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All Months

New Report on Credit Transfer Now Available (August 20, 2014)
NCES releases a new Statistical Analysis Report titled "Transferability of Postsecondary Credit Following Student Transfer or Coenrollment." This report provides an in-depth analysis on the transfer of postsecondary credit using transcript data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09).

2013-14 Integrated Postsecondary Education Data System (IPEDS) Methodology Report  (July 31, 2014)
This report describes the universe, methods, and editing procedures used in the 2013-14 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students enrolled, number of employees, financial statistics, graduation rates, and student financial aid. Institutions submitted these data during three reporting periods corresponding to fall 2013, winter 2013-14, and spring 2014. Information provided in this report is applicable to the full 2013-14 IPEDS collection year.

Postsecondary Institutions and Price of Attendance in 2013-14; Degrees and Other Awards Conferred: 2012-13; and 12-Month Enrollment: 2012-13: First Look (Provisional Data) (July 31, 2014)
This First Look report is a revised version of the preliminary report released on July 10, 2014. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2013 collection,, which included three survey components: Institutional Characteristics for the 2013-14 academic year, Completions covering the period July 1, 2012, through June 30, 2013, and data on 12-Month Enrollment for the 2012-13 academic year.

Problem Solving Skills of 15-year-olds: Results from PISA 2012 (July 25, 2014)
This Data Point presents results from the 2012 administration of the Program for International Student Assessment (PISA) problem solving assessment. PISA is an international assessment that measures 15-year-old students'' reading, mathematics, and science literacy and, in 2012, general problem solving skills and financial literacy. The PISA computer-based assessment of problem solving assessed how well prepared students are to confront the kinds of problems that are encountered almost daily in 21st century life.

Principal Attrition and Mobility: Results From the 2012–13 Principal Follow-up Survey (July 24, 2014)
The Principal Follow-up Survey (PFS), first conducted in school year 2008-09, is a component of the 2011-12 Schools and Staffing Survey (SASS). The 2012-13 PFS was administered in order to provide attrition rates for principals in K-12 public and private schools. The goal was to assess how many principals in the 2011-12 school year still worked as a principal in the same school in the 2012-13 school year, how many had moved to become a principal in another school, and how many had left the principalship.

Postsecondary Institutions and Price of Attendance in 2013-14; Degrees and Other Awards Conferred: 2012-13; and 12-Month Enrollment: 2012-13: First Look (Preliminary Data) (July 10, 2014)
This First Look presents preliminary data findings from the IPEDS fall 2013 collection, which included three survey components: Institutional Characteristics for the 2013-14 academic year, Completions covering the period July 1, 2012, through June 30, 2013, and data on 12-Month Enrollment for the 2012-13 academic year.

PISA 2012 Financial Literacy Data Tables (July 9, 2014)
These web tables document the performance of U.S. 15-year-old students on a first-ever administration of the 2012 Program for International Student Assessment (PISA) financial literacy assessment. The PISA financial literacy assessment was conducted in 18 of the 65 education systems that participated in main PISA, and assessed students’ knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks. Results include the average scores for the United States and other education systems; the percentages of students reaching five proficiency levels in financial literacy; and breakouts of performance by sex, socioeconomic status, and student race/ethnicity.

PISA 2012 Financial Literacy Data Point (July 9, 2014)
This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) financial literacy assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving and financial literacy. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. The PISA financial literacy assessment assessed students’ knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks, as well as their ability to apply what they know to real-life situations involving financial issues and decisions.

Baccalaureate and Beyond: A First Look at the Employment Experiences and Lives of College Graduates, 4 Years On (B&B:08/12) (July 8, 2014)
This report presents initial findings about the employment outcomes of bachelor’s degree recipients approximately 4 years after they completed their 2007--08 degrees. These findings are based on data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor’s degree during the 2007--08 academic year. The study addresses questions related to bachelor’s degree recipients’ education and employment experiences and includes two follow-ups. The first follow-up, which was conducted 1 year after graduation, explored both undergraduate education experiences and early postbaccalaureate employment and enrollment. This second follow-up, conducted in 2012, examines bachelor’s degree recipients’ labor market experiences and enrollment in additional postsecondary degree programs through the 4th year after graduation.

Indicators of School Crime and Safety: 2013 (June 10, 2014)
The report presents statistics on crime and safety at schools and on college campuses using data collected from students, teachers, principals, and postsecondary institutions, drawing from an array of sources. 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.

Enrollment in Distance Education Courses, by State: Fall 2012 (June 2, 2014)
These Web Tables use IPEDS data to provide insight into the impact of distance education courses on enrollment at the state level. Enrollment data from Fall 2012 were used as well as data collected on Institutional Characteristics regarding distance education.

The Condition of Education 2014 (May 29, 2014)
The Condition of Education 2014 summarizes important developments and trends in education using the latest available data. The report presents 42 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.

Program for International Student Assessment (PISA) 2012 U.S. Public-use Data Files (May 15, 2014)
The PISA 2012 U.S. public-use data files and documentation include the following: U.S. national PISA 2012 data in ASCII text format, including variables unique to the United States; SPSS and SAS control files for reading the data and producing SPSS and SAS system files; codebooks; illustrative code for merging student and school-level files; a Read Me file, and a Quick Guide.

State of Preschool 2013: First Look (May 8, 2014)
This report presents findings from the State of Preschool 2013 data collection from the National Center for Education Statistics within the Institute of Education Sciences. This brief report presents data about state supported preschool enrollment and funding to support enrollment. The report presents the data at the state and national levels for the 2012-13 school year. Enrollment information is shown by children’s year of age. Information about funding is shown for state provided support and then by support from all sources.

The Nation's Report Card: 2013 Mathematics and Reading Grade 12 Assessments (May 7, 2014)
The 2013 Mathematics and Reading Grade 12 Assessments online report card presents results that address questions regarding the academic progress of the nation’s twelfth-graders. Trends in national average scores that show no significant changes in mathematics and reading from 2009 to 2013 and mixed results in comparison to the first assessment year for each subject can be explored in detail for student groups and selected states.

Program for the International Assessment of Adult Competencies (PIAAC) 2012: U.S. Main Study Technical Report (May 5, 2014)
Program for the International Assessment of Adult Competencies (PIAAC) 2012: U.S. Main Study Technical Report is a technical manual that describes how the U.S. data were collected and processed as well as how to use the data files to conduct statistical analyses. The appendices of the Technical Report include background questionnaire, data collection materials, analysis tables, response rates, technical notes, and data user guidance.

Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010–11 and 2011–12 (April 28, 2014)
This report includes four-year on-time graduation rates and dropout rates for school years 2010-11 and 2011-12. A four-year on-time graduation rate provides measure of the percent of students that successfully complete high school in 4-years with a regular high school diploma.

Technical Report and User Guide for the Program for International Student Assessment (PISA) 2012 (April 16, 2014)
The Technical Report and User Guide for the PISA 2012 is a technical manual that describes how the U.S. data were collected and processed as well as how to use the data files to conduct statistical analyses. Information is presented on sampling, response rates, school and student recruitment, instrument development and distribution, and data management. The appendices of the Technical Report and User Guide include school recruitment materials, student and parent materials, student and school questionnaires, and a nonresponse bias analysis of PISA 2012 U.S. data.

