Search Results: (1-15 of 2860 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2013307 | Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010)
The report provides finance data for all local education agencies (LEAs) that provide free public elementary and secondary (PK-12) education in the United States. This report contains data on revenues and expenditures per pupil by school districts. Median per pupil revenue and expenditure data are reported by state. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. |
4/30/2013 |
| NCES 2013453 | Economics 2012
This report presents results of the National Assessment of Educational Progress (NAEP) 2012 economics assessment. National results for a representative sample of students at grade 12 are reported as average scale 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 performances of lower, middle, and higher performing students. The report includes results for student groups defined by various demographic characteristics (e.g., race/ethnicity, gender, and level of parental education), as well as sample assessment questions with examples of student responses. Results from the 2012 assessment are compared to those from 2006. The Technical Notes provide information on NAEP samples and school and student participation rates. In comparison to 2006, there was no significant change in the overall average score for twelfth-graders. Lower performing students (those at the 10th and 25th percentiles), however, did make gains, as did Hispanic students and students with parents who did not finish high school. There were no significant changes in the score gaps of White-Black, White-Hispanic, and White-Asian/Pacific Islander students from 2006 to 2012. In addition, there was no change in the score gap between male and female students. The percentage of twelfth-grade students performing at or above the Proficient level in 2012 was 42 percent. |
4/24/2013 |
| NCES 2013172 | Characteristics of Exclusively Distance Education Institutions, by State: 2011-12
These Web Tables use IPEDS data to provide insight into the impact of exclusively distance education institutions on state-level analyses. Enrollment and Completions data from 2010-11 were used as well as data collected on Institutional Characteristics regarding distance education. |
4/15/2013 |
| NCES 2013155 | Federal Student Loan Debt Burden of Noncompleters
Federal Student Loan Debt Burden of Noncompleters, a Statistics in Brief, focuses on the median federal student debt burden accrued by students who do not complete a postsecondary credential within 6 years of enrolling. It is based on data from the two most recent longitudinal studies of beginning postsecondary students conducted by the National Center for Education Statistics: students who first enrolled in 1995-96 (as of 2001) and those who first enrolled in 2003-04 (as of 2009). Highlights include: • In 2009, the percentage of noncompleters after 6 years ranged from 19 percent of students in private nonprofit 4-year institutions to 46 percent in public 2-year colleges or for-profit institutions. An increase in noncompletion between 2001 and 2009 was observed only for students in for-profit institutions (35 percent to 46 percent). • In 2009, borrowing rates from federal student loan programs ranged from 25 percent of students in public 2-year colleges to 86 percent in for-profit institutions; comparable rates for students in 4-year public and 4-year private nonprofit institutions were 54 percent and 66 percent, respectively. Note: these rates are for noncompleters. • In 2009, the cumulative amount borrowed per credit earned was highest for noncompleters in for-profit institutions ($350 per credit, compared with $80 to $190 per credit in the other three sectors). • In 2009, the median cumulative federal student debt for all noncompleters amounted to 35 percent of their annual income; debt burden was highest for students in 4-year private nonprofit institutions (median debt equaled 51 percent of borrowers’ annual income). Debt burden among noncompleters who started in for-profit institutions increased from 20 percent to 43 percent of annual income between 2001 and 2009. |
4/9/2013 |
| NCES 2013190 | The Adult Education Training and Education Survey (ATES) Pilot Study
This report describes the process and findings of a national pilot test of survey items that were developed to assess the prevalence and key characteristics of occupational certifications and licenses and subbaccalaureate educational certificates. The pilot test was conducted as a computer-assisted telephone interview (CATI) survey, administered from September 2010 to January 2011. |
4/9/2013 |
| NCES 2013451 | Algebra I and Geometry Curricula: Results from the 2005 High School Transcript Mathematics Curriculum Study
