secondary Education: School Year 2001–02

The "State Nonfiscal Survey of Public Elementary/Secondary Education" is part of the Common Core of Data (CCD) collection of surveys. This survey provides public elementary and secondary student, staff, and graduate counts for the 50 states, District of Columbia, five outlying areas, Bureau of Indian Affairs schools, and U.S. Department of Defense dependents (domestic and overseas) schools. The data are provided annually by state education agencies (SEAs) from their administrative records. The 2001–02 data set contains 59 records, one for each reporting state or jurisdiction.

For each state or jurisdiction, the data file includes the following information: name, address, and phone number of the SEA; number of teachers, by level; number of other staff, by occupational category; number of students, by grade and ungraded, as well as by race/ethnicity (five racial/ethnic categories); and number of high school completers (for school year 2000–01), by type of completion (diploma, high school equivalency, or other completion) and by race/ethnicity.

The data can be downloaded from the NCES web site either as an Excel file or as a flat file that can be used with statistical processing programs such as SPSS or SAS. Documentation is provided in separate files.

For questions about this data product, contact John Sietsema (John.Sietsema@ed.gov).

To obtain this data product (NCES 2003–359), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Data File: CCD National Public Education Financial Survey: Fiscal Year 2001

The Common Core of Data (CCD) "National Public Education Financial Survey" (NPEFS) provides detailed state-level data on public elementary and secondary education finances. Financial data are audited at the end of each fiscal year and then submitted to NCES by the state education agencies (SEAs) from their administrative records. This file provides data for fiscal year 2001 (school year 2000–2001). The data set contains 55 records, one for each of the 50 states, the District of Columbia, and four of the outlying areas (American Samoa, the Northern Marianas, Puerto Rico, and the Virgin Islands). (Guam did not report any data.)

For each state or jurisdiction, the data file includes revenues by source (local, intermediate, state, and federal); local revenues by type (e.g., local property taxes); current expenditures by function (instruction, support, and noninstruction) and by object (e.g., teacher salaries or food service supplies); capital expenditures (e.g., school construction and instructional equipment); average number of students in daily attendance; and total number of students enrolled.

The data can be downloaded from the NCES Electronic Catalog either as an Excel file or as a flat file that can be used with statistical processing programs, such as SPSS or SAS. Documentation is provided in separate files.

For questions about this data product, contact Frank H. Johnson (frank.johnson@ed.gov).

To obtain this data product (NCES 2003–361), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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National Student Service-Learning and Community Service Survey (FRSS 71): Public-Use Data Files

This file contains data from the 1999 survey, "National Student Service-Learning and Community Service Survey," conducted through the NCES Fast Response Survey System (FRSS). The sample of public schools for this survey was selected from the 1996–1997 Common Core of Data (CCD) public school universe file. Over 79,000 regular schools were included in the CCD universe file, of which 49,000 were elementary schools, 15,000 were middle schools, and 16,000 were high schools or schools with combined elementary/secondary grades. For this survey, elementary, middle, and high schools (including combined schools) were selected.

The survey was sent to principals at elementary and secondary public schools, who passed it along to the school official most knowledgeable about the types of programs in question. Survey questions covered rates of student participation in the school's community service and service-learning programs, the presence of school policies requiring participation in these programs and the reasons schools encourage involvement in them, the level of integration of service learning into the curriculum, program staffing, types of service learning available to students, the availability of support and professional development for teachers, the presence of service-learning project evaluation measures, and sources of funding for the programs.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact Peter Tice.

To obtain this data product (NCES 2003–074), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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District Survey of Alternative Schools and Programs (FRSS 76): Public-Use Data Files

The 2001 "District Survey of Alternative Schools and Programs," conducted by NCES through its Fast Response Survey System (FRSS), is the first national study of public alternative schools and programs for students at risk of educational failure to provide data on topics related to the availability of public alternative schools and programs, enrollment, staffing, and services for these students. The survey was completed by the district-level personnel most knowledgeable about alternative schools and programs. Questions covered location of programs, enrollment, procedures for handling exceeded capacity, exit and entry policies and procedures, staffing, curriculum and services offered, and district background information.