Out-of-Pocket Net Price for College (April 15, 2014)
This Data Point uses data from four administrations of the National Postsecondary Student Aid Study (NPSAS:2000, NPSAS:04, NPSAS:08, and NPSAS:12) to briefly present trends in out-of-pocket net price for college, the amount that students and their families must pay to attend college after subtracting grants, loans, work-study, and all other student aid from the total price of attendance.

NCES announces online dataset training modules (April 8, 2014)
The DLDT computer-based training module resource is an online, interactive tool that allows users to learn about NCES data across the education spectrum and evaluate it for suitability for particular research purposes.

Evaluación Nacional del Progreso Educativo Visión General de NAEP (April 7, 2014)
This brochure is the Spanish version of Overview of NAEP. It introduces audiences to NAEP, outlines valuable resources available, and details what makes NAEP the gold standard of assessments.

New PISA 2012 Results: U.S. 15-year-olds Perform Above OECD Average in Problem Solving (April 1, 2014)
NCES releases new data tables documenting the performance of U.S. 15-year-old students on the Program for International Student Assessment (PISA) 2012 problem solving assessment in comparison to their peers in 43 other education systems.

Condition of America's Public School Facilities (March 6, 2014)
This report provides national estimates on the condition of public school facilities. The study presented in this report collected information about the condition of public school facilities in the 2012-13 school year.

New College Graduates at Work: Employment Among 1992–93, 1999–2000, and 2007–08 Bachelor’s Degree Recipients 1 Year After Graduation (March 6, 2014)
This Statistics in Brief investigates the employment outcomes of college graduates 1 year after earning a bachelor’s degree using nationally representative data collected in three administrations of the Baccalaureate and Beyond Longitudinal Study.

Projections of Education Statistics to 2022 (February 27, 2014)
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 2022. 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 2022. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13  (February 27, 2014)
This report provides descriptive national data on the prevalence and characteristics of services and support programs for military service members and veterans at postsecondary institutions in the United States. The study presented in this report collected information for the 12-month 2012–13 academic year from postsecondary institutions on the services and programs offered to all military service members and veterans enrolled for credit, and dependents receiving military or veteran’s financial education benefits.

NCES updates the International Data Explorer with 2012 PISA data and Spanish-language functionality (February 19, 2014)
The IDE is an online, interactive tool that allows users to explore international assessment data and create customized tables and charts.

Academic Libraries: 2012 First Look (February 14, 2014)
This report summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.

Education Longitudinal Study of 2002 (ELS:2002) Third Follow-up Public-use Data File (February 7, 2014)
The public-use data file for the Third Follow-up of the Education Longitudinal Study of 2002 (ELS:2002) is now available. This release includes data for the Base Year, First Follow-up, Second Follow-up and Third Follow-up collections. New data focus on postsecondary persistence and completion; financial aid and debt, initial workforce and career experiences; income and benefits; family formation and civic engagement.

Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later (January 9, 2014)
This First Look presents findings from the third, and final, follow-up survey of the Education Longitudinal Study of 2002 (ELS:2002). ELS:2002 provides a wealth of information from multiple sources (tested achievement, questionnaire, and administrative records) about the factors and circumstances related to the performance and social development of the American high school student over time. This report draws on ELS:2002 data collected in 2012 to describe the outcomes of the cohort at about age 26, approximately 10 years after they were high school sophomores. These outcomes reflect several key life course markers of the transition into early adulthood, including high school and postsecondary educational attainment, entering the labor market and starting a career, marriage and family formation, student debt and aid, and the perceived impact of the college experience. The First Look tables provide national estimates for these phenomena, explored in terms of differences by sophomores’ demographic, social, and academic characteristics.

Digest of Education Statistics, 2012 (December 31, 2013)
The Digest provides 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.

Enrollment in Postsecondary Institutions, Fall 2012; Financial Statistics, Fiscal Year 2012; Graduation Rates, Selected Cohorts, 2004-2009; and Employees in Postsecondary Institutions, Fall 2012: First Look (Provisional Data) (December 31, 2013)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2013 data collection, which included five survey components: Enrollment for fall 2012; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2006 at 4-year institutions or in 2009 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2004 at 4-year institutions or in 2008 at less-than-4-year institutions; Finance for fiscal year 2012; and data on employees in postsecondary education for Fall 2012.

The Nation's Report Card, A First Look: 2013 Mathematics and Reading, Trial Urban District Assessment (December 18, 2013)
This First Look report highlights some of the major findings for 21 participating urban districts from the 2013 National Assessment of Educational Progress (NAEP) in reading and mathematics at grades 4 and 8.

Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context--First Look at PISA 2012 (December 3, 2013)
First Look at PISA 2012 reports average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. Results for the three U.S. states are also reported.

NCES Releases New Data and Report from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12) (December 3, 2013)
New estimates on the price and net price of attending postsecondary institutions are now available and included with this version of the National Postsecondary Student Aid Study. The First Look report, Restricted-Use data file, and PowerStats are available now. NPSAS provides the most up-to-date and comprehensive look at postsecondary student characteristics and student financial aid for the 2011-12 academic year.

STEM Attrition: College Students’ Paths Into and Out of STEM Fields (November 26, 2013)
This Statistical Analysis Report presents the most recent national statistics on beginning bachelor’s and associate’s degree students’ entrance into, and attrition from, STEM fields. Using recent transcript data, it provides a first look at STEM coursetaking and examines how participation and performance in undergraduate STEM coursework, along with other factors, are associated with STEM attrition.

DATA POINT on Trends in CTE Coursetaking (November 19, 2013)
This brief document shows changes in high school students’ participation in career and technical education (CTE) between 1990 and 2009.

Who Considers Teaching and Who Teaches? First-Time 2007–08 Bachelor’s Degree Recipients by Teaching Status 1 Year After Graduation (NCES 2014-002) (November 19, 2013)
This Statistics in Brief explores the early labor market outcomes of four groups of 2007-08 first-time bachelor’s degree recipients one year after graduation, with respect to their teaching experiences or interest in teaching: those who taught either before or after receiving their bachelor’s degree, those who prepared to teach but had not taught, those who considered teaching, and those who did not consider teaching.

HSLS:09 First Follow-up Data Now Available! (November 14, 2013)
Both public-use and restricted-use versions of the First follow-up data from the High School Longitudinal Study of 2009 (HSLS:09) are available now. The public-use dataset is available for immediate download on the NCES website, via the EDAT: http://nces.ed.gov/EDAT. The restricted-use dataset is available only to restricted-use license holders.

The Nation's Report Card, A First Look: 2013 Mathematics and Reading (November 7, 2013)
This First Look report highlights some of the major findings from the 2013 National Assessment of Educational Progress (NAEP) reading and mathematics assessments at grades 4 and 8.

2011-12 Schools and Staffing Survey Restricted-Use Data Files (November 6, 2013)
Restricted-use data files from the 2011-12 Schools and Staffing Survey (SASS) are now available. Researchers interested in working with the data can now apply for a license or amend an existing license to obtain this data.

