Search Results: (16-30 of 2913 records)
|NCES 2014465||NAEP Mathematics 2013 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2013 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2013 to other states/jurisdictions is also displayed.
|NCES 2014356||2011-12 Schools and Staffing Survey (SASS) Restricted-Use Data Files
This DVD contains the 2011-2012 Schools and Staffing Survey (SASS) restricted-use data files. The 8 files (Public School District, Public School Principal, Public School, Public School Teacher, Public School Library Media Center, Private School Principal, Private School, and Private School Teacher) are provided in multiple formats. The DVD also contains a 6-volume User's Manual, which includes a codebook for each file.
|NCES 2013460||U.S. States in a Global Context: Results from the 2011 NAEP-TIMSS Linking Study
The U.S. States in a Global Context report presents results from the 2011 NAEP-TIMSS Linking Study in mathematics and science at grade 8 for 52 states (includes the District of Columbia, and the Department of Defense schools) and 47 education systems (38 countries and 9 subnational education systems).
Results are reported as average scores on the TIMSS scales (0–1,000 with an average of 500) and percentages of students scoring at or above the TIMSS international benchmarks: Advanced (625), High (550), Intermediate (475), and Low (400). Three linking methods¯statistical moderation, statistical projection, and calibration¯were applied to predict TIMSS results for 43 states that had participated only in NAEP. The three linking methods produced similar results. Of these, the statistical moderation linking method was selected to predict the TIMSS results that are reported for those states. Nine states participated in TIMSS 2011, and their actual TIMSS results are reported (Alabama, California, Colorado, Connecticut, Florida, Indiana, Massachusetts, Minnesota, and North Carolina).
Mathematics Compared to the TIMSS average, 36 states scored higher, 10 states scored comparably, and 6 states scored lower. Massachusetts scored higher than 42 education systems. Chinese Taipei, Hong Kong SAR, the Republic of Korea, and Singapore scored higher than all 52 U.S. states.
Among the states, Massachusetts had the highest percentage of students scoring at the Advanced level (19 percent) and at or above the High level (57 percent). Among the education systems, Chinese Taipei had the highest percentage of students scoring at the Advanced level (49 percent), while Singapore had the highest percentage at or above the High level (78 percent).
Science Compared to the TIMSS average, 47 states scored higher, 2 states scored comparably, and 3 states scored lower. Massachusetts and Vermont scored higher than 43 education systems. Singapore scored higher than all 52 U.S. states.
Among the states, Massachusetts had the highest percentage of students scoring at the Advanced level (24 percent) and at or above the High level (61 percent). Among the education systems, Singapore had the highest percentage of students at the Advanced level (40 percent) and at or above the High level (69 percent).
|NCES 2013469||2011 NAEP-TIMSS Linking Study: Linking Methodologies and Their Evaluations
The 2011 NAEP-TIMSS linking study conducted by the National Center for Education Statistics (NCES) was designed to predict Trends in International Mathematics and Science Study (TIMSS) scores for the U.S. states that participated in 2011 National Assessment of Educational Progress (NAEP) mathematics and science assessment of eighth-grade students. The purpose of conducting the 2011 NAEP-TIMSS linking study was two-fold. The study was conducted to see whether it is possible to predict TIMSS scores for the states that did not participate in the TIMSS assessment. Secondly, the study was conducted to identify a method among various methodologies suggested in the literature for linking two assessments that are somewhat different.
This 2011 NAEP-TIMSS linking methodology paper was prepared to supplement the reading of U.S. States in a Global Context: Results From the 2011 NAEP-TIMSS Linking Study, NCES 2013-460.
|NCES 2013178||Student Financial Aid, Academic Year 2011–12 - First Look (Provisional Data)
This provisional First Look presents fully edited and imputed data findings on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2011-12 academic year.