This data file can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact Peter Tice.

To obtain this data product (NCES 2003–053), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Internet Access in Public Schools, Fall 1999 (FRSS 75) and Fall 2000 (FRSS 79): Public-Use Data Files

These files contain data from the 1999 and 2000 administrations of "Internet Access in U.S. Public Schools," conducted through the NCES Fast Response Survey System (FRSS). The surveys were completed by school officials at elementary and secondary public schools. These officials were asked about Internet access and other information technology resources at their schools. Questions covered availability of computers, school- and classroom-level Internet access, whether or not particular groups within the school (i.e., administrative staff, teachers, students, disabled students) were able to access the Internet, number of computers on site, speed of Internet connection, sources of technology funding, and school personnel for advanced telecommunications support.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical programs, such as SPSS. Documentation is provided in separate files.

For questions about these data products, contact Peter Tice.

To obtain either the 1999 data product (NCES 2003–041) or the 2000 data product (NCES 2003–039), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Advanced Telecommunications in U.S. Private Schools, 1998–1999 (FRSS 68): Public-Use Data Files

This file contains data from "Advanced Telecommunications in U.S. Private Schools, 1998–1999," a survey conducted through the NCES Fast Response Survey System (FRSS). The survey was completed by school officials at private elementary and secondary schools. These officials were asked about Internet access and other information technology resources at their schools. The survey focused on computer and Internet availability, including the extent to which those resources were available for instruction; selected issues in the use of computers and the Internet, including instructional use of those resources, provision of teacher training, technical support for advanced telecommunications use, and barriers to the acquisition and use of advanced telecommunications; and various means of external support for advanced telecommunications.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact Peter Tice.

To obtain this data product (NCES 2003–054), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Condition of Public School Facilities, 1999 (FRSS 73): Public-Use Data Files

This file contains data from the 1999 survey "Condition of Public School Facilities," conducted through the NCES Fast Response Survey System (FRSS). The survey sample consisted of 1,004 regular public elementary, middle, and high schools in the 50 states and the District of Columbia. The sample was selected from the 1996–97 NCES Common Core of Data (CCD) Public School Universe File. Included in the FRSS data file is information on the pervasiveness of air conditioning; the number of temporary classrooms; the number of days particular public schools were closed for repairs; planned construction, repairs, and additions; long-range facilities plans; the age of public schools; overcrowding and practices used to address overcrowding; estimated costs for bringing facilities to a satisfactory condition; and the overall condition of roofs, floors, walls, plumbing, heating, electric facilities, and safety features.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact Peter Tice.

To obtain this data product (NCES 2003–037), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Occupational Programs and the Use of Skill Competencies at the Secondary and Postsecondary Levels, 1999 (FRSS 72 and PEQIS 11): Public-Use Data Files

Data from two 1999 surveys—the "Survey on Vocational Programs in Secondary Schools," conducted through the NCES Fast Response Survey System (FRSS), and the "Survey on Occupational Programs in Postsecondary Education Institutions," conducted through the NCES Postsecondary Education Quick Information System (PEQIS)—were collected to provide the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) with national estimates on occupational activities. The FRSS survey was administered to public secondary schools that include grades 11 and 12, and respondents were asked about program activities for 28 selected occupations within 6 broad occupational areas. The PEQIS survey was administered to less-than-4-year postsecondary institutions, and respondents were asked to report on program activities for 32 selected occupations in the same 6 occupational areas. Survey findings are presented by school type (comprehensive, vocational) for the FRSS survey, and by level of institution (2-year, less-than-2-year) for the PEQIS survey.

These data files contain information on vocational and occupational programs at the secondary and postsecondary levels, including the availability of programs in a large variety of occupational areas, procedures used to ensure courses teach relevant job skills, the prevalence of skill competency lists, the level of industry/educator partnership in developing skill competency lists, and the types of credentials available through the programs.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact Peter Tice.