U.S. States in a Global Context: Results from the 2011 NAEP-TIMSS Linking Study (October 24, 2013)
This report presents results from the 2011 NAEP-TIMSS Linking Study in mathematics and science at grade 8 for 52 states (includes the District of Columbia, and the Department of Defense schools) and 47 education systems (38 countries and 9 subnational education systems).

Student Financial Aid, Academic Year 2011–12 - First Look (Provisional Data) (October 21, 2013)
This provisional First Look presents fully edited and imputed data findings on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2011-12 academic year.

Literacy, Numeracy, and Problem Solving in Technology-Rich Environments Among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012 (October 18, 2013)
Results are reported for a representative sample of adults in the United States age 16 to 65 and are compared to an international average of adults in countries/regions that participated in the PIAAC 2012 assessment. The report presents average score results for three separate scales: literacy, numeracy, and problem solving in technology-rich environments and percentages of adults performing at different proficiency levels for each scale.

Selected Statistics from the Common Core of Data: School Year 2011–12 (October 17, 2013)
This First Look report presents findings on the numbers and types of public elementary and secondary schools and local education agencies and public school student enrollment and staff in the United States and other jurisdictions for school year 2011–12.

NCES Releases "Degrees of Debt: Student Loan Repayment of Bachelor’s Degree Recipients 1 Year After Graduating: 1994, 2001, and 2009"  (October 17, 2013)
This Statistics in Brief examines the rate of borrowing and the cumulative student loan debt of bachelor’s degree recipients 1 year after they attained their degrees. It compares three cohorts spanning a 15-year period: 1994, 2001, and 2009.

America’s Ninth Graders Two Years Later Focus of New NCES First Look Report (October 17, 2013)
This report from the High School Longitudinal Study of 2009 analyzes data on America’s ninth-graders two years later. Data focus on math and science coursetaking, math achievement, student expectations and motivation, as well as college planning and career planning.

2012-13 Integrated Postsecondary Education Data System (IPEDS) Methodology Report (September 6, 2013)
This report describes the universe, methods, and editing procedures used in the 2012-13 Integrated Postsecondary Education Data System (IPEDS) data collection.

NCES Releases Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011) (September 4, 2013)
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.

Early Childhood Program Participation, From the National Household Education Surveys Program of 2012 (August 30, 2013)
This report presents findings from the Early Childhood Program Participation Survey of the National Household Education Surveys Program of 2012 (NHES:2012). The Early Childhood Program Participation Survey collected data on children’s participation in relative care, nonrelative care, and center-based care arrangements. It also collected information from parents about the main reason for choosing care, what factors were important to parents when choosing a care arrangement, and parents’ participation in various learning activities with their children.

Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012 (August 30, 2013)
This report presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2012 (NHES:2012). The Parent and Family Involvement in Education Survey collected data on children enrolled in public or private school for kindergarten through 12th grade or homeschooled for these grades. The survey collected information about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to the student’s homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling.

NCES Releases New Data and Report from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12) (August 20, 2013)
This First Look publication provides the first results of the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. The survey includes about 95,000 undergraduate and 16,000 graduate students attending 1,500 postsecondary institutions in the 50 states and the District of Columbia (prior cycles of NPSAS also included institutions from Puerto Rico). The report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level.

An Overview of NAEP (August 15, 2013)
The 2013 update of An Overview of NAEP, a short brochure describing the National Assessment of Educational Progress, is now available.

NCES releases five First Look reports with findings from the 2011–12 Schools and Staffing Survey (August 13, 2013)
The data include information for the 2011–12 school year on: graduation requirements; school staffing; principal and teacher compensation, experience, education, and professional development; teacher certification and evaluation; school climate and working conditions; student population and class organization; instructional programs and student services; and library media center resources and services.

NCES releases the restricted-use data for the kindergarten rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (July 17, 2013)
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This data file includes information collected during the fall and spring of the first year of the study, when children were in kindergarten. Approximately 18,200 kindergartners participated in the study during the 2010-11 school year.

NCES releases national and state revenues and expenditures for public elementary and secondary education for School Year 2010-11 (FY 11) (July 16, 2013)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2010-11. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.

Postsecondary Institutions and Price of Attendance in 2012-13; Degrees and Other Awards Conferred: 2011-12; and 12-Month Enrollment: 2011-12: First Look (Provisional Data) (July 9, 2013)
This First Look report is a revised version of the preliminary report released on May 21, 2013. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2012 collection, which included three survey components: Institutional Characteristics for the 2012-13 academic year, Completions covering the period July 1, 2011, through June 30, 2012, and data on 12-Month Enrollment for the 2011-12 academic year.

The Nation's Report Card: Trends in Academic Progress 2012 (June 27, 2013)
This report presents the results of the NAEP long-term trend assessments in reading and mathematics administered during the 2011–12 school year to 9-, 13-, and 17-year-old students.

Indicators of School Crime and Safety, 2012 (June 26, 2013)
This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population based on an array of surveys.

Condition of Education 2013 (May 23, 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.

Today’s Baccalaureate: The Fields and Courses That 2007–08 Bachelor’s Degree Recipients Studied (May 23, 2013)
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.

Postsecondary Institutions and Price of Attendance in 2012-13; Degrees and Other Awards Conferred: 2011-12; and 12-Month Enrollment: 2011-12: First Look (Preliminary Data) (May 21, 2013)
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2012 collection, which included three survey components: Institutional Characteristics for the 2012-13 academic year, Completions covering the period July 1, 2011, through June 30, 2012, and data on 12-Month Enrollment for the 2011-12 academic year.

NCES Releases Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010) (April 30, 2013)
In FY 10, current expenditures per pupil in the 100 largest public school districts ranged from a low of $5,528 in Alpine School District, Utah to a high of $19,184 in New York City School District, NY. Expenditures per pupil were next highest in Boston City Schools, MA ($19,169); Montgomery County Schools, MD ($15,582); Atlanta Public Schools, GA ($15,043); Baltimore City Schools, MD ($14,711); and Howard County Schools, MD ($14,704). In FY 10, local education agencies received $75.3 billion from the federal government for public elementary and secondary education, which represents an increase of 32.7 percent from FY 09.

Economics 2012 (April 24, 2013)
This new report from the National Assessment of Educational Progress (NAEP) reveals how well 12th-grade students know and apply the concepts of microeconomics, macroeconomics, and international trade in real-world contexts.

NCES Releases “The Adult Education Training and Education Survey (ATES) Pilot Study: Technical Report.” (April 9, 2013)
As part of a larger inter-agency effort to develop new federal data on adults’ education and training for work, NCES developed and pilot-tested of a set of survey items on certification, licensure, and educational certificates. The pilot test concluded that the main item on certification and licensure provides a valid measure of these credentials, and that three additional items, on the credential provider, occupational field of the credential, and whether the credential is required for work, can be used to provide key information on these credentials. The use of proxy respondents was also found to be acceptable for measuring (only) key characteristics. For subbaccalaureate certificates, the pilot test produced equivocal results, leading to the recommendation for further work specifically on this educational credential. This pilot study was undertaken for questionnaire and procedural development purposes only. The estimates from this report should not be cited as population estimates because the sample design and data collection procedures were not intended for that purpose, but rather to support the evaluation of questionnaire items. To view the full report please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013190 For more information about NCES’ interagency work on adult education and training, please visit the website for the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA). [link to http://nces.ed.gov.surveys/gemena]

Federal Student Loan Debt Burden of Noncompleters (April 9, 2013)
NCES has released "Federal Student Loan Debt Burden of Noncompleters," which focuses on the median cumulative federal education debt (Stafford and Perkins loans) accrued by students who do not complete a postsecondary degree or certificate (“noncompleters”) within 6 years of first 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 (and left without a degree as of 2001) and those who first enrolled in 2003-04 (and left without a degree as of 2009).

