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|NCES 2013316||Characteristics of Private Schools in the United States: Results From the 2011-12 Private School Universe Survey
This First Look Report provides selected findings from the 2011-12 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2011-12 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
|NCES 2013311||Characteristics of Public School Districts in the United States: Results From the 2011–12 Schools and Staffing Survey
This First Look report provides selected findings from the Schools and Staffing Survey Public School District Data File regarding public school districts that were in operation during the 2011-12 school year. The data include information on district size, teacher salary and benefits, and graduation requirements.
|NCES 2013456||The Nation’s Report Card: Trends in Academic Progress 2012
This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2011–12 school year to 9-, 13-, and 17-year-old students. Long-term trend assessments were first administered in the early 1970s; results are available for 12 reading assessments dating back to 1971 and 11 mathematics assessments dating back to 1973. This report provides trend results in terms of average scale scores, percentiles, and five performance levels. Item maps for each age group illustrate skills demonstrated by students when responding to assessment questions. Scale score results are included for students by selected background characteristics (e.g., race/ethnicity, gender, and type of school). Overall, the 2012 long-term trend results show 9- and 13-year-olds scoring higher in both reading and mathematics than students their age in the 1970s. At age 13, the overall average score in each subject was also higher in comparison to the last assessment in 2008. At age 17, however, the 2012 reading and mathematics average scores were not significantly different from those in the respective first assessment year.
|NCES 2013036||Indicators of School Crime and Safety: 2012
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
|NCES 2013006||PEQIS 18: Public-Use Data Files and Documentation: Dual Enrollment Programs and Courses for High School Students, 2010-11
This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students, 2010-11". The survey was designed to provide descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. NCES released the results of the survey in the publication, “Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11” (NCES 2013–002).
Questionnaires were mailed to the PEQIS institutions in September 2011. Institutions were told that the survey was designed to be completed by the person(s) most knowledgeable about dual enrollment at the institution. Respondents had the option of completing the survey online. Telephone follow-up of nonrespondents was initiated in October 2011; data collection and clarification were completed in February 2012. The response rates were 93 percent unweighted and 94 percent weighted.
This survey collected information on the enrollment of high school students in college-level courses within and outside of dual enrollment programs. Institutions reported on the types of eligibility requirements for high school students to participate in dual enrollment programs. Other survey topics included whether courses were taught through distance education or at various locations, and whether the courses were taught by college or high school instructors. The survey also included questions about which sources paid tuition and the types of expenses generally paid out of pocket by students and their parents. Data on whether institutions had a dual enrollment program geared specifically toward high school students at risk of educational failure were also collected.
|NCES 2013004||Public-Use Data Files and Documentation (FRSS 104): Dual Credit and Exam-Based Courses, 2010-11
This file contains data from a fast-response survey titled "Dual Credit and Exam-Based Courses." This survey provides national estimates on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. NCES released the results of this survey in the First Look report “Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010–11” (NCES 2013-001).
Questionnaires and cover letters were mailed to the principal of each sampled school in September 2011. The letter stated the purpose of the study and requested that the questionnaire be completed by the person most knowledgeable about dual credit and exam-based courses in the school, often the school’s lead guidance counselor or director of school guidance counselors. Respondents were offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2011 and completed in February 2012. The weighted response rate was 91 percent.
The survey asked respondents to report information on courses for which they could earn dual credit with any postsecondary institution. Respondents reported on requirements that students must meet in order to enroll in dual credit courses. Data on whether students took any courses with an academic focus or with a career and technical/vocational focus were also collected. Other survey topics included whether courses were taught through distance education or at various locations, and whether the courses were taught by high school or postsecondary instructors. Respondents also reported whether most students (and their parents), the school, or district paid for various dual credit course expenses.
|NCES 2013755||Today’s Baccalaureate: The Fields and Courses That 2007–08 Bachelor’s Degree Recipients Studied
This set of Web Tables uses data from the Postsecondary Education Transcript Study (PETS) and the 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09) to provide estimates on the broad fields and specific courses baccalaureate degree holders pursue. The tables first present students’ participation in 37 different fields by sex, race/ethnicity, age, first postsecondary institution sector, bachelor’s degree institution sector, and major. The tables then show the courses most commonly taken by bachelor’s degree recipients at large, bachelor’s degree recipients who began in 2-year colleges, and bachelor’s degree recipients who pursue specific majors. The final two tables report the five STEM courses in which non-STEM majors most frequently earned credits, and the five non-STEM courses in which STEM majors most frequently earned credits.
|NCES 2013037||The Condition of Education 2013
The Condition of Education 2013 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education, in addition to Spotlights that look more closely at 4 issues of current interest. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.
|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.
|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.
|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.
|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).
• 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.
|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.
|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.
|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