To obtain this data product (NCES 2003–038), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Distance Education at Postsecondary Education Institutions, 1997–98 (PEQIS 9): Public-Use Data Files

This file contains data from the 1997–98 survey, "Distance Education at Postsecondary Education Institutions," conducted through the NCES Postsecondary Education Quick Information System (PEQIS). The survey was completed by the administrators at postsecondary education institutions most knowledgeable about the institutions' technology and distance education programs. These administrators were asked about distance education programs and technology used at their institutions. Questions covered the number of distance education courses and enrollments both overall and within specific disciplines; availability of degree, certificate, and graduate programs; differences in tuition and fees for distance education and regular courses; technology used to deliver distance education courses; and future plans for distance education, especially concerning the type of technology to be used.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical programs, such as SPSS. Documentation is provided in separate files.

For questions about this data product, contact Peter Tice.

To obtain this data product (NCES 2003–051), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Data File, Public-Use: Public Libraries Survey: Fiscal Year 2001

The Public Libraries Survey (PLS) is conducted annually by NCES through the Federal-State Cooperative System (FSCS) for Public Library Data. The data are collected by a network of state data coordinators appointed by the Chief Officers of State Library Agencies (COSLA). For fiscal year (FY) 2001, the PLS includes data from 9,133 public libraries in the 50 states, the District of Columbia, and the outlying areas of Guam, the Northern Marianas, Palau, and the U.S. Virgin Islands.

Three database files were generated from the FY 2001 PLS: the Public Library Data File, Public Library State Summary/State Characteristics Data File, and Public Library Outlet Data File. The files include data on population of legal service area, number of full-time-equivalent staff, service outlets, public service hours, library materials, operating income and expenditures, capital outlay, total circulation, circulation of children's materials, reference transactions, library visits, children's program attendance, interlibrary loans, and electronic services.

The data and related documentation can be downloaded from the NCES Electronic Catalog in Microsoft Access or ASCII (flat file) formats.

For questions about this data product, contact P. Elaine Kroe (patricia.kroe@ed.gov).

To obtain this data product (NCES 2003–398), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Other Publications

The Nation's Report Card: Reading Highlights 2002

National Center for Education Statistics

The National Assessment of Educational Progress (NAEP), known as "The Nation's Report Card," is authorized by Congress, administered by NCES, and overseen by the National Assessment Governing Board (NAGB). For more than 30 years, NAEP has been the only ongoing national indicator of what American students know and can do in major academic subjects. In 2002, NAEP conducted a national assessment in reading at grades 4, 8, and 12 and a state assessment at grades 4 and 8.

This 20-page publication uses a full-color tabloid format to present highlights from the 2002 reading assessment. It describes assessment content; presents major findings as average scale scores and percentages of students scoring at or above achievement levels for the nation at grades 4, 8, and 12; shows results for participating states and jurisdictions at grades 4 and 8; and discusses performances of selected subgroups defined by gender and race/ethnicity. The publication also includes sample test questions and sample student responses.

For questions about content, contact Arnold Goldstein (arnold.goldstein@ed.gov).

To obtain this document (NCES 2003–524), call the toll-free ED Pubs number (877–433–7827) or visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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The Nation's Report Card: State Reading 2002 Reports

Laura Jerry and Anthony Lutkus

National Assessment of Educational Progress (NAEP) assessments are administered at both the state and national levels. The NAEP 2002 Reading Assessment collected state-level results for 4th- and 8th-graders and national-level results for 4th-, 8th-, and 12th-graders who attended public schools in states and other jurisdictions that volunteered to participate.

This series of reports provides each participating jurisdiction with an overview of its results from the NAEP 2002 Reading Assessment as well as previous NAEP reading assessments. Each jurisdiction receives its own customized report, which presents results for public school students in that jurisdiction, along with national results for comparison. Each report also includes information on the sample of students assessed, the metrics for reporting student performance, and how the differences in performance are recorded, as well as a data tool that allows the user to develop custom data tables and perform tests of statistical significance for within- or across-state data comparisons.

Author affiliations: L. Jerry and A. Lutkus, Educational Testing Service.

For questions about content, contact Arnold Goldstein (arnold.goldstein@ed.gov).

