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Search Results: (31-45 of 50 records)

 Pub Number  Title  Date
NCES 2009055 User's Guide for the Program for International Student Assessment (PISA) 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PISA 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of the comparison of PISA and NAEP in mathematics and science assessments and a nonresponse bias analysis of PISA 2006 data.
4/24/2009
NCES 2009486 The Nation’s Report Card: 2007 At a Glance
The Nation’s Report Card: 2007 At a Glance is a compilation of reprinted Executive Summaries from the reading, mathematics, and writing report cards based upon data collected in 2007. The reports provide national, state, and district-level results as well as trends for different student groups such as gender, race/ethnicity, students with disabilities (SD), English language learners (ELL), and socioeconomic status. At a Glance also takes a closer look at the types of students who participated in the 2007 assessments.
4/3/2009
NCES 2009155 Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 and 2004 Cohorts; and Financial Statistics, Fiscal Year 2007
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2008 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 & 2004 Cohorts; and Financial Statistics, Fiscal Year 2007. These data were collected through the IPEDS web-based data collection system. Findings include:

In fall 2007, Title IV institutions in the United States enrolled a total of 18.7 million graduate and undergraduate students; 62 percent were enrolled in 4-year institutions, 36 percent were enrolled in 2-year institutions, and 2 percent were enrolled in less-than-2-year institutions.

Approximately 57 percent of full-time, first-time bachelor's or equivalent degree-seekers attending 4-year institutions completed a bachelor's or equivalent degree at the institution where they began their studies within 6 years.

During 2006-07 academic year, 73 percent of the 2.8 million full-time, first-time degree/certificate-seeking undergraduates attending Title IV institutions located in the United States received financial aid.
3/10/2009
NCES 2009489 2007 National Indian Education Study, Parts I and II Restricted-Use Data Files
This CD-ROM contains data and documentation files for the 2007 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2007 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
2/13/2009
NCES 2009478 NAEP 2007 National and State Writing Assessments (Grades 8 and 12) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 writing assessments for use in the analysis of NAEP data by secondary researchers. The national writing assessments were conducted at grades 8 and 12, and state assessments at grade 8 only. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
1/22/2009
NCES 2009482 Indirect County and State Estimates of the Percentage of Adults at the Lowest Literacy Level for 1992 and 2003
The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL and NALS produced direct estimates of Prose, Document, and Quantitative literacy, each reported on a 0 to 500 scale and on four performance levels: Below Basic, Basic, Intermediate, and Proficient based on this scale. This report, describes the statistical methodology used to produce the model-dependent—indirect—estimates of the percentages of adults at the lowest literacy level for individual states and counties for 1992 and 2003. The county and state indirect estimates themselves are provided at the NAAL website http://nces.ed.gov/NAAL (the state indirect estimates are also provided in appendices to this report). The measure chosen for the indirect estimation is the percentage of adults lacking Basic prose literacy skills (BPLS). The literacy of adults who lack BPLS ranges from being unable to read and understand any written information in English to being able to locate easily identifiable information in short, commonplace prose text, but nothing more advanced. It should be noted that adults who were not able to take the assessment because they were not able to communicate in English or Spanish (i.e. language barrier cases) are included in the indirect estimates and classified as lacking BPLS because they can be considered to be at the lowest level of English literacy.
1/8/2009
NCES 2008485 National Indian Education Study 2009
The National Center for Education Statistics conducts the National Indian Education Study (NIES) on behalf of the Office of Indian Education, U.S. Department of Education. This two-page brochure describes the National Indian Education Study (NIES). The NIES describes the performance of American Indian and Alaska native students in mathematics and reading assessed by the National Assessment of Educational Progress, and the students' exposure to their culture and traditions. This brochure provides information for selected schools and for field staff involved in data collection in 2009. The NIES was also conducted in 2005 and 2007.
12/30/2008
NCES 2009030 1.5 Million Homeschooled Students in the United States in 2007
This Issue Brief provides estimates of the number and percentage of homeschooled students in the United States in 2007 and compares these estimates to those from 1999 and 2003. In addition, parents’ reasons for homeschooling their children in 2007 are described and compared to 2003. Estimates of homeschooling in 2007 are based on data from the Parent and Family Involvement in Education Survey (PFI) of the 2007 National Household Education Surveys Program (NHES).
12/23/2008
NCES 2009451 Mathematics 2007: Performance of Public School Students in Puerto Rico: Focus on the Content Areas
This report focuses on the performance of fourth- and eighth-grade students in Puerto Rico in various mathematics content areas on the 2007 National Assessment of Educational Progress (NAEP) in mathematics. Average question scores are presented for all students and for male and female students in Puerto Rico for mathematics overall and for five subscales that represent mathematics content areas. Average question scores for public school students in the nation (excluding Puerto Rico) are shown for comparison. In all cases, students in Puerto Rico had lower scores than the nation. Numerous sample questions are presented for each content area for each grade, along with response percentages for Puerto Rico and the nation.
12/10/2008
NCES 2009452 Informe Puerto Rico 2007
Este informe se enfoca en el rendimiento de estudiantes de cuarto y octavo grado en Puerto Rico en varias áreas de contenido de matemáticas de la Evaluación Nacional del Progreso Educativo (NAEP, por sus siglas en inglés) de matemáticas. Se presentan puntuaciones promedio para todos los estudiantes y para niños y niñas en Puerto Rico para matemáticas en general y para cinco subescalas que representan las áreas de contenido de matemáticas. Para propósitos de comparación, se muestran puntuaciones promedio para estudiantes de escuelas públicas en Estados Unidos (excluyendo a Puerto Rico). En todos los casos, los estudiantes en Puerto Rico tuvieron puntuaciones inferiores a las de Estados Unidos. Para cada área de contenido y para cada grado se presentan numerosos ejemplos de preguntas junto con porcentajes de respuestas para Puerto Rico y Estados Unidos.
12/10/2008
IES 20096010 Rigor and Relevance Redux: Director's Biennial Report to Congress
The Institute of Education Sciences has issued the third and final Director's Biennial Report to Congress to be prepared by the Institute's first director, Dr. Grover J. (Russ) Whitehurst. Required by the Education Sciences Reform Act of 2002, the report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000. The report also includes the Director's recommendations for continued progress and effectiveness of IES.

