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Publications Last 90 Days
|NCES 2016070||Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry
The report explores the relationship between children’s primary early care and education (ECE) arrangements the year before kindergarten and their academic skills and learning behaviors at kindergarten entry, after accounting for child and family background characteristics.
|NCES 2016156||Instructional Staff Salary and Benefits Spending: 1991–2011
This Data Point uses expenditure data from the Common Core of Data (CCD) “National Public Education Financial Survey (NPEFS)” for fiscal years 1991 to 2011 and instructional staff data from the CCD “State Nonfiscal Survey of Public Elementary/Secondary Education” for school years 1990–91 to 2010–11. This study includes information about expenditures on elementary and secondary education, expenditures on instructional staff salaries, and instructional staff benefits.
|NCES 2016131||Teacher Job Satisfaction
This Data Point uses Schools and Staffing Survey (SASS) data from 2003—04, 2007—08, and 2011—12 to examine job satisfaction among teachers in both public and private schools. This study describes job satisfaction overall and also for teachers who had varying perceptions of administrative support.
|NCES 2016062||2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) Data File Documentation
This publication describes the methodology used in the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). BPS:12/14 is the first follow-up study of students who began postsecondary education in the 2011 – 12 academic year. These students were first interviewed as part of the 2011 – 12 National Postsecondary Student Aid Study (NPSAS:12). In particular, this report details the methodology and outcomes of the BPS:12/14 sample design, student interview design, student interview data collection processes, administrative records matching, data file processing, and weighting procedures.
|NCES 2016144||The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
|NCES 2016411||Trends in U.S. Subbaccalaureate Certificate Seekers: 2003–04 to 2011–12
This Data Point uses data from the 2004, 2008, and 2012 National Postsecondary Student Aid Study (NPSAS) to present recent trends in undergraduate enrollment in subbaccalaureate certificate programs in the U.S. postsecondary education system. The Data Point also examines subbaccalaureate certificate seekers’ prior educational attainment and major fields of study.
|NCES 1981260||National Longitudinal Study of 1972: Base Year (1972) through Fourth Follow-Up (1979) Data File User's Manual
The Users Manual provides a detailed description of the merged NLS data file now available for use by the general research community. These data provide an extensive and potentially rich resource for a variety of research purposes. The purpose of this manual is to document the contents of the available tapes, and thereby enable the interested investigator to exploit effectively the research potential or' the data.
|NCES 2016119||The Nation’s Report Card: Technology and Engineering Literacy
This online report presents results from the National Assessment of Educational Progress (NAEP) 2014 technology and engineering literacy (TEL) assessment. The report includes national results on the performance of eighth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at or above the three NAEP achievement levels: Basic, Proficient, and Advanced. In addition to overall scores, results are reported by racial/ethnic groups, gender, type of school, and other demographic groups. Results are also reported based on students’ responses to a survey questionnaire about their technology and engineering learning inside and outside of school. In addition, thorough descriptions of four released scenario-based tasks help to illustrate the types of skills measured as part of this first-ever NAEP TEL assessment. Overall findings indicate that female students scored higher than male students in TEL overall.
|NCES 2016094||Findings From the Third-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall third-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in third grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of third grade are shown, both overall and by selected child and family characteristics.
|NCES 2016079||Indicators of School Crime and Safety: 2015
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in schools and colleges. 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, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
|NCES 2016641||K–12 Teaching Experience Among 2007–08 College Graduates: 2012
Using data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), these Web Tables show the proportion of 2007–08 college graduates who had taught or prepared for teaching or were considering teaching in 2012. The tables address the factors influencing graduates’ decisions to teach, the types of schools in which they taught, subjects taught, and their satisfaction with teaching. In each table, the estimates are presented separately for groups of graduates who differed on such characteristics as sex, race and ethnicity, age, undergraduate major field of study, cumulative undergraduate grade point average, bachelor’s degree institution level and control, highest degree attained, preparation or certification to teach, and teaching experiences. For graduates who taught after graduation but were not teaching in 2012, the tables include information on the reasons that graduates left teaching.
|NCES 2016006||Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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 2016108||The Nation’s Report Card: 2015 Mathematics and Reading at Grade 12
This online report presents national results from the NAEP 2015 mathematics and reading assessments at grade 12. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: Basic, Proficient, and Advanced. In addition to overall scores, results are reported by racial/ethnic groups, by gender, and by type of school. The national average mathematics score in 2015 for grade 12 was lower compared to the last assessment in 2013.The average reading score for twelfth-grade students in 2015 was not significantly different in comparison to 2013. In 2015, the average mathematics score was higher compared to the initial grade 12 assessment in 2005, whereas the average reading score in 2015 was lower compared to the initial grade 12 assessment in 1992.
|NCES 2015073||Projections of Education Statistics to 2023
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2023. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2023. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
|NCES 2016189||Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12
This Statistics in Brief examines the trends in principal demographics and other characteristics. The study is based on data from seven administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States from 1987-88 until 2011-12.