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|NCES 2012250||Web Tables—Public Career and Technical Education High Schools, Principals, and Teachers in 2008
These Web Tables compare public career and technical education (CTE) high schools with other types of public high schools in terms of the school’s class organization, student composition, locale, special admission policies, occupational preparation opportunities, and student-to-counselor ratios. The tables also present job satisfaction of principals and teachers in CTE schools, their views on working conditions, and CTE teachers’ professional development needs. The data are from the 2007–08 administration of the National Center for Education Statistics’ Schools and Staffing Survey.
|NCES 2012001||Digest of Education Statistics, 2011
The 47th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCES 2012045||The Condition of Education 2012
The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. 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. The 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes.
|NCES 201203||Education Longitudinal Study of 2002 (ELS:2002/12) Third Follow-Up Field Test Report
This report describes in detail the processes and results of the 2011 Field Test conducted to vet the operational procedures and instruments for the third follow-up of the Educational Longitudinal Study of 2002.
|NCES 2012245||2008-09 Baccalaureate and Beyond Longitudinal Study: Restricted-Use First Follow-up Data Files and File Documentation
The Baccalaureate and Beyond Longitudinal Study (B&B) examines students’ education and work experiences after they complete a bachelor’s degree, with a special emphasis on the experiences of new elementary and secondary teachers. The B&B:08/09 cohort also includes an oversample of STEM graduates.
This DVD-ROM contains the restricted-use base-year interview, first follow-up interview, and undergraduate transcript data for the 15,000 (approx.) B&B:08/09 sample members.
|NCES 2012465||The Nation’s Report Card: Science 2011
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in science at grade 8. National results are based on representative samples of public and private school students from all 50 states, the District of Columbia, and Department of Defense schools. State results are reported separately for public-school students from these states and jurisdictions. Student performance is reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups defined by various characteristics (e.g., race/ethnicity, gender, and type of school) are included, as well as sample assessment questions with examples of student responses. Results from the 2011 assessment are compared to those from 2009. The Technical Notes provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners.
The overall average score for the nation at grade 8 was 2 points higher in 2011 than in 2009. Score gaps between White and Black students and White and Hispanic students narrowed from 2009 to 2011. Sixty-five percent of eighth-graders performed at or above the Basic level in 2011, 32 percent performed at or above Proficient, and 2 percent performed at the Advanced level. The percentages of students at or above Basic and at or above Proficient were higher in 2011 than in 2009.
Of the 47 states/jurisdictions that participated in 2009 and 2011, public-school students in 16 states scored higher in 2011 than in 2009. In 2011, students in 29 states scored higher than the national average, and in 16 states they scored lower.
|NCES 2012467||NAEP Science 2011 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2011 science 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 2011 to other states/jurisdictions is also displayed.
|NCES 2012325REV||Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2010-11 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2010-11 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
|NCES 2012326REV||Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2010-11 - First Look
This First Look presents selected findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2010-11 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.
|NCES 2012327||Public Elementary and Secondary School Student Enrollment and Staff Counts From the Common Core of Data: School Year 2010–11 - First Look
This First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2010-11 school year.
|NCES 2012017||Public-Use Data Files and Documentation (FRSS 102): Arts Education Surveys of Elementary School Teachers
This file contains data from three fast-response surveys, titled “Survey of Elementary School Music Specialists,” “Survey of Elementary School Visual Arts Specialists,” and “Arts Survey of Elementary School Classroom Teachers.” These surveys provide national estimates on arts education and arts instructors in public elementary schools during the 2009–10 school year. These three surveys are part of a set of seven surveys that collected data on arts education during the 2009–10 school year. In addition to these elementary teacher surveys, the set includes a survey of elementary school principals, a survey of secondary school principals, and two secondary teacher-level surveys. NCES released the results of this set of surveys in the First Look report “A Snapshot of Arts Education in Public Elementary and Secondary Schools: 2009–10 (NCES 2011-078). A second report, released in April 2012, presents findings on a broader set of indicators.
Questionnaires and cover letters for the surveys were mailed to sampled elementary school teachers in batches from January through April 2010. The letter introduced the study and requested that the questionnaire be completed by the sampled teacher. Respondents were offered the option of responding to the survey via the web or by mail. Telephone follow-up for survey nonresponse and data clarification was conducted from February through August 2010. The weighted response rates were 86.5 percent for the music specialist survey, 87.6 percent for the visual arts specialist survey, and 81.5 percent for the classroom teacher survey.
Previous studies of arts education were conducted during the 1994–95 and the 1999–2000 school years, with surveys of elementary school teachers first included in the 1999–2000 study. In addition to including many of the research questions from the previous study, the current study addresses emerging issues, such as the availability of curriculum-based arts education activities outside of regular school hours. The elementary teacher surveys collected data on the teaching load of music and visual arts specialists in elementary schools; teacher participation in various professional development activities; the ways in which self-contained classroom teachers teach arts education as part of their instructional program; and teachers’ use of formal methods of assessment of students’ achievement in the arts.
|NCES 2012028||Reading, Mathematics, and Science Achievement of Language-Minority Students in Grade 8
This Issue Brief examines 8th-grade achievement in reading, mathematics, and science for language minority students (i.e., those from homes in which the primary language was one other than English) who began kindergarten in the 1998-99 school year. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), which tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998–99 school year. The analyses present a picture of students’ achievement at the end of the study by focusing on students’ scores on the standardized assessments that were administered in the spring of 2007, when most students were in grade 8. Students are categorized into four groups according to language background and English language proficiency. Additionally, assessment scores are reported by three background characteristics—students’ race/ethnicity, poverty status, and mother’s education—that have been found to be related to achievement.
|NCES 2012264||State Postsecondary Enrollment Distributions by Race/Ethnicity Before and After Changes to Reporting Categories: Fall 2004, 2007, and 2010
These Web Tables provide an initial look at differences in the national and state-level demography of students in postsecondary institutions before and after federally mandated changes in race and ethnicity data collection and reporting. Data was compared using Fall 2004, 2007, and 2010 enrollment statistics.
|NFES 2012808||The Forum Guide to Facilities Information Management: A Resource for State and Local Education Agencies
This guide builds on a 2003 Forum publication, Facilities Information Management: A Guide for State and Local Education Agencies. The data elements presented in this guide are described in greater detail in the NCES Handbooks Online at http://nces.ed.gov/programs/handbook. They have been refined and expanded to meet the latest needs of facilities managers, policymakers, and other stakeholders interested in the condition of public school buildings and grounds. In particular, data elements were added or updated to support changing expectations for sustainable design and management; community use, co-location, and joint use; and budget and finance associated with private financing for public charter school facilities. In addition, the first three levels of data reflect standards from the UNIFORMAT classifications system to create a better linkage between school district facility data and information classifications in the construction industry.
|NCES 2012014REV||Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10
This report presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System (FRSS) surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists. Comparisons with data from the 1999–2000 FRSS arts education study are included where applicable.