Among the report's highlights:
  • The Office of Management and Budget (OMB) recognized IES research, development, and dissemination programs with a rating of "effective"--the highest score on OMB's Program Assessment Rating Tool. OMB concluded that "... IES has transformed the quality and rigor of education research within the Department of Education and increased the demand for scientifically based evidence of effectiveness in the educaiton field as a whole."
  • The National Center for Education Research (NCER) continues to experience growth in the number of competitions and number of applications received. To date, NCER has funded research on reading, writing, mathematics, science, and teacher quality that has generated 24 interventions that are effective at improving student outcomes under the standards of the What Works Clearinghouse.
  • The National Center for Education Evaluation and Regional Assistance's What Works Clearinghouse (WWC) has identified 80 education interventions and programs that make a difference in student outcomes. The WWC website continues to thrive, with more than 531,000 separate visits to its website in FY 2008--a 10 percent increase from FY 2007.
  • The National Center for Education Statistics (NCES) has to date awarded grants to 27 states to create or enhance statewide longitudinal data systems. NCES will achieve its 12-month goal for data releases (i.e., the amount of time that should elapse between the end of data collection and initial data release), a reduction from more than 18 months four years ago.
11/21/2008
NBES 20096011 National Board for Education Sciences 5-Year Report, 2003 Through 2008
The framework for the Institute’s nonideological, high-quality work was wisely established by Congress in the Education Sciences Reform Act of 2002 (ESRA). Because that Act has generated such strong results, the Board is recommending its rapid reauthorization, with a set of modest amendments meant to improve its clarity and make it even stronger. The Board recognizes that transformation of education into an evidence-based field is an enormous task. It will need to involve everyone from federal and state policymakers to local education leaders, administrators, teachers, and parents. Over the past 6 years, a new direction has been set for education research. We now need to stay on course to arrive at this destination.