The Mathematics Curriculum Study explores the relationship between student coursetaking and achievement by examining the content and challenge of two mathematics courses taught in the nation’s public high schools—algebra I and geometry. Conducted in conjunction with the 2005 National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS), the study uses textbooks as an indirect measure of what was taught in classrooms, but not how it was taught (i.e., classroom instruction). The study uses curriculum topics to describe the content of the mathematics courses and course levels to denote the content and complexity of the courses. The results are based on analyses of the curriculum topics and course levels developed from the textbook information, coursetaking data from the 2005 NAEP HSTS, and performance data from the twelfth-grade 2005 NAEP mathematics assessment. Highlights of the study findings show that about 65 percent of the material covered in high school graduates’ algebra I was devoted to algebra topics, while about 66 percent of the material covered in graduates’ geometry courses focused on geometry topics. School course titles often overstated course content and challenge. Approximately 73 percent of graduates in “honors” algebra I classes received a curriculum ranked as an intermediate algebra I course, while 62 percent of graduates who took a geometry course labeled “honors” by their school received a curriculum ranked as intermediate geometry. Graduates who took rigorous algebra I and geometry courses scored higher on NAEP than graduates who took beginner or intermediate courses. |
3/12/2013 |
| 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 |
3/12/2013 |
| NCES 2013002 | Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11
This report provides national estimates about dual enrollment programs and courses at postsecondary institutions. The estimates presented in this report are based on an institution survey about dual enrollment programs and courses offered by the postsecondary institutions during the 2010-11 school year. |
3/5/2013 |
| NCES 2013450 | Mega-States: An Analysis of Student Performance in the Five Most Heavily Populated States in the Nation
California, Florida, Illinois, New York, and Texas enroll close to 40 percent of the nation’s public school students. The importance of these “Mega-States” goes beyond the sheer size of their population. They now serve more than half of the nation’s English language learners (ELL), as well as some of the largest concentrations of children from lower-income families. As policymakers and educators look at the nation’s changing demographics and explore ways to close achievement gaps, the educational progress of children in these states is of interest far beyond their state borders. That’s why the National Center for Education Statistics and the National Assessment Governing Board focused this special report on educational outcomes in the five largest states. Mega-States generally do not perform higher than the nation, but they have made some gains over time. The most recent NAEP results reveal some achievements and challenges across the Mega-States. They include the following:
The report features more information on the performance of different student groups in these assessments, and looks at gains over time. In many cases, students in the Mega-States have made significant gains, or rival the nation in the percentage of students at the Proficient achievement level. |
2/21/2013 |
| NCES 2013001 | Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11
This report provides national estimates about dual credit courses at public high schools. The estimates presented in this report are based on a school survey about dual credit courses offered by high schools during the 2010-11 school year. |
2/19/2013 |
| 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. |
2/12/2013 |
| NCES 2013157 | Web Tables—Characteristics of Certificate Completers With Their Time to Certificate and Labor Market Outcomes
These Web Tables provide estimates of certificate credit requirements, certificate completion times, and labor market outcomes for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose postsecondary transcripts indicated the first credential earned by spring 2009 was a subbaccalaureate certificate (certificate completers). The results are based on data from about 1,700 certificate completers representing a population of approximately 311,000 students in the 2003–04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003–04 academic year and followed over a period of 6 academic years. |
1/24/2013 |
| NCES 2011330REV | Documentation for the NCES Common Core of Data National Public Education Finanical Survey (NPEFS), School Year 2008-09 (Fiscal Year 2009)
Data User's Manual Data File Documentation |
1/22/2013 |
| NCES 2013309REV | Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9–12 for public schools in school year 2009–10 as reported by State Education Agencies to the NCES Common Core of Data Universe Survey of public elementary and secondary institutions. |
1/22/2013 |
| NFES 2013801 | Forum Guide to Taking Action with Education Data
The Forum Guide to Taking Action with Education Data provides stakeholders with practical information about the knowledge, skills, and abilities needed to more effectively access, interpret, and use education data to inform action. The document includes an overview of the evolving nature of data use, basic data use concepts, and a list of skills necessary for effectively using data. The Guide recommends a question-driven approach to data use, in which the following questions can help guide readers who need to use data to take action: What do I want to know? What data might be relevant? How will I access relevant data? What skills and tools do I need to analyze the data? What do the data tell me? What are my conclusions? What will I do? What effects did my actions have? and what are my next steps? The Briefs that accompany the Introduction are written for three key education audiences: Educators, School and District Leaders, and State Program Staff. |
1/15/2013 |
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