To obtain a state report (NCES 2003–526), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Developments in School Finance: 2001–02

William J. Fowler, Jr. (editor)

Developments in School Finance: 2001–02 is the seventh education finance publication from the annual NCES Summer Data Conference. Each year, state department of education policymakers, fiscal analysts, and fiscal data providers attend the conference for fiscal training sessions and presentations by invited experts on developments in the field of education finance. This publication contains 10 of the papers presented at the July 2001 and July 2002 conferences.

The 2001 Summer Data Conference addressed the theme "Making Data Work." Discussions and presentations dealt with topics such as the effective display of finance data, assessing the financial condition of school districts, and the economic efficiency and funding adequacy of school districts. The theme for the 2002 Summer Data Conference was "Common Data, Common Goals," and the topics of education finance addressed included teacher pay, vouchers, measuring the cost of education, and the school district bond rating process.

Editor affiliation: W.J. Fowler, Jr., NCES.

For questions about this publication, contact Frank Johnson (frank.johnson@ed.gov).

To obtain this publication (NCES 2003–403), call the toll-free ED Pubs number (877–433–7827) or visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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The Condition of Education 2003 in Brief

John Wirt and Andrea Livingston

The 2003 edition of The Condition of Education, a congressionally mandated NCES annual report, presents 44 indicators of the status and progress of education in the United States. The Condition of Education 2003 in Brief is a convenient reference brochure that contains abbreviated versions of 21 indicators from the full-length report, including both graphics and descriptive text.

Topics covered in The Condition of Education 2003 in Brief include enrollments in elementary/secondary and postsecondary education; student achievement; transfers from community colleges to 4-year institutions; college persistence rates; trends in English and foreign language coursetaking; out-of-field teaching in middle and high school; undergraduate diversity; changes in tenure policy and hiring; and levels of education funding. The data presented are from many government sources.

Author affiliations: J. Wirt, NCES; A. Livingston, MPR Associates, Inc.

For questions about content, contact John Wirt (john.wirt@ed.gov).

To obtain this publication (NCES 2003–068), call the toll-free ED Pubs number (877–433–7827) or visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

To obtain the complete Condition of Education (NCES 2003–067),call the toll-free ED Pubs number (877–433–7827), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch), or contact GPO (202–512–1800).

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Mini-Digest of Education Statistics 2002

Charlene Hoffman

The Mini-Digest of Education Statistics 2002 (the 10th edition) is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. It presents brief text summaries and short tables that serve as a convenient reference for materials found in greater detail in the complete Digest of Education Statistics.

The Mini-Digest includes sections on elementary/secondary and postsecondary enrollments, teachers and staff, educational outcomes, and finance. The data are from numerous sources, especially surveys and activities carried out by NCES. Current and past-year data are included, as well as projections for elementary/secondary enrollment through 2012.

Author affiliation: C. Hoffman, NCES.

For questions about content, contact Tom Snyder (tom.snyder@ed.gov).

To obtain this publication (NCES 2003–061), call the toll-free ED Pubs number (877–433–7827) or visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

To obtain the complete Digest (NCES 2003–060), call the toll-free ED Pubs number (877–433–7827), visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch), or contact GPO (202–512–1800).

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Facilities Information Management: A Guide for State and Local Education Agencies

Education Facilities Data Task Force, National Forum on Education Statistics

Decisions about school funding, renovation, modernization, and infrastructure improvements need to be supported by high-quality and timely data. This guide provides a framework for collecting, evaluating, and maintaining education facilities data and for using this information to answer important policy questions about school facilities. Included are listings of hundreds of facility data elements, information on developing customized information systems and standardizing the definitions of some key measures, and additional resources that will be helpful to those involved in compiling school facilities data.

Author affiliations: The Education Facilities Data Task Force of the National Forum on Education Statistics includes state and local education professionals and consultants from education associations.

For questions about content, contact Lee Hoffman (lee.hoffman@ed.gov).

To obtain this publication (NCES 2003–400), call the toll-free ED Pubs number (877–433–7827) or visit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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NCES Handbook of Survey Methods

Lori Thurgood, Elizabeth Walter, George Carter, Susan Henn, Gary Huang, Daniel Nooter, Wray Smith, R. William Cash, and Sameena Salvucci

NCES is committed to explaining its statistical methods to its customers and seeking to avoid misinterpretation of its published data. This first edition of the NCES Handbook of Survey Methods furthers this commitment by presenting current 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. The handbook contains 28 chapters, 26 devoted to each of the 26 major NCES survey programs and 2 devoted to multiple NCES surveys or survey systems. It is intended for use as a companion report to Programs and Plans of the National Center for Education Statistics, which provides a summary description of the type of data collected by each program at NCES.

