Search Results: (1-15 of 101 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2010024 | Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. public-use datafile
This datafile contains the U.S. TIMSS 2007 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA. A User Guide to the data is included in the U.S. TIMSS 2007 technical report, which is available online separately (publication number 2009012). |
11/6/2009 |
| NCES 2010025 | Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. TIMSS 2007 datafile to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. TIMSS 2007 public-use datafile is included. A User Guide to the data is included in the U.S. TIMSS 2007 technical report, which is available online separately (publication number 2009012). |
11/6/2009 |
| NCES 2009013 | Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective
The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers’ reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (a) waiting to see if performance improves with maturation, (b) spending more time working on reading individually with that student, (c) having other students work on reading with the student having difficulty, (d) having the student work in the regular classroom with a teacher-aide, (e) having the student work in the regular classroom with a reading specialist, (f) having the student work in a remedial reading classroom with a reading specialist, (g) assigning homework to help the student catch up, (h) and asking the parents to help the student with reading. Asking the parents to help the student was among the most commonly cited strategies in 44 of the 45 jurisdictions. Working with a reading specialist in a regular classroom was among the least commonly cited strategies in 40 jurisdictions. |
9/29/2009 |
| NCES 2009012 | TIMSS 2007 U.S. Technical Report and User Guide
The U.S. TIMSS 2007 Technical Report and User Guide provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2007 in the United States, along with information designed to facilitate access to the U.S. TIMSS 2007 data. |
9/23/2009 |
| NCES 2009083 | U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009
This Special Supplement to The Condition of Education 2009 looks closely at information gathered from recent international studies that U.S. students have participated in: the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). It examines the performance of U.S. students in reading, mathematics, and science compared with the performance of their peers in other countries that participated in PIRLS, PISA, and TIMSS. It identifies which of these countries have outperformed the United States, in terms of students' average scores and the percentage of students reaching internationally benchmarked performance levels, and which countries have done so consistently. When possible, it examines trends in U.S. student performance. |
8/18/2009 |
| NCES 2009081 | The Condition of Education 2009
The Condition of Education 2009 summarizes important developments and trends in education using the latest available data. The report presents 46 indicators on the status and condition of education. 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 2009 print edition includes 46 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/28/2009 |
| NCES 2009055 | User's Guide for the Program for International Student Assessment (PISA) 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PISA 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of the comparison of PISA and NAEP in mathematics and science assessments and a nonresponse bias analysis of PISA 2006 data. |
4/24/2009 |
| NCES 2009057 | Program for International Student Assessment (PISA) 2006: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PISA 2006 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/24/2009 |
| NCES 2009011 | Program for International Student Assessment(PISA) 2006: U.S. Restricted-Use Data Files and Electronic Codebook
This CD-ROM contains PISA 2006 restricted-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/24/2009 |
| NCES 2009010 | Restricted-Use Data Supplement to the User's Guide for the Program for International Student Assessment (PISA): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PISA 2006 restricted-use data for the United States is a supplement to the PISA 2006 public-use data technical manual. This supplement describes the variables in the restricted-use datafile and how to merge them with the public-use datafile so they may be used. |
4/24/2009 |
| NCES 2009050 | User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of a comparison of PIRLS and NAEP reading assessments and a nonresponse bias analysis of PIRLS 2006 data. |
3/30/2009 |
| NCES 2009061 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/30/2009 |
| NCES 2009051 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Restricted-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 restricted-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/25/2009 |
| NCES 2009058 | Restricted-Use Data Supplement to the User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 restricted-use data for the United States is a supplement to the PIRLS 2006 public-use data technical manual. This supplement describes the variables in the restricted-use datafile and how to merge them with the public-use datafile so they may be used. |
3/25/2009 |
| NCES 2009039 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). |
3/25/2009 |
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