Search Results: (46-60 of 3093 records)
|NCES 2015196||Career Paths of Beginning Public School Teachers Results From the First Through Fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study
This report presents 5-year longitudinal data on attrition and mobility for public school teachers (e.g., percentages teaching all years, teaching in the same school, returning or expected to return to teaching), by selected teacher characteristics using data from the first through fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study.
|NCES 2015018||School Composition and the Black-White Achievement Gap
School Composition and the Black-White Achievement Gap explores public schools’ demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to “Black student density” in schools) and its relation to the Black-White achievement gap. This NCES study, the first of its kind, used the 2011 NAEP grade 8 mathematics assessment data. As reported earlier, Black students at the national level, on average, scored 30 points lower than their White peers in 2011.
Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category (i.e., schools that composed of at least 60 percent Black students) or the lowest density category (i.e., schools that composed of less than or equal to 20 percent Black students). When accounting for factors such as student socioeconomic status and other student, teacher, and school characteristics, Black students, and Black male students in particular, scored lower in the highest- rather than the lowest density schools. Further, the portion of the Black-White achievement gap attributed to within-school differences (e.g., how schools internally distribute resources and treat students) is larger than the portion attributed to between-school differences (e.g., how schools vary in technology, updated textbooks, and qualified teachers).
|NCES 2015601||Trends in Pell Grant Receipt and the Characteristics of Pell Grant Recipients: Selected Years, 1999-2000 to 2011-12
Using data from the 1999-2000, 2003-04, 2007-08, and 2011-12 administrations of the National Postsecondary Student Aid Study, these Web Tables present trends in the receipt of federal Pell Grants and among Pell Grant recipients. Data include the percentages of Pell Grant recipients and the average Pell Grant amount received each survey year, as well as the average total price of attendance in 2011-12. Also shown are the percentages of Pell Grant recipients who took out student loans or received state or institutional grants and the average amounts received from these sources. The average percentage ratios of Pell Grant amount, grant aid and total aid to the total price of attendance among Pell Grant recipients are also included. Data are presented by selected student and enrollment characteristics, such as age, sex, race/ethnicity, dependency status, family income, attendance status, class level, degree program, employment status, parents’ education, and by type of institution attended.
|NCES 2015604||Trends in Undergraduate Nonfederal Grant and Scholarship Aid by Demographic and Enrollment Characteristics, Selected Years: 1999-2000 to 2011-12
This set of Web Tables presents trend data on nonfederal grant and scholarship aid awarded to undergraduate students between 1999-2000 and 2011-12. Nonfederal grant and scholarship aid is financial aid awarded by states, institutions, employers, and private organizations. Grants and scholarships, unlike loans, do not need to be repaid and are traditionally awarded on the basis of financial need, merit (e.g., academic or athletic), or a combination of need and merit. Estimates in these tables include the percentage of undergraduates who received nonfederal aid and the average amounts they received, by aid type (need- or merit-based), source (state, institution, or private organization), and selected student characteristics, such as sex, dependency status, income, institution type, and enrollment intensity.
|NCES 2015025||Demographic and Enrollment Characteristics of Nontraditional Undergraduates: 2011-12
This set of Web Tables provides an array of descriptive statistics about undergraduates with nontraditional characteristics enrolled in the 2011-12 academic year. The tables present the percentage and distribution of undergraduates who possess specific nontraditional characteristics by demographic, enrollment, and academic characteristics.
|NCES 2015177||2009-10 School Survey on Crime and Safety (SSOCS) Survey Documentation
This documentation provides comprehensive information about the 2009-10 School Survey on Crime and Safety (SSOCS), including its purpose, the data collection instrument, the sample design, data collection methods, and data processing procedures.
|NCES 2015060||2009-10 School Survey on Crime and Safety: Public-Use Data Files and Codebook
The 2009-10 School Survey on Crime and Safety Public-Use Data File Codebook contains a list of variables and information about the variables on the SSOCS 2009-10 public-use data file. Users are provided with unweighted frequencies for the categorical variables on the file and descriptive statistics for the continuous variables on the file (i.e. sample size, minimum value, maximum value, mean, standard deviation, and median). Variables are listed in the order in which they appear on the data file.
|NCES 2015061||2009-10 School Survey on Crime and Safety: Public-Use Data File's User's Manual
The Data File User's Manual contains information about the sample design, data collection, imputation, and weighting procedures for the public-use data file. Appendixes in this document provide the SSOCS 2009–10 survey instrument, list of variables and record layout of the fixed-format ASCII file, and a list of variables in the restricted-use data file that are not available in the public-use data file.
|NCES 2015151||Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2013-14
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2013-14.
|NCES 2015118||Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014
The School Attendance Boundary Survey (SABS) data file contains school attendance boundaries for regular schools with grades kindergarten through twelfth in the 50 states and the District of Columbia for the 2013-2014 school year. Prior to this survey, a national fabric of attendance boundaries was not freely available to the public. The geography of school attendance boundaries provides new context for researchers who were previously limited to state and district level geography.
|NCES 2015188||ERRATA SHEET - 2012 Parent and Family Involvement in Education (PFI) public-use data file of the National Household Education Surveys Program
This errata sheet describes an error in the coding of response options for four variables in the 2012 Parent and Family Involvement in Education (PFI) public-use data file of the National Household Education Surveys Program.
|NCES 2015098||2014-15 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
This report describes the universe, methods, and editing procedures used in the 2014-15 Integrated Postsecondary Education Data System (IPEDS) data collection.
|NCES 2015097||Postsecondary Institutions and Price of Attendance in 2014-15; Degrees and Other Awards Conferred: 2013-14; and 12-Month Enrollment: 2013-14: First Look (Preliminary Data)
This First Look report is a preliminary report of the data from the Integrated Postsecondary Education Data System (IPEDS) fall 2014 collection,, which included three survey components: Institutional Characteristics for the 2014-15 academic year, Completions covering the period July 1, 2013, through June 30, 2014, and data on 12-Month Enrollment for the 2013-14 academic year.
|NCES 2014059||Supplemental Tables to Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Selected Subjects: Evidence From the 2011–12 Schools and Staffing Survey
These tables are supplemental to the Statistical Analysis Report that examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes using 2011-12 Schools and Staffing Survey data. To view the full report, please go to: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015814
|NCES 2015814||Education and Certification
Qualifications of Departmentalized
Public High School-Level Teachers
of Selected Subjects:
Evidence From the 2011–12 Schools and Staffing Survey
This Statistical Analysis Report examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes. Using data from the 2011–12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States, this report examines the percentages teachers who have a major or certificate in their main assignment in a selection of 11 broad subject areas and 9 subfields. The 11 broad subject areas include English, mathematics, science, social science, French, German, Latin, Spanish, art/arts and crafts, music, and dance/drama or theater. Subfields of science include biology/life science, physical science, chemistry, earth science, and physics. Subfields of social science include economics, geography, government/civics, and history.