Search Results: (16-30 of 73 records)
|NCES 2015814||Education and Certification
Qualifications of Departmentalized
Public High School-Level Teachers
of Selected Subjects:
Evidence From the 2011–12 Schools and Staffing Survey
This Statistical Analysis Report examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes. Using data from the 2011–12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States, this report examines the percentages teachers who have a major or certificate in their main assignment in a selection of 11 broad subject areas and 9 subfields. The 11 broad subject areas include English, mathematics, science, social science, French, German, Latin, Spanish, art/arts and crafts, music, and dance/drama or theater. Subfields of science include biology/life science, physical science, chemistry, earth science, and physics. Subfields of social science include economics, geography, government/civics, and history.
|NCES 2015815||Education and Certification Qualifications of Public Middle Grades Teachers of Selected Subjects: Evidence From the 2011–12 Schools and Staffing Survey
This Statistical Analysis Report examines the postsecondary majors and teaching certifications of public middle grades teachers. Using data from the 2011–12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States, this report examines the percentages of public school teachers who have a major or certificate in their main teaching assignment. The report describes teachers of grades 5–8, but no grade lower than 5 and no grade higher than 9; the report also describes students and classrooms in grades 6–8.
|NCES 2015035||Education Longitudinal Study of 2002 (ELS:2002) Postsecondary Education Transcript Study Restricted-use Data File
This is the restricted-use file for the postsecondary transcript collection of the Education Longitudinal Study of 2002 (ELS:2002). This release includes data for the Base Year, First Follow-up, High School Transcript and Second Follow-up collections, as well as the Third Follow-up collection. New data focus on postsecondary persistence and completion, postsecondary coursetaking, remedial courses, transfer credit, and GPA.
|NCES 2015033||Education Longitudinal Study of 2002 (ELS:2002) Postsecondary Education Transcript Study Data File Documentation
This report describes the methodology and results of the ELS:2002 Postsecondary Education Transcript Study (ELS:2002 PETS), both in its particular focus and in the context of the larger study and other studies in the same series. This report was developed from and supports analysis of the restricted-use transcript files (NCES 2015-035) and, therefore, is available only to licensed data users.
|NCES 2015314||Education Longitudinal Study of 2002 (ELS:2002) Postsecondary Transcripts Public-use Data File
This is the public-use file for the postsecondary transcript collection of the Education Longitudinal Study of 2002 (ELS:2002). This release includes data for the Base Year, First Follow-up, Second Follow-up, and Third Follow-up collections. New data focus on postsecondary completion and coursetaking.
|NCES 2015034||Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Postsecondary Transcripts of 2002 High School Sophomores
The Education Longitudinal Study of 2002 (ELS:2002) tracks the educational and developmental experiences of a nationally representative sample of United States high school students who were sophomores in the spring of 2002. This First Look report provides a descriptive portrait of their postsecondary education experiences through the end of the 2012-13 academic year by using information obtained during the postsecondary transcript data collection conducted in 2013–14.
|NCES 2014461||2011 NAEP-TIMSS Linking Study: Technical Report on the Linking Methodologies and Their Evaluations
This technical report describes several methods used to establish statistical links between the 2011 National Assessment of Educational Progress (NAEP) and the 2011 Trends in International Mathematics and Science Study (TIMSS) in mathematics and science at grade 8. The goal of the 2011 NAEP-TIMSS linking study, supported by the National Center for Education Statistics (NCES), was to obtain comparable TIMSS results for U.S. states that participated in NAEP but did not participate in TIMSS. Based on the results from the 2011 linking study, it was found that NAEP performance data can be expressed in the metric of TIMSS. By expressing both assessments in the same metric, the TIMSS mean and benchmark percentages that each state might have obtained (had that state actually taken TIMSS) can be reported and compared to international TIMSS results.