Author affiliations: L. Thurgood, E. Walter, G. Carter, S. Henn, G. Huang, D. Nooter, W. Smith, R. William Cash, and S. Salvucci, Synectics for Management Decisions, Inc.

For questions about content, contact Marilyn M. Seastrom (marilyn.seastrom@ed.gov).

To obtain this publication (NCES 2003–603), call the toll-free ED Pubs number (877–433–7827) orvisit the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

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Funding Opportunities

The AERA Grants Program

Jointly funded by the National Science Foundation (NSF), NCES, and the Institute of Education Sciences, this training and research program is administered by the American Educational Research Association (AERA). The program has four major elements: a research grants program, a dissertation grants program, a fellows program, and a training institute. The program is intended to enhance the capability of the U.S. research community to use large-scale data sets, specifically those of the NSF and NCES, to conduct studies that are relevant to educational policy and practice, and to strengthen communications between the educational research community and government staff.

Applications for this program may be submitted at any time. The application review board meets three times per year. The following are examples of grants recently awarded under the program:

Research Grants
  • Marigee Bacolod, University of California, Irvine—Equalizing Educational Opportunities: Who Teaches and Where They Choose to Teach
  • Sharon Judge, University of Tennessee—Resilient and Vulnerable At-Risk Children: What Makes the Difference?
  • Xiaofeng Liu, University of South Carolina—Professional Support, School Conditions, and First-Year Teacher Attrition
  • Ann O'Connell, University of Connecticut—Factors Associated With Growth in Proficiency During Kindergarten and Through First Grade
  • Therese Pigott, Loyola University Chicago—Correlates of Success in Kindergarten
  • David Post, University of Pittsburgh—Academic Achievement by Working Eighth-Grade Students in Ten Nations
  • Catherine Weinberger, University of California, Santa Barbara—High School Leadership Skills and Adult Labor Market Outcomes

Dissertation Grants
  • Doo Hwan Kim, University of Chicago—My Friend's Parents and My Parent's Friends: Impact of Parental Resources on Student's Competitiveness for College
  • Natalie Lacireno-Paquet, George Washington University—Charter School Responses to Policy Regimes and Markets: The Effect on Service to Disadvantaged Students
  • Kate Mahoney, Arizona State University—Linguistic Influences in Differential Item Functioning for English Learners on the NAEP Mathematics, 1996
  • William Mangino, Yale University—Adolescent Peer Networks as Social Capital: The Academic Implications of Openness
  • Zena Mello, Pennsylvania State University—Across Time and Place: The Development of Adolescents' Educational and Occupational Expectations in the Context of Parental and Neighborhood Socioeconomic Status
  • Colin Ong-Dean, University of California, San Diego—Parents' Role in the Diagnosis and Accommodation of Disabled Children in the Educational Context
  • Marjorie Wallace, Michigan State University—Making Sense of the Links: From Government Policy to Student Achievement

For more information, visit the AERA Grants Program web site (http://www.aera.net/grantsprogram).

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The NAEP Secondary Analysis Grant Program

The NAEP Secondary Analysis Grant Program was developed to encourage education researchers to conduct secondary analysis studies using data from the National Assessment of Educational Progress (NAEP) and the NAEP High School Transcript Studies. This program is open to all public or private organizations and consortia of organizations. The program is typically announced annually, in the late fall, in the Federal Register. Grants awarded under this program run from 12 to 18 months and awards range from $15,000 to $100,000. The following grants were awarded for fiscal year 2003:

  • Dr. Duncan Chaplin, Urban Institute—Estimating Relationships in NAEP
  • Linda Cook, Educational Testing Service—Are the Inclusion Policies and Practices for State Assessment Systems and NAEP State Assessments Aligned?
  • Dr. Louis DiBello, Educational Testing Service—Skill Profiles for Groups of Students at a
    Given NAEP Scale Level—Development and Demonstration
  • David Grissmer, RAND—Analysis of Central City NAEP
  • Andrew Houtenville, Cornell University—Monitoring Students With Disabilities Using NAEP Data
  • Brian A. Jacob, Harvard College—Test-Based Accountability and Student Achievement: An Investigation of Differential Performance Trends on NAEP and State Assessments
  • Akihito Kamata, Florida State University—Differential Item Functioning Analyses for Students With Test Accommodations on NAEP Test Items
  • Donald J. Leu, University of Connecticut—The Impact of Computer Access and Use on Student Reading Achievement
  • Christopher Swanson, Urban Institute— Measuring Classroom Instruction Using NAEP

For more information, contact Alex Sedlacek (alex.sedlacek@ed.gov).

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AIR Grants Program

The Association for Institutional Research (AIR), with support from NCES and the National Science Foundation (NSF), has developed a grants program titled Improving Institutional Research in Postsecondary Educational Institutions. The goals of this program are to provide professional development opportunities to doctoral students, institutional researchers, educators, and administrators, and to foster the use of federal databases for institutional research in postsecondary education. The program has the following four major components:

  • dissertation research fellowships for doctoral students;
  • research grants for institutional researchers and faculty;
  • a Summer Data Policy Institute in the Washington, DC, area to study the national databases of the NSF and NCES; and
  • a senior fellowship program.

Calls for proposals go out in spring, and proposals are normally accepted through June 30 for work starting no later than September 1 of each year. The following are examples of grants awarded for fiscal year 2003:

  • Lamont A. Flowers, University of Florida—Labor Market Outcomes of African American College Graduates
  • Heidi Grunwald, University of Michigan—Factors Affecting Faculty Use of Instructional Technology in Traditional Classrooms: A Hierarchical Linear Model Approach
  • Aruna Lakshmanan, Louisiana State University—A Longitudinal Study of Adolescent Educational Aspirations and Their Relation to College Choice Using Hierarchical Linear Modeling and Group-Based Mixture Modeling
  • Sang Min Lee, University of Florida—Identifying Longitudinal Causal Model for Postsecondary Educational Attainment for Low Socioeconomic Status Students
  • Susan Carol Losh, Florida State University—It's in the Details: Dimensions of Education, Gender, and Relations Among Basic Science Knowledge, Attitudes, Understanding Scientific Inquiry, and Pseudoscience Support in the American General Public
  • Stephen R. Porter, Wesleyan University—Educating Future Scientists: Understanding the Impact of Baccalaureate Institutions on the Decision to Pursue Graduate Studies in Science and Engineering
  • Jim S. Settle, University of Missouri-St. Louis—The Effect of Socioeconomic Status on Year-to-Year Persistence of First-Generation and Continuing-Generation College Students at Two-Year and Four-Year Institutions
  • Leslie Stratton, Virginia Commonwealth University—The Sensitivity of Attrition Models to the Timing and Duration of Withdrawal: Analysis Using Beginning Postsecondary Longitudinal Data From 1990–1994

For more information, contact Elise.Miller@ed.gov) or visit the AIR web site (http://www.airweb.org).

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NPEC/AIR Focused Grants

The National Postsecondary Education Cooperative (NPEC) and the Association for Institutional Research (AIR) are pleased to announce the inaugural year of a focused grant program that will fund research and studies to increase understanding and knowledge in a specific issue area that has been identified by the NPEC Executive Committee as critically important to the postsecondary education community. This year the focus is on student success. Proposals may suggest undertaking a variety of activities that focus on student success. Proposals are due January 15 of each year and the grant award period is June 1, 2004, through May 31, 2005.

In 2004, NPEC and AIR plan to make 5 to 10 one-year grant awards ranging up to $15,000 for dissertation work and up to $30,000 for other activities. Grant recipients should plan on making a presentation of their work at NPEC's national conference in 2006. Travel to the conference will be paid by NPEC.

For more information, contact Roz Korb (roslyn.korb@ed.gov) or visit the AIR web site (http://www.airweb.org) for more information and instructions for writing and submitting proposals.


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