IDE Update (March 18, 2013)
The International Data Explorer has just been updated with 2011 data for the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS)

Algebra I and Geometry Curricula: Results From the 2005 High School Transcript Mathematics Curriculum Study (March 12, 2013)
This report looks at the math coursetaking patterns of America’s high school graduates to examine the content and challenge of Algebra I and Geometry courses in our nation’s public high schools.

Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11  (March 5, 2013)
This report provides national estimates about dual enrollment programs and courses at postsecondary institutions. The estimates presented in this report are based on an institution survey about dual enrollment programs and courses offered by the postsecondary institutions during the 2010-11 school year.

Mega-States: An Analysis of Student Performance in the Five Most Heavily Populated States in the Nation (February 21, 2013)
This report features NAEP results in the five largest states: California, Florida, Illinois, New York, and Texas. These states enroll close to 40 percent of the nation’s public school students.

Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11 (February 19, 2013)
This report provides national estimates about dual credit courses at public high schools. The estimates presented in this report are based on a school survey about dual credit courses offered by high schools during the 2010-11 school year.

Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10 (January 22, 2013)
Seventy-eight percent of high school students, nationwide, graduated on time; an increase of 2 percentage points from the previous year. This graduation rate is based on the Averaged Freshman Graduation Rate calculated from enrollment and graduation counts reported to the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education. This report presents the latest release of the Averaged Freshman Graduation Rate (AFGR) and the Event Dropout Rate. These rates are disaggregated by year, race/ethnicity, gender, and, where applicable, grade.

Projections of Education Statistics to 2021 (January 9, 2013)
This publication provides projections for key education statistics including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions.

Trends in Debt for Bachelor’s Degree Recipients a Year After Graduation: 1994, 2001 and 2009 (January 3, 2013)
This report presents a comprehensive set of tables about the debt of recent college graduates for three cohorts of bachelor’s degree recipients spanning a 15-year period. Tables feature statistics on loan repayment, further educational pursuits, and employment status of first-time bachelor’s degree recipients who graduated in 1992–93, 1999–2000, and 2007–08.

First-Year Undergraduate Remedial Coursetaking: 1999-2000, 2003-04, and 2007-08 (January 2, 2013)
This Statistics in Brief uses the National Postsecondary Student Aid Study (NPSAS) to measure the frequency and change of remedial coursetaking in U.S. postsecondary institutions.

Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008 : First Look (Provisional Data) (December 11, 2012)
This provisional First Look report is a revised version of the preliminary report released on October 9, 2012. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2012 data collection, which included four survey components: Enrollment for fall 2011; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2005 at 4-year institutions or in 2008 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2003 at 4-year institutions or in 2007 at less-than-4-year institutions; and Finance for fiscal year 2011.

Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context (December 11, 2012)
The Progress In International Reading Literacy Study (PIRLS) 2011 is the third administration of this international comparison since the initial administration in 2001. PIRLS is used to compare over time the reading skills of 4th-grade students and is designed to align broadly with reading curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the reading concepts and skills likely to have been taught in school. In 2011, there were 53 education systems (including countries and other education systems) that participated at grade 4.

Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (December 11, 2012)
The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both.

New Web Tables: Early K–12 Teaching Experiences of 2007–08 Bachelor's Degree Recipients (December 7, 2012)
These Web Tables use data from the first follow-up of the 2008 Baccalaureate and Beyond (B&B:08/09) study to display a wide range of information on demographic characteristics, teaching preparation, and educational experiences of 2007–08 first-time bachelor’s degree recipients who taught K–12 for the first time by 2009. In addition to undergraduate experiences, tables display information on teaching-related characteristics of K–12 employment 1 year after bachelor’s degree completion. Results are shown by selected student demographic, enrollment, and teaching preparation characteristics.

Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments (December 6, 2012)
This report presents results focusing on the vocabulary component of the 2009 and 2011 NAEP reading assessments.

Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2009-10 (Fiscal Year 2010) (November 28, 2012)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2009-10. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.

NCES Releases An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students (November 5, 2012)
These Web Tables provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students based on data from the Postsecondary Education Transcript Study (PETS) of the 2004/09 Beginning Postsecondary Students Longitudinal Study. PETS collected transcripts from all the postsecondary institutions students attended, providing a complete 6-year record of students’ coursetaking and credit accumulation. Topics covered in these Web Tables include precollege credits, remedial education participation, withdrawals and repeated courses, and credits earned in science, technology, engineering, and mathematics (STEM). Tables also present credits earned in each year of enrollment and total credits earned by whether students earned a credential.

NCES Releases Profile of 2007–08 First-Time Bachelor’s Degree Recipients in 2009 (October 31, 2012)
These Web Tables use data from the first follow-up of the 2008 Baccalaureate and Beyond (B&B:08/09) study to display a wide range of information on demographic characteristics, educational experiences, and student loan borrowing of 2007–08 first-time bachelor’s degree recipients. In addition to undergraduate experiences, tables display information on employment, community service, postbaccalaureate enrollment, and student loan debt 1 year after bachelor’s degree completion. Results are shown by selected student demographic and enrollment characteristics.

NCES Releases Tables on Beginning K–12 Teacher Characteristics and Preparation by School Type, 2009 (October 30, 2012)
Research on academic achievement has revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. The analysis also compares teachers across a number of key characteristics of the schools in which they taught, including the percentage of students who qualified for free or reduced-price lunch, location (rural, sub-urban/town, or urban), race/ethnicity, and sector (public and private).

STEM in Postsecondary Education: Entrance, Attrition, and Coursetaking Among 2003-2004 Beginning Postsecondary Students (October 10, 2012)
To provide a nationally representative portrait of undergraduate students' experiences in STEM education, these Web Tables summarize longitudinal data from a cohort of first-time, beginning students who started postsecondary education in a bachelor's or associate's degree program in 2003-04, examining their entrance into and attrition from STEM fields and the extent to which they participated in STEM coursework over a period of 6 academic years, from 2003–04 to 2008–09.

Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008 : First Look (Preliminary Data) (October 5, 2012)
This First Look presents preliminary findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2012 data collection, which included four survey components.

La Libreta de Calificaciones de la Nación- Lo que cada padre debe saber acerca de NAEP (September 28, 2012)
The NAEP parent brochure What Every Parent Should Know About NAEP is now available in Spanish!

Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 - First Look (Provisional Data) (September 21, 2012)
This provisional First Look is a revised version of the preliminary report released August 7, 2012. it presents fully edited and imputed data findings on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.

Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11: First Look (Provisional Data) (September 21, 2012)
This provisional First Look is a revised version of the preliminary report released July 12, 2012. it presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.

The Nation’s Report Card: Writing 2011 (September 14, 2012)
This report presents results for representative samples of grades 8 and 12 of the National Assessment of Educational Progress (NAEP) 2011 writing assessment, the first large-scale computer-based assessment in writing.

Higher Education: Gaps in Access and Persistence Study (August 28, 2012)
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.

IPEDS Analytics: Delta Cost Project Database 1987-2010 and Data File Documentation (August 14, 2012)
This report documents the 2010 data update for the IPEDS Analytics: Delta Cost Project Database. This longitudinal database has been derived from the Integrated Postsecondary Education Data System (IPEDS) data for academic years 1986-87 through 2009-10. Several variables have been derived that ease trend analysis, with a focus on revenues and expenditures at postsecondary institutions.

Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 - First Look (Preliminary Data) (August 7, 2012)
This First Look presents preliminary data from the Winter 2011-12 Integrated Postsecondary Education Data System, including data on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.

First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) (July 25, 2012)
This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11; their overall achievement in reading and mathematics in the fall and spring of kindergarten; and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds.

New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates (July 17, 2012)
This Statistics in Brief describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the United States or who had at least one immigrant parent (second-generation Americans).

Trends Among Young Adults Over Three Decades, 1974-2006 (July 17, 2012)
This report describes patterns of continuity and change over time in four areas of the transition to adulthood among young adults as measured 2 years after their senior year of high school.

Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11, and 12-Month Enrollment: 2010-11 (July 12, 2012)
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.

The National Indian Education Study: 2011 (July 3, 2012)
Interested in the education experience of American Indian/Alaskan Native students? The NIES report provides information about AI/AN exposure to Native American culture as well as their academic performance in reading and math. Teacher data is also examined.

Science in Action: Hands-On and Interactive Computer Tasks (June 19, 2012)
This report presents findings about student performance on activity-based tasks administered to students at grades 4, 8, and 12 as part of the 2009 NAEP science assessment.

New NCES Snapshot From the International Data Explorer Focuses on Low-Performing Students (June 13, 2012)
Does the U.S. have higher proportions of low-performing students than do our economic peers around the world?

Digest of Education Statistics, 2011 (June 13, 2012)
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.

The Condition of Education 2012 (May 24, 2012)
The 49 indicators presented in "The Condition of Education 2012" provide a progress report on education in America and include findings on the demographics of American schools, U.S. resources for schooling, and outcomes associated with education.

View the ELS:2002 Third Follow-up Field Test Methodology Report (May 17, 2012)
Interested to learn more about the planned data collection for the ELS:2002 Third Follow-up? View the Field Test Methodology Report for the field test, conducted summer through fall of 2011.

Commissioner's Note on Data Quality as it relates to the Common Core of Data: 2009–10 (May 16, 2012)
In response to some misreported, school-level data reported on the NCES Common Core of Data (CCD) 2009–10 Elementary and Secondary School Universe Survey, NCES Commissioner Jack Buckley has issued a statement and released an errata table identifying the known, misreported items.

2008-09 Baccalaureate and Beyond Longitudinal Study: Restricted-Use First Follow-up Data Files and File Documentation (May 15, 2012)
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

The Nation's Report Card: Science 2011 (May 10, 2012)
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.

NAEP Science 2011 State Snapshot Reports (May 10, 2012)
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.

Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2010-11  (May 1, 2012)
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.

Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2010-11 (May 1, 2012)
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.

Public Elementary and Secondary School Student Enrollment and Staff Counts From the Common Core of Data: School Year 2010–11 (May 1, 2012)
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.

Reading, Mathematics, and Science Achievement of Language-Minority Students in Grade 8 (April 24, 2012)
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.

Cross-national comparisons of instructional time (April 9, 2012)
New tables with cross-national comparisons of average numbers of hours of instruction in and out of schools.

Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (April 2, 2012)
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.

Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected Cohorts, 2002-2007 (March 27, 2012)
This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2011 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2009-10 academic year; Enrollment for fall 2010; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2004 at 4-year institutions or in 2007 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2002 at 4-year institutions or in 2006 at less-than-4-year institutions; and Finance for fiscal year 2010.

BPS:04/09 Transcript Data Available (March 7, 2012)
Data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) transcripts are available for use on NCES’s web-based data analysis tool – PowerStats, and as a restricted-use data file.

Indicators of School Crime and Safety: 2011 (February 22, 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.

TIMSS 1999 Video Study of eighth-grade mathematics and science teaching restricted-use database and videos (NCES 2012-003) (February 17, 2012)
The TIMSS 1999 Video Study focused on eighth-grade mathematics and science teaching in seven countries, including the United States. The videos and other data (including transcripts and ancillary classroom materials) collected from the study are now available under a restricted-use license.

NCES to Host Symposium on Testing Integrity with Live Webcast  (February 8, 2012)
On February 28, beginning at 9:00AM EST, NCES will host a Testing Integrity Symposium to identify and discuss important issues in testing integrity. A distinguished body of panelists will share information about best practices that have been used to prevent, detect, and respond to irregularities in academic testing. Panelists will also discuss the role of technology in maintaining testing integrity. A live webcast will broadcast the discussions throughout the day.

Beginning Subbaccalaureate Students’ Labor Market Experiences: Six Years Later in 2009 (January 18, 2012)
These Web Tables use data from the 2004/09 Beginning Postsecondary Students Longitudinal Study to identify and present the demographic and employment characteristics of certificate and associate’s degree completers and noncompleters. Labor market experiences presented include employment status as of spring 2009, unemployment spells since last enrolled, median salary earned as of spring 2009, employer-offered benefits, and job satisfaction.

America's Youth: Transitions to Adulthood (December 20, 2011)
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.

Academic Libraries: 2010 First Look (December 13, 2011)
The Academic Libraries: 2010 First Look summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.

The Nation's Report Card: Trial Urban District Assessment Reading 2011 (December 7, 2011)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment (TUDA) in reading. Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 assessment. Student performance is reported as average scale scores on the NAEP reading scale and as percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for all students attending public schools in the nation and large cities (i.e., cities with populations of 250,000 or more) overall and by race/ethnicity and eligibility for free/reduced-price school lunch.

The Nation’s Report Card: Trial Urban District Assessment Mathematics 2011 (December 7, 2011)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment (TUDA) in mathematics. Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 assessment. Student performance is reported as average scale scores and as percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for all students attending public schools in the nation and large cities (i.e., cities with populations of 250,000 or more) overall and by race/ethnicity and eligibility for free/reduced-price school lunch. In 2011, scores for both fourth- and eighth-graders in 6 districts were higher than the scores for students in large cities, and scores for both grades were lower in 10 districts. Among the 18 districts that also participated in the 2009 assessment, scores were higher in 2011 for four districts at grade 4 and six districts at grade 8. There were no significant declines in scores from 2009 to 2011 at either grade.

Distance Education Courses for Public Elementary and Secondary School Students: 2009–10  (November 29, 2011)
This report provides national estimates about distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 2009-10 school year.