|NCES 2014103||Problem Solving Skills of 15-year-olds: Results from PISA 2012
This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) problem solving assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving skills and financial literacy. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. The PISA computer-based assessment of problem solving assessed how well prepared students are to confront the kinds of problems that are encountered almost daily in 21st century life.
|NCES 2014391||Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010–11 and 2011–12
This report includes four-year on-time graduation rates and dropout rates for school years 2010-11 and 2011-12. A four-year on-time graduation rate provides measure of the percent of students that successfully complete high school in 4-years with a regular high school diploma. This report includes national and state-level Averaged Freshman Graduation Rates, which NCES has been producing for many years as an estimator for on-time graduation. New to this year’s report, NCES builds off the Office of Elementary and Secondary Education’s release of state-level Regulatory Adjusted Cohort Graduation Rate data required under Title I of the Elementary and Secondary Education Act.
|NCES 2013170||College Costs— A Decade of Change: 2002-03 to 2011-12
These Web Tables use IPEDS data to provide trends in tuition and required fees, cost of attendance, and net price for each of the nine combinations of control and level of institution. The tables present average tuition and required fee charges for full-time undergraduate students in each year from 2002-03 to 2011-12, annual percentage change, and the ten-year percentage change by control and level of institution. Average in-district tuition and required fees at public 4- and 2-year institutions are also presented by state, with separate tables for each institution level
|NCES 2013454||Testing Integrity: Issues and Recommendations for Best Practice
This report is part of a broader effort by the Department of Education to identify and disseminate practices and policies to assist efforts to improve the validity and reliability of assessment results. The report draws upon the opinions of experts and practitioners who responded to the Department’s Request for Information (RFI), the comments and discussions from NCES’ Testing Integrity Symposium, and, where available, policy manuals or professional standards published by State Education Agencies (SEAs) and professional associations.
The report focuses on four areas related to testing integrity: (1) the prevention of irregularities in academic testing; (2) the detection and analysis of testing irregularities; (3) the response to an investigation of alleged and/or actual misconduct; and (4) testing integrity practices for technology-based assessments.
|NCSER 20133000||Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms
This new Institute of Education Sciences (IES) report assists with the translation of effect size statistics into more readily interpretable forms for practitioners, policymakers, and researchers. This paper is directed to researchers who conduct and report education intervention studies. Its purpose is to stimulate and guide researchers to go a step beyond reporting the statistics that represent group differences. With what is often very minimal additional effort, those statistical representations can be translated into forms that allow their magnitude and practical significance to be more readily understood by those who are interested in the intervention that was evaluated.
|NCES 2012264||State Postsecondary Enrollment Distributions by Race/Ethnicity Before and After Changes to Reporting Categories: Fall 2004, 2007, and 2010
These Web Tables provide an initial look at differences in the national and state-level demography of students in postsecondary institutions before and after federally mandated changes in race and ethnicity data collection and reporting. Data was compared using Fall 2004, 2007, and 2010 enrollment statistics.
|NCES 2012162REV||2010 College Course Map
The College Course Map (CCM) is a taxonomy system for coding postsecondary education courses in NCES research studies. This publication describes how the newest version of the College Course Map was updated and provides a listing of all the course codes used for the postsecondary education transcript studies conducted in 2009 (PETS:09) .
|NCES 2011457||Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009
This research and development report provided two measures of change in each NAEP participating state’s inclusion rate taking into consideration the prevalence of different types and severities of disabilities and the accommodations the states permits in their own testing programs compared to those allowed by NAEP to students with disabilities in 4th- and 8th- grade reading and mathematics assessments. The study reported results for all 50 states and District of Columbia and used data from the 2005, 2007, and 2009 NAEP assessments of fourth- and eighth-grade reading and mathematics. This two approach methodology—nation-based and jurisdiction-specific— analyzed the inclusion rates from different perspectives. The analysis indicates the status and change in state level inclusion rates. The report presented status of inclusion in 2009 and changes in the rates from 2007 and 2005.