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|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
|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.
|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.
|NCES 2013008||Projections of Education Statistics to 2021
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2021. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2021. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
|NCES 2013013||First-Year Undergraduate Remedial Coursetaking: 1999-2000, 2003-04, and 2007-08
This Statistics in Brief uses the National Postsecondary Student Aid Study (NPSAS) to measure the frequency and change of remedial coursetaking in U.S. postsecondary institutions.
|NCES 2012174REV||Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008 : First Look (Provisional Data)
This provisional First Look report is a revised version of the preliminary report released on October 9, 2012. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2012 data collection, which included four survey components: Enrollment for fall 2011; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2005 at 4-year institutions or in 2008 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2003 at 4-year institutions or in 2007 at less-than-4-year institutions; and Finance for fiscal year 2011.
|NCES 2013009||Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context
The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both.
The focus of the report is on the performance of U.S. students relative to their peers in other countries in 2011, and on changes in mathematics and science achievement since 2007 and 1995. For a number of participating countries and education systems, changes in achievement can be documented over the last 16 years, from 1995 to 2011. This report also describes achievement within the United States by sex, race/ethnicity, and enrollment in public schools with different levels of poverty. In addition, it describes achievement in nine states that participated in TIMSS both as part of the U.S. national sample of public and private schools as well as individually with state-level samples of public schools.
In addition to numerical scale results, TIMSS also includes international benchmarks. The TIMSS international benchmarks provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale.
After the initial release of the NCES TIMSS 2011 national report and supplemental tables, several minor changes were made to the report, Appendix A, and to footnotes in Appendix E. View the errata notice for details.
|NCES 2013010||Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context
The Progress In International Reading Literacy Study (PIRLS) 2011 is the third administration of this international comparison since the initial administration in 2001. PIRLS is used to compare over time the reading skills of 4th-grade students and is designed to align broadly with reading curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the reading concepts and skills likely to have been taught in school. In 2011, there were 53 education systems (including countries and other education systems) that participated at grade 4.
The focus of the report is on the performance of U.S. students relative to their peers in other education systems in 2011, and on changes in reading achievement since 2001. For a number of participating education systems, changes in achievement can be documented over the last 10 years, from 2001 to 2011.
In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. 4th-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2011 in the United States and in the other participating education systems.
|NCES 2013154||Early K–12 Teaching Experiences of 2007–08 Bachelor's Degree Recipients
These Web Tables use data from the first follow-up of the 2008 Baccalaureate and Beyond (B&B:08/09) study to display a wide range of information on demographic characteristics, teaching preparation, and educational experiences of 2007–08 first-time bachelor’s degree recipients who taught K–12 for the first time by 2009. In addition to undergraduate experiences, tables display information on teaching-related characteristics of K–12 employment 1 year after bachelor’s degree completion. Results are shown by selected student demographic, enrollment, and teaching preparation characteristics.
|NCES 2013452||Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments
This report presents results focusing on the vocabulary component of the 2009 and 2011 National Assessment of Educational Progress (NAEP) reading assessments. Examples of vocabulary questions at grades 4, 8, and 12 are presented in the report along with the percentages of students who responded correctly. Students’ overall performance on the vocabulary questions is reported as average scores on the NAEP vocabulary scale. Results are provided for fourth- and eighth-graders in the nation, the 50 states, the District of Columbia, and Department of Defense schools. At grade 12, results are reported for the nation and 11 states that volunteered to participate in the 2009 state pilot program (the NAEP reading assessment was not administered in 2011 at grade 12). Results for student groups based on race/ethnicity, gender, and indicators of family income are also included. The Technical Notes provide information on the vocabulary assessment design, and appendix tables present data supporting results highlighted in the body of the report.
At all three grades, students who scored higher on vocabulary questions also scored higher in reading comprehension. For example, in 2011, fourth-grade students performing above the 75th percentile in reading comprehension also had the highest average vocabulary score; and lower-performing fourth-graders at or below the 25th percentile in reading comprehension had the lowest average vocabulary score. For each of the three grades, average vocabulary scores for White and Asian/Pacific Islander students were higher than the scores for Black, Hispanic, and American Indian/Alaska Native students. Female students scored higher on average than male students at grades 4 and 8 in 2011; however, no gender gap was observed in the performance of male and female twelfth-graders in 2009. Vocabulary scores in 2011 for both fourth- and eighth-graders in 17 states and the Department of Defense schools were higher than the national averages.
|NCES 2013305||Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2009–10 (Fiscal Year 2010)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2009-10. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.
|NCES 2013151REV||Web Tables—An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students
These Web Tables provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students based on data from the Postsecondary Education Transcript Study (PETS) of the 2004/09 Beginning Postsecondary Students Longitudinal Study. PETS collected transcripts from all the postsecondary institutions students attended, providing a complete 6-year record of students’ coursetaking and credit accumulation. Topics covered in these Web Tables include precollege credits, remedial education participation, withdrawals and repeated courses, and credits earned in science, technology, engineering, and mathematics (STEM). Tables also present credits earned in each year of enrollment and total credits earned by whether students earned a credential.
|NCES 2013150||Web Tables—Profile of 2007–08 First-Time Bachelor’s Degree Recipients in 2009
These Web Tables use data from the first follow-up of the 2008 Baccalaureate and Beyond (B&B:08/09) study to display a wide range of information on demographic characteristics, educational experiences, and student loan borrowing of 2007–08 first-time bachelor’s degree recipients. In addition to undergraduate experiences, tables display information on employment, community service, postbaccalaureate enrollment, and student loan debt 1 year after bachelor’s degree completion. Results are shown by selected student demographic and enrollment characteristics.
|NCES 2013153||Web Tables—Beginning K–12 Teacher Characteristics and Preparation by School Type, 2009
Research on academic achievement has revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. The analysis also compares teachers across a number of key characteristics of the schools in which they taught, including the percentage of students who qualified for free or reduced-price lunch, location (rural, sub-urban/town, or urban), race/ethnicity, and sector (public and private).
|NCES 2013152||STEM in Postsecondary Education: Entrance, Attrition, and Coursetaking Among 2003-2004 Beginning Postsecondary Students
Science, technology, engineering, and mathematics (STEM) fields are widely regarded as critical to the national economy. To provide a nationally representative portrait of undergraduate students’ experiences in STEM education, these Web Tables summarize longitudinal data from a cohort of first-time, beginning students who started postsecondary education in a bachelor’s or associate’s degree program in 2003−04, examining their entrance into and attrition from STEM fields and the extent to which they participated in STEM coursework over a period of 6 academic years, from 2003–04 to 2008–09.