|NCES 2013399||Data File: Common Core of Data Local Education Agency Universe Survey Graduation Restricted-Use Data File: School Year 2009-10, version 1a
This Restricted-use data file publishes data on high school completers at the local education agency (LEA) or school district level. These data were collected as part of the Common Core of Data (CCD) component of the Department of Education's Education Data Exchange Network (EDEN) Collection System. The High School Dropout count, rate, and associated enrollment are provided on this file. High school completion totals are presented for both regular high school diploma recipients and for other high school completers. The Average Freshman Graduation Rate, and the components needed to compute this rate are also provided.
|NCES 2014008||Literacy, Numeracy, and Problem Solving in Technology-Rich Environments Among U.S. Adults:
Results from the Program for the International Assessment of Adult Competencies 2012
This report presents results of the Program for the International Assessment of Adult Competencies (PIAAC). Results are reported for a representative sample of adults in the United States age 16 to 65 and are compared to an international average of adults in countries/regions that participated in the PIAAC 2012 assessment. The report presents average score results for three separate scales: literacy, numeracy, and problem solving in technology-rich environments and percentages of adults performing at different proficiency levels for each scale. Literacy and numeracy results are reported at Below Level 1, Level 1, Level 2, Level 3, and Level 4/5; problem solving in technology-rich environments is reported at Below Level 1, Level 1, Level 2, and Level 3. The report includes results for groups of adults as defined by various demographic characteristics (e.g., gender, age, race/ethnicity, and level of educational attainment) and level of skill use in and outside of work. Overall results in literacy and numeracy are compared to results from previous international assessments.
|NCES 2013441||Selected Statistics from the Common Core of Data: School Year 2011–12
This First Look report presents findings on the numbers and types of public elementary and secondary schools and local education agencies and public school student enrollment and staff in the United States and other jurisdictions for school year 2011–12.
|NCES 2014011||Degrees of Debt: Student Loan Repayment of Bachelor’s Degree Recipients 1 Year After Graduating: 1994, 2001, and 2009
This Statistics In Brief examines the rate of borrowing and the cumulative student loan debt of bachelor’s degree recipients 1 year after they attained their degrees. It compares three cohorts spanning a 15-year period: 1994, 2001, and 2009.
|NCES 2014360||High School Longitudinal Study of
2009 (HSLS:09) First Follow-up:
A First Look at Fall 2009 Ninth-Graders in 2012
This First Look introduces new data from the High School Longitudinal Study of 2009 collected in the spring of 2012 when most sample members were in their 11th-grade year. The analyses examine students’ educational expectations; students’ math performance on an algebra assessment, including gains since the 9th grade; students’ math and science efficacy; and students’ initial planning for postsecondary educational application and enrollment.
|NCES 2013336||Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results From the First Through Fourth Waves of the 2007–08 Beginning Teacher Longitudinal Study
The purpose of this R&D report is to develop a strategy for the longitudinal analysis of the BTLS data that can be used to better understand teacher attrition, retention, and mobility. NCES may use this strategy to analyze and present data on all five years of the BTLS in their future reports. The R&D report has 3 research objectives: (1) define the concept of a career path for beginning teachers that can be implemented with all waves of the BTLS; (2) operationalize the assignment of a career path using this definition (i.e., examine methods for assigning career paths); and (3) investigate the best approach for analyzing the relationships between beginning teachers’ career paths and selected teacher and school characteristics.
|NCES 2013293||2012-13 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
This report describes the universe, methods, and editing procedures used in the 2012-13 Integrated Postsecondary Education Data System (IPEDS) data collection.
|NCES 2013344||Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011)
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.
|NCES 2013028||Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012
This report presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2012 (NHES:2012). The Parent and Family Involvement in Education Survey collected data on children enrolled in public or private school for kindergarten through 12th grade or homeschooled for these grades. The survey collected information about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to the student’s homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling.
|NCES 2013029||Early Childhood Program Participation, From the National Household Education Surveys Program of 2012
This report presents findings from the Early Childhood Program Participation Survey of the National Household Education Surveys Program of 2012 (NHES:2012). The Early Childhood Program Participation Survey collected data on children’s participation in relative care, nonrelative care, and center-based care arrangements. It also collected information from parents about the main reason for choosing care, what factors were important to parents when choosing a care arrangement, and parents’ participation in various learning activities with their children.