Employees in Postsecondary Institutions, Fall 2010, and Salaries of Full-Time Instructional Staff, 2010-11 (November 22, 2011)
This First Look presents data from the Winter 2010-11 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2010 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, and gender.

Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2008–09 (Fiscal Year 2009)  (November 17, 2011)
This brief publication contains basic revenue and expenditure data, by district, for public elementary and secondary education for school year 2008-2009. It contains district-level data on revenues by source and expenditures by function, including expenditures per pupil.

Characteristics of GED Recipients in High School: 2002–06  (November 16, 2011)
This Issue Brief uses the Education Longitudinal Study of2002 to compare the demographics, high school experiences, and academic achievement of 10th graders who four years later were GED recipients, high school graduates or high school dropouts.

NCES Releases New Report on Who Receives Education Tax Benefits and the Effect These Benefits Have on the Price of College Attendance (November 15, 2011)
This Statistics in Brief applies IRS rules and data to a nationally representative sample of 2007–08 undergraduates to estimate who received education tax benefits and looks at the extent to which these benefits shaped their price of college attendance.

Student Victimization in U.S. Schools: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey has been released. (November 2, 2011)
In the 2008–09 school year, about 3.9 percent of students ages 12 through 18 reported that they were victims of a crime at school according to a report released by the National Center for Education Statistics. Data are collected on student criminal victimization through its sponsorship of the School Crime Supplement (SCS) to the National Crime Victimization Survey, administered by the Department of Justice, Bureau of Justice Statistics. The survey collects student reports of the presence of gangs and weapons and the availability of drugs and alcohol at school, traditional and electronic bullying, and fear and avoidance behaviors of crime victims and nonvictims at school. Other findings include: • About 2.8 percent of students ages 12 through 18 reported being victims of theft, 1.4 percent of students reported a violent victimization, and 0.3 percent of students reported a serious violent victimization. • A larger percentage of males were victims of any crime at school (4.6 percent) than were females (3.2 percent). • Higher percentages of students who reported any criminal victimization at school reported they were also the targets of traditional (63.5 percent) and electronic (19.8 percent) bullying than were student nonvictims (26.6 percent and 5.5 percent, respectively). • The percentage of student victims of violent crimes who reported being afraid of attack or harm at school (22.7 percent) was higher than that of student nonvictims of violent crime (3.9 percent). To view the full report, please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012314

The Nation’s Report Card: Findings in Brief Reading and Mathematics 2011 (November 1, 2011)
This brief report summarizes the major findings from the 2011 National Assessment of Educational Progress (NAEP) reading and mathematics assessments. The assessments were administered at grades 4 and 8, and the report includes information on students in public and private schools in the nation as well as public school students in the 50 states, the District of Columbia, and the Department of Defense schools.

The Nation’s Report Card: Reading 2011 (November 1, 2011)
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average 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 performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results. Highlights of the national results show improvement since the last assessment in students’ reading comprehension at grade 8, but no significant change at grade 4. The overall average score for fourth-graders in 2011 was unchanged from the score in 2009 but was 4 points higher than in the first assessment year in 1992. The average score for eighth-graders in 2011 was 1 point higher than in 2009 and 5 points higher than in 1992. State results for grade 4 show higher scores in 2011 than in 2009 for 4 states, and lower scores for 2 states. At grade 8, scores were higher in 2011 than in 2009 for students in 10 states, and no states had a lower score than in 2009.

The Nation’s Report Card: Mathematics 2011 (November 1, 2011)
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average 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 performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results. Highlights of the national results show higher average mathematics scores in 2011 than in the eight earlier assessment years at both grades 4 and 8. At grade 4, the average score in 2011 was 1 point higher than in 2009, and 28 points higher than the first assessment in 1990. At grade 8, the average score in 2011 was 1 point higher than in 2009, and 21 points higher than in 1990. State results for grade 4 show higher scores in 2011 than in 2009 for 9 states and jurisdictions, and a lower score for 1 state. At grade 8, scores were higher in 2011 than in 2009 for 13 states and jurisdictions, and lower for 1 state.

NAEP Mathematics 2011 State Snapshot Reports (November 1, 2011)
Each state and jurisdiction that participated in the NAEP 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format.

NAEP Reading 2011 State Snapshot Reports (November 1, 2011)
Each state and jurisdiction that participated in the NAEP 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format.

Statistical Methods for Protecting Personally Identifiable Information in the Disclosure of Graduation Rates of First-Time, Full-Time Degree- or Certificate-Seeking Undergraduate Students by 2-Year Degree-Granting Institutions of Higher Education (October 25, 2011)
This Technical Brief provides guidance to Title IV 2-year degree-granting institutions in meeting the statutory disclosure requirement related to graduation rates while minimizing the risk of revealing the graduation status of individual students.

Merit Aid for Undergraduates: Trends from 1995–96 to 2007–08 (October 18, 2011)
This Statistics in Brief uses nationally representative data from 1995–96, 1999–2000, 2003–04 and 2007–08 to examine trends in merit aid to undergraduates by student and institutional characteristics and in comparison to need-based grant aid.

Trends in High School Dropout and Completion Rates in the United States: 1972–2009 (October 13, 2011)
The report includes national and regional population estimates for the percentage of students who dropped out of high school between 2008 and 2009, the percentage of young people who were dropouts in 2009, and the percentage of young people who were not in high school and had some form of high school credential in 2009. Data are presented by a number of characteristics including race/ethnicity, sex, and age. Annual data for these population estimates are provided for the 1972-2009 period. Information about the high school class of 2009 is also presented in the form on on-time graduation rates from public high schools.

Comparative Indicators of Education in the United States and Other G-8 Countries: 2011 (October 12, 2011)
This report describes key education outcomes and contexts of education in the Group of Eight (G-8) countries—Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. The report is organized into five topical areas: population and school enrollment, academic performance, contexts for learning, expenditures for education, and educational attainment and income. Results are drawn from the Organization for Economic Cooperation and Development's (OECD) ongoing Indicators of Education Systems (INES) program, as well as the Program for International Student Assessment (PISA), which is also coordinated by the OECD.

The Expansion of Private Loans in Postsecondary Education (October 11, 2011)
This Statistics in Brief examines trends in borrowing from commercial lenders for postsecondary education, the characteristics of undergraduate and graduate private loan borrowers, and combining private and federal loans. Results are based on nationally representative data collected through the 2003–04 and 2007–08 National Postsecondary Student Aid Studies (NPSAS:04 and NPSAS:08).

Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs (October 5, 2011)
This Statistics in Brief investigates undergraduates' participation in distance education using nationally representative student-reported data collected through the three most recent administrations of the National Postsecondary Student Aid Study.

Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009 (September 29, 2011)
This report from the National Center for Education Statistics (NCES) contains the findings of a study on the status of inclusion and changes in inclusion rates for the 50 states and the District of Columbia in 4th- and 8th-grade National Assessment of Educational Progress (NAEP) reading and mathematics assessments.

