Search Results: (31-45 of 77 records)
|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.
|NCES 2011471||NAEP 2009 Year in Review
This brochure shows all reports for the 2009 NAEP assessment year. It is a compilation of executive summaries from the reports, and includes results for the nation and participating states and districts for NAEP 2009.
|NCES 2011250||Postsecondary Institutions and Price of Attendance in the United States: 2010-11, Degrees and Other Awards Conferred: 2009-10, and 12-Month Enrollment: 2009-10
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2010 data collection, which included three survey components: Institutional Characteristics for the 2010-11 academic year, Completions covering the period July 1, 2009, through June 30, 2010, and data on 12-Month Enrollment for the 2009-10 academic year. These data were collected through the IPEDS web-based data collection system.
|NCES 2011049||Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 2: Science
This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. Chapter 2 provides a full description of the sampling approach implemented in each country. Chapter 3 details how the data were collected, processed, and managed. Chapter 4 describes the questionnaires collected from the teachers in the videotaped lessons, including how they were developed and coded. Chapter 5 provides details about the codes applied to the video data by a team of international coders as well as several specialist groups. Chapter 6 describes procedures for coding the content and the classroom discourse of the video data by specialists. Lastly, in chapter 7, information is provided regarding the weights and variance estimates used in the data analyses. There are also numerous appendices to this report, including the questionnaires and manuals used for data collection, transcription, and coding.
|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.
|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.
|NCES 2011454||NAEP Science 2009 District Snapshot Reports
Each district that participated in the NAEP 2009 Trial Urban District Assessment (TUDA) in science receives a one-page snapshot report that presents key findings in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels, scores at selected percentiles, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch.
|NCES 2011460||NAEP Tools on the Web
This brochure introduces the NAEP tools (Data Explorer, Questions Tool, Test Yourself, Item Maps, State Comparisons, State Profiles, and District Profiles) and briefly describes their utility for educators, media, parents, students, policymakers, and researchers.
|NCES 2010463||National Indian Education Study 2009 - Part II:
The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8
The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. This report presents the results for Part II of the study focusing on the educational experiences of fourth- and eighth-grade AI/AN students based on survey data collected as part of the 2009 National Assessment of Educational Progress (NAEP).
In 2009, about 12,000 AI/AN students at grade 4 and 10,000 students at grade 8 provided information about themselves, their families and communities, and their school experiences, such as how often they went on school-sponsored trips to museums or other places to learn about AI/AN people or how often someone at school helped them with their schoolwork. Teachers provided information about educational practices to promote the academic achievement of AI/AN students, and school administrators reported on the school environment and the interaction between the school and the AI/AN community. Survey results were compared for students attending public schools with low proportions of AI/AN students (less than 25 percent of the student body), public schools with high proportions of AI/AN students (25 percent or more of the student body), and Bureau of Indian Education (BIE) schools.
Results showed that students in schools serving higher proportions of AI/AN students were more likely to be exposed to AI/AN culture in and out of school. Involvement of the AI/AN community in the school was also more common in schools with high proportions of AI/AN students. The majority of AI/AN students had teachers who reported relying on state content standards at least to some extent in planning reading/language arts or mathematics lessons. Students in BIE schools were less likely than those in high or low density public schools to have teachers who relied on district content standards and more likely to have teachers who relied on AI/AN content or cultural standards.
|NCES 2010458||The Nation’s Report Card: Reading 2009
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average 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 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. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.
Highlights of the national results show that gains in overall average scores seen in earlier years did not continue at grade 4 but did continue at grade 8. The overall average score for fourth-graders in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005. The average score for eighth-graders in 2009 was 1 point higher than in 2007 and 4 points higher than 1992 but was not consistently higher than in all the assessment years in between. There were no significant changes from 2007 to 2009 in the score gaps between White and Black students or between White and Hispanic students at either grade 4 or grade 8. State results for grade 4 show score increases since 2007 in three states and jurisdictions and decreases in four states. At grade 8, scores were higher in 2009 than in 2007 in nine states and jurisdictions, and no states showed a decline.
|NCES 2010457||Visión General de NAEP
This is the Spanish-language version of An Overview of NAEP, a short brochure describing the National Assessment of Educational Progress for the general public. Samples of questions, brief descriptions of online resources, and a listing of assessments through 2017 are included.
|NCES 2009165||Postsecondary Institutions and Price of Attendance in the United States: Fall 2008 and Degrees and Other Awards Conferred: 2007-08, and 12-Month Enrollment 2007-08
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2008 data collection, which included three survey components: Institutional Characteristics for the 2008-09 academic year, Completions covering the period July 1, 2007, through June 30, 2008. and data on 12-Month Enrollment for the 2007-08 academic year. These data were collected through the IPEDS web-based data collection system.