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|NPEC 2012835||Defining and Reporting Subbaccalaureate Certificates in IPEDS
Subbaccalaureate certificates, postsecondary awards conferred as the result of successful completion of a formal program of study below the baccalaureate level, have become more prominent in higher education over the last decade. Institutions of all sectors offer subbaccalaureate certificates, which can range in length from a few months to more than 2 years. Subbaccalaureate certificates provide individuals with a means for gaining specific skills and knowledge that can be readily transferred to the workforce. As part of its mission to promote the quality, comparability, and utility of postsecondary data, the National Postsecondary Education Cooperative (NPEC) convened a working group to examine subbaccalaureate certificates and how they are reported in the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS).
|NCES 2012575||La Libreta de Calificaciones de la Nación- Lo que cada padre debe saber acerca de NAEP
Esta es la versión en español de “La Libreta de Calificaciones de la Nación: Lo que Todos los Padres Deben Saber Acerca de NAEP”. Es un folleto promocional escrito en lenguaje sencillo para invitar a todos los padres a saber más acerca de NAEP y su importancia. Asimismo, ofrece una idea general del tipo de información que NAEP proporciona y los recursos que los padres pueden usar por su propia cuenta.
|NCES 2012156REV||Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 - First Look (Provisional Data)
This provisional First Look is a revised version of the preliminary report released August 7, 2012. it presents fully edited and imputed data findings on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.
|NCES 2012289REV||Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11: First Look (Provisional Data)
This provisional First Look is a revised version of the preliminary report released July 12, 2012. it presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.
|NCES 2012470||The Nation’s Report Card: Writing 2011
This report presents results of the National Assessment of Educational Progress (NAEP) 2011 writing assessment, the first large-scale computer-based assessment in writing. National results for representative samples of students at grades 8 and 12 are reported as average scale scores and as percentages of students performing at three achievement levels: Basic, Proficient, and Advanced. Additional results are reported based on students’ demographic characteristics, educational experiences, and the frequency of engaging in actions available to them in word-processing software. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audiences. The results are presented along with sample tasks and student responses. The Technical Notes provide information on NAEP samples and school and student participation rates. The new computer-based writing assessment does not allow us to report trend results. Future NAEP writing assessment results will be compared to the 2011 results.
Twenty-four percent of students at both grades 8 and 12 performed at the Proficient level in writing in 2011. Fifty-four percent of eighth-graders and 52 percent of twelfth-graders performed at the Basic level. Three percent of eighth- and twelfth-graders performed at the Advanced level. At grade 8, average writing scores were higher for Asian students than for other racial/ethnic groups. At grade 12, average writing scores were higher for White students, Asian students, and students of two or more races than for Black, Hispanic, and American Indian/Alaska Native students. At both grades, female students scored higher than male students.
|NCES 2012046||Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
|NCES 2012823||IPEDS Analytics: Delta Cost Project Database 1987-2010 Data File Documentation
This report documents the 2010 data update for the IPEDS Analytics: Delta Cost Project Database. This longitudinal database has been derived from the Integrated Postsecondary Education Data System (IPEDS) finance, enrollment, staffing, completions and student aid data for academic years 1986-87 through 2009-10. Several variables have been derived that ease trend analysis, with a focus on revenues and expenditures at postsecondary institutions.
|NCES 2012323||Private School Universe Survey (PSS): Survey Documentation for School Year 2009-10
This is the survey documentation for the 2009-10 Private School Universe Survey (PSS). Topics include frame creation, data collection, response rates, data preparation and imputation, weighting and variance estimation, and the quality of the PSS data.
|NCES 2012049||First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11, their overall achievement in reading and mathematics in the fall and spring of kindergarten, and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds.
|NCES 2012213||New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates
This Statistics in Brief describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third- or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007–08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions.
|NCES 2012345||Trends Among Young Adults Over Three Decades, 1974-2006
This report describes patterns of continuity and change over time in four areas of the transition to adulthood among young adults as measured 2 years after their senior year of high school. The four areas are postsecondary enrollment, labor force roles, family formation, and civic engagement. The analysis population is spring-term high school seniors in 1972, 1980, 1992, and 2004. The data come from four separate NCES sponsored studies: the National Longitudinal Study of the High School Class of 1972 (NLS:72), High School and Beyond (HS&B), the National Education Longitudinal Study of 1988 (NELS:88), and the Education Longitudinal Study of 2002 (ELS:2002).
|NCES 2012293||2011-12 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
This report describes the universe, methods, and editing procedures used in the 2011-12 Integrated Postsecondary Education Data System (IPEDS) data collection.
|NFES 2012809||Forum Guide to Supporting Data Access for Researchers: A State Education Agency Perspective
The Forum Guide to Supporting Data Access for Researchers: A State Education Agency Perspective recommends policies, practices, and templates that can be adopted and adapted by SEAs as they consider how to most effectively respond to requests for data about the education enterprise, including data maintained in longitudinal data systems. These recommendations reflect sound principles for managing the flow of data requests, establishing response priorities, monitoring appropriate use, protecting privacy, and ensuring that research efforts are beneficial to the education agency as well as the research community.
|NCES 2012466||The National Indian Education Study: 2011
The National Indian Education Study (NIES) is 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. The results presented in this report focus on the performance of AI/AN fourth- and eighth-graders on the 2011 National Assessment of Educational Progress in reading and mathematics and on the educational experiences of AI/AN students based on NIES survey data.
Nationally representative samples of approximately 9,600 AI/AN students at grades 4 and 8 participated in the 2011 reading assessment and in the mathematics assessment. Students’ performance in 2011 is compared to earlier assessments in 2005, 2007, and 2009. Average reading and mathematics scores for AI/AN fourth- and eighth-graders in 2011 were not significantly different from the scores in either 2009 or 2005. At both grades 4 and 8, AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 12 states with samples large enough to report results for AI/AN students in both 2009 and 2011, average mathematics scores were lower in 2011 for fourth-graders in Montana and for eighth-graders in Minnesota and Utah. None of the participating states had a significant change in average reading scores from 2009 to 2011 at grade 4 or grade 8.
About 10,200 AI/AN students at grade 4 and 10,300 students at grade 8 participated in the 2011 NIES survey. Surveys were also completed by students’ teachers and school administrations. Results showed how the educational experiences of AI/AN students differed based on the type of school they attended and the proportion of AI/AN students in the school. For example, AI/AN students in BIE schools were more likely to report having some or a lot of knowledge about their AI/AN history, have teachers who reported learning about AI/AN students from living and working in the AI/AN community, and attend schools where members of the AI/AN community visit the school to discuss education issues.
|NCES 2012256||Web Tables—Occupational and Academic Majors in Postsecondary Education: 6-Year Education and Employment Outcomes, 2001 and 2009.
These Web Tables compare the 6-year education and labor force outcomes for beginning undergraduates who initially enrolled in postsecondary education in 1995–96 and 2003–04 by whether they majored in an academic or occupational field of study. The data are from two iterations of the Beginning Postsecondary Students Longitudinal Study (BPS:96/01 and BPS:04/09). The first followed first-time undergraduates who began postsecondary education in 1995–96 until June 2001, and the second followed first-time undergraduates who began postsecondary education in 2003–04 until June 2009. Occupational fields in postsecondary education include a range of majors, including business and marketing and health sciences, and account for a majority of undergraduate postsecondary students.