The 2009 High School Transcript Study User’s Guide (September 29, 2011)
This user's guide documents the procedures used to collect and summarize the data from the 2009 High School Transcript Study. Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the 2009 data files and codebooks that are encompassed by this report. The appendices contain the data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2009 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the collected transcripts, plus a complete listing of CSSC codes; codebooks for all of the 2009 data files; and a glossary.

NAEP 2009 Year in Review (September 29, 2011)
This brochure shows all reports for the 2009 NAEP assessment year. It is a compilation of executive summaries from the reports, and includes results for the nation and participating states and districts for NAEP 2009.

Dropout Prevention Services and Programs in Public School Districts: 2010–11 (September 22, 2011)
This report provides national estimates about dropout prevention services and programs in public school districts. The estimates presented in this report are based on a district survey about dropout prevention services and programs offered by the district or by any of the schools in the district during the 2010–11 school year.

Projections of Education Statistics to 2020 (September 21, 2011)
This publication provides projections for key education statistics including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions.

Military Service Members and Veterans in Undergraduate and Graduate Education Focus of New NCES Report (September 20, 2011)
This Statistics in Brief uses nationally representative data to determine the representation of military students in undergraduate and graduate education and to examine how their demographic and enrollment characteristics compare with their nonmilitary peers.

NCES releases The Condition of Education 2011 e-book  (September 16, 2011)
The e-book version will be available for free download for all e-readers. The epub file is for use with the iPad, Nook, and other non-Kindle devices. The mobi file is for use on the Kindle only.

FY 2012 RFA for Statewide, Longitudinal Data Systems Available (September 15, 2011)
The Fiscal Year 2012 Request for Applications for Statewide, Longitudinal Data Systems (CFDA Number: 84.372A) is now available. The deadline for transmittal of applications is December 15, 2011. The application package and instructions for the competition will be available on Grants.gov no later than September 26, 2011. The SLDS program awards grants to State educational agencies (SEAs) to design, develop, and implement statewide, longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data.

Postsecondary Institutions and Price of Attendance in the United States: 2010-11, Degrees and Other Awards Conferred: 2009-10, and 12-Month Enrollment: 2009-10 (September 15, 2011)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2010 data collection, which included three survey components: Institutional Characteristics for the 2010-11 academic year, Completions covering the period July 1, 2009, through June 30, 2010, and data on 12-Month Enrollment for the 2009-10 academic year. These data were collected through the IPEDS web-based data collection system.

Beginning Teacher Attrition and Mobility: Results From the First Through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study (September 14, 2011)
This First Look report provides selected findings from the first three waves of the Beginning Teacher Longitudinal Study (BTLS) along with data tables and methodological information. The BTLS follows a sample of public elementary and secondary school teachers who participated in the 2007-08 Schools and Staffing Survey (SASS), and whose first year of teaching was 2007 or 2008.

High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders' Parents, Teachers, School Counselors, and School Administrators (September 13, 2011)
This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009.

Technical Report and User's Guide for the Program for International Student Assessment (PISA), 2009 Data Files and Database with U.S. Specific Variables (September 6, 2011)
The Technical Report and User's Guide for the PISA 2009 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 data files to conduct statistical analyses. Information is presented on sampling, response rates, school and student recruitment, instrument development and distribution, and data management. The appendices of the Technical Report and User's Guide include school recruitment materials, student and parent materials, student and school questionnaires, a nonresponse bias analysis of PISA 2009 data, and the results of a comparison of PISA and NAEP reading assessments.

Program for International Student Assessment (PISA) 2009: U.S. Public-Use Data Files and Electronic Codebook (September 6, 2011)
This CD-ROM contains PISA 2009 public-use data for the United States in ASCII format. It also contains the Technical Report and User's Guide, an electronic codebook (ECB), a short tutorial on using the ECB and PISA data files, and the ECB Help file.

HSLS:09 Public-Use Data Released (August 24, 2011)
This datafile contains the public-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education.

Mapping State Proficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009 (August 10, 2011)
This research and development report compares the standards that states use in reporting 4th- and 8th- grade reading and mathematics proficiency using NAEP as a common metric.

The NAEP Primer (August 4, 2011)
The purpose of the NAEP Primer is to guide educational researchers through the intricacies of the NAEP database and make its technologies more user-friendly.

NCES Updates International Table Library (July 26, 2011)
The NCES International Table Library has just been updated: Education at a Glance 2010 Indicators from the OECD

Graduate and First-Professional Students: Who They Are and How They Pay for Their Education: 2007-08 (July 26, 2011)
This Statistics in Brief focuses on graduate and first-professional students, exploring the types of programs in which they are enrolled, costs associated with those programs, and how those costs are financed via aid and work.

Forum Guide to Ensuring Equal Access to Education Websites Introduction to Electronic Information Accessibility Standards (July 25, 2011)
This guide is designed for use by information technology administrators, data specialists, and program staff responsible for the “content” in data reports, as well as education leaders (e.g., administrators who prioritize tasks for technical and data staff), and other stakeholders who have an interest in seeing that our schools, school districts, and state education agencies operate in an effective and equitable manner for all constituents, regardless of disability status. It is intended to raise awareness in nontechnical audiences and suggest best practices for complying with Section 508 goals at an operational level in schools, school districts, and state education agencies. It is not intended to recreate technical resources that already exist to facilitate Section 508 compliance.

2008–09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09): A First Look at Recent College Graduates (July 20, 2011)
This First Look describes the enrollment and employment experiences of a national sample of college graduates one year after their 2007-08 graduation. Data presented include enrollment; time to degree; education financing; postbaccalaureate enrollment; student loan repayment; and employment, particularly employment in teaching. B&B:08 is the third in a series of studies of bachelor’s degree recipients that have previously covered 1992–93 graduates through 2003 (B&B:93) and 1999–2000 graduates through 2001 (B&B:2000).

The Nation's Report Card: Geography 2010 (July 19, 2011)
The report presents results of the 2010 National Assessment of Educational Progress (NAEP) in geography. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.

America's Children, 2011, has been released (July 8, 2011)
America’s Children, 2011 is a compendium of indicators depicting the latest data on today’s children and recent trends, prepared by the Federal Forum on Child and Family Statistics. The National Center for Education Statistics is one of 22 federal agencies that contributed to the annual report. The 15th in an ongoing series, America’s Children, 2011, presents 41 key indicators on important aspects of children’s lives. The report features indicators in seven domains— family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health—as well as a special feature on adoption.

First Look at High School Longitudinal Study of 2009 (June 28, 2011)
This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009 and will follow these students through postsecondary education and the world of work. This new High School Longitudinal Study of 2009 (HSLS:09) includes a new algebra assessment that approximately 20,000 ninth-graders completed as well as a new counselor survey. The base year data focus on students’ transitions into high school, especially their decisions about courses and plans for postsecondary education and careers. The HSLS:09 study captures these decisions, plans, expectations, and activities generally but also specifically in math and science.

Profile of Degree/Certificate-Seeking Entering Undergraduate Students, By Control and Level of Institution (June 27, 2011)
These Web Tables compare enrollment information for entering full-time, first-time degree- or certificate-seeking students to three other degree- or certificate-seeking entering student groups: (1) part-time, first-time students; (2) full-time, transfer-in students; and (3) part-time, transfer-in students. The Web Tables present the distribution of these four student groups across institutions possessing different characteristics and by the gender and race/ethnicity of the entering student population.

Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress (June 23, 2011)
This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time.

Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress: HIGHLIGHTS (June 23, 2011)
This brochure presents highlights of the statistical analysis report, Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, and provides graphical presentation of students’ academic achievement gaps and how their performance has changed over time at both the national and state levels.

Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2008–09 (Fiscal Year 2009) (June 22, 2011)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2008-09. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.

Forum Guide to Crime, Violence, and Discipline Incident Data (June 16, 2011)
This Forum guide is designed for use by school, district, and state staff to improve the effectiveness of efforts to collect and use disciplinary incident data, including reporting accurate and timely incident data to the federal government. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how to implement and manage an incident database.

The Nation’s Report Card: U.S. History 2010 (June 14, 2011)
This report presents results of the National Assessment of Educational Progress (NAEP) 2010 U.S. history assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.

Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence from the 2007-08 Schools and Staffing Survey  (June 1, 2011)
This report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields.

Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2009–10 (May 31, 2011)
The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2009–10 School Survey on Crime and Safety data collection.

Characteristics of Private Schools in the United States: Results From the 2009-10 Private School Universe Survey (May 31, 2011)
This report on the 2009-10 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis.

The Condition of Education 2011 (May 26, 2011)
This report summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education, in addition to a closer look at postsecondary education by institutional level and control.

Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2009-10 - First Look (May 10, 2011)
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 2009-10 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.

The Nation’s Report Card: Civics 2010 (May 4, 2011)
National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as a percentage of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for student demographic groups defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses.

Public School Graduates and Dropouts from the Common Core of Data: School Year 2008–09 (May 3, 2011)
This report presents findings associated with public high school graduation and event dropout counts for the 2008–09 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions.

Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2009–10 (May 3, 2011)
This First Look presents national and state level data on student enrollment by grade, race/ethnicity, and gender, within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2009-10 school year.

A Snapshot of Arts Education in Public Elementary and Secondary Schools: 2009–10 (May 2, 2011)
This first look 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.

Digest of Education Statistics, 2010  (April 29, 2011)
The Digest of Education Statistics provides 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.

Mini-Digest of Education Statistics, 2010 (April 29, 2011)
The Mini-Digest is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education Statistics, 2010.

Postsecondary Awards in Science, Technology, Engineering, and Mathematics, by State: 2001 and 2009 (April 25, 2011)
New postsecondary tables provide state-level information on the conferring of Science, Technology, Engineering, and Mathematics (STEM) awards (degrees and certificates) from academic years 2000–01 and 2008–09, both overall and by field.

Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2009–10  (April 20, 2011)
This First Look presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2009-10 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data survey system.

America’s High School Graduates: Results of the 2009 NAEP High School Transcript Study (April 13, 2011)
This report presents information about the types of courses 2009 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the twelfth-grade National Assessment of Educational Progress (NAEP) is also included.

Projections of Education Statistics to 2019 (March 9, 2011)
This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary school level and enrollment and earned degrees at the postsecondary level for the past 14 years and projections to the year 2019. 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 2019. The methodology section describes models and assumptions used to develop national- and state-level projections.

NCES Releases Elementary/Secondary Information System (ELSi) (February 25, 2011)
ELSi is comprised of three separate tools, which allow users to quickly view public and private school data, view commonly requested tables and create custom tables and charts using data from the Common Core of Data (CCD) and Private School Survey (PSS).

NAEP Science 2009 District Snapshot Reports (February 24, 2011)
Each district that participated in the NAEP 2009 Trial Urban District Assessment (TUDA) in science receives a one-page snapshot report that presents key findings in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels, scores at selected percentiles, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch.

The Nation’s Report Card: Science 2009 Trial Urban District Assessment (February 24, 2011)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in science. Science results are based on representative samples of fourth- and eighth-grade public school students from the 17 urban districts that volunteered to participate in the 2009 assessment.

Web Tables - Public High School Teachers of Career and Technical Education in 2007-08 (February 7, 2011)
These Web Tables describe public school teachers of grades 9–12 during the 2007–08 school year, looking specifically at teachers whose primary teaching assignment was in career and technical education (CTE). Teachers are examined by their demographic and professional characteristics, the location and types of schools in which they taught, the characteristics of their students, and their main teaching assignment. The data are from the 2007–08 administration of the National Center for Education Statistics’ Schools and Staffing Survey.

Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003 & 2006 Cohorts; and Financial Statistics, Fiscal Year 2009  (February 2, 2011)
This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2010 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2009-10 academic year; Enrollment for fall 2009; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2003 at 4-year institutions or in 2006 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2001 at 4-year institutions or in 2005 at less-than-4-year institutions; and Finance for fiscal year 2009.

The Nation’s Report Card: Science 2009 (January 25, 2011)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in science at grades 4, 8, and 12. National results for each of the three grades are based on representative samples of public and private school students from all 50 states, the District of Columbia, and the Department of Defense schools. State results are reported separately for fourth- and eighth-grade public school students from 46 states and the Department of Defense schools. Student performance is summarized as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and type of school location) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results. The NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. Because of the recent changes to the assessment, the results from 2009 cannot be compared to those from previous assessment years; however, they provide a current snapshot of what the nation’s fourth-, eighth-, and twelfth-graders know and can do in science that will serve as the basis for comparisons on future science assessments. Highlights of the national results show that 34 percent of fourth-graders, 30 percent of eighth-graders, and 21 percent of twelfth-graders performed at or above the Proficient level, demonstrating competency over challenging subject matter. Seventy-two percent of fourth-graders, 63 percent of eighth-graders, and 60 percent of twelfth-graders performed at or above the Basic level in science in 2009, demonstrating partial mastery of the knowledge and skills fundamental for proficient work in the subject. Twelfth-graders who reported taking biology, chemistry, and physics scored higher than students taking less advanced science coursework. Of the 47 states/jurisdictions that participated at the state level, scores for fourth-grade public school students in 24 states were higher than the score for the nation, and scores in 10 states were lower. At eighth-grade, scores for students in 25 states were higher than the score for the nation, and scores for 15 states were lower.

Postsecondary and Labor Force Transitions Among Public High School Career and Technical Education Participants (January 21, 2011)
This set of Issue Tables provides information on the transition of high school career and technical education (CTE) participants into postsecondary education and the labor market during the first 2 years after their high school graduation.

Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) (January 11, 2011)
The Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) developed a taxonomy for assigning standard codes to elementary and middle school courses. This taxonomy is intended to make it easier for school districts and states to maintain longitudinal student records electronically, and to transmit course taking information from one student information system to another, from one school district to another, and from a school district to a state department of education

Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting (January 10, 2011)
This Statewide Longitudinal Data Systems (SLDS) Technical Brief examines what protecting student privacy means in a reporting context. To protect a student’s privacy, the student’s personally identifiable information must be protected from public release. When schools, districts, or states publish reports on students’ educational progress, they typically release aggregated data—data for groups of students—to prevent disclosure of information about an individual. However, even with aggregation, unintended disclosures of personally identifiable information may occur. Current reporting practices are described