This report presents the Board’s evaluation of the Institute. The Board examined the ways in which and the extent to which the Institute has been successful in advancing the rigor and improving the relevance of education research, and facilitating evidence-based decisionmaking.
11/20/2008
NCES 2009453 Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities
This report examines the relationship between various characteristics of students with disabilities (SD) and the probability that they would be included in the National Assessment of Educational Progress (NAEP) assessments. Characteristics examined included the type of disability, the severity level of the disability, and whether the student requires accommodations not permitted by NAEP. For various reasons, inclusion of SDs varies from state-to-state, and sometimes within states from year-to-year. Some students, for example, cannot participate meaningfully in the assessments due to the nature of their disabilities or because their Individualized Educational Programs (IEPs) specify an accommodation that is not permitted in NAEP assessments. To address the concern that such fluctuations may affect the validity of reports on achievement trends, NAEP has:
  • instituted policies for providing test accommodations for students with disabilities;
  • developed methodologies to correct for the bias resulting from changing inclusion rates, and
  • implemented procedures to increase the number of SDs included in the assessment.
In response to a recent study by the Government Accountability Office (GAO) about the inclusion of students with disabilities in large-scale assessments, NAEP used two statistical models--a state-specific and nation-based model--to measure whether these new strategies for inclusion can be reliably associated with higher state-by-state inclusion rates. The statistical analysis examined the changes in inclusion rates from 2005 to 2007 for 4th and 8th grade mathematics and reading assessments. The results of this Research and Development study indicate that although the majority of the states did not experience statistically significant changes in their rates of inclusion, most states that did change significantly were found less inclusive in 2007 compared to 2005. The states whose inclusion rates significantly increased in 2007 had relatively low inclusion rates in 2005.
11/18/2008
NBES 20086009 National Board for Education Sciences 2008 Annual Report: August 2007 through July 2008
On November 5, 2002, Congress passed the Education Sciences Reform Act of 2002 (ESRA), establishing the Institute of Education Sciences (IES, or the Institute) and its board of directors, the National Board for Education Sciences (NBES, or the Board). The Institute reports to Congress yearly on the condition of education in the United States. The Institute provides thorough and objective evaluations of federal programs, sponsors research relevant and useful to educators and others (such as policymakers), and serves as a trusted source of unbiased information on what works in education.

The NBES consists of voting and ex-officio members (see Appendix A). The 15 voting members of the Board are nominated by the President and confirmed by the Senate. Members Richard Milgram and Herbert Walberg completed their respective terms in November 2007. Board chair Craig Ramey finished his term in March 2008. In 2007 and 2008, the President nominated and the Senate confirmed the following individuals to serve a second term on the Board: Jonathan Baron, Carol D'Amico, F. Philip Handy, Eric Hanushek, and Sally Shaywitz. In November 2008, the Board will have nine member vacancies without taking into account nominations and pending confirmations beyond the release of this report. During this reporting period (August 2007 through July 2008), the Board held meetings in September 2007 and January and May 2008.
9/5/2008
NBES 20086005 National Board for Education Sciences 2007 Annual Report: August 2006 to July 2007
On November 5, 2002, Congress passed the Education Sciences Reform Act of 2002 (ESRA), establishing the Institute of Education Sciences (IES, or the Institute) and its advisory board, the National Board for Education Sciences (NBES, or the Board). The Institute reports to Congress yearly on the condition of education in the United States. The Institute provides thorough and objective evaluations of federal programs, sponsors research relevant and useful to educators and others (such as policymakers), and serves as a trusted source of gold-standard, reliable, unbiased information on what works in education.
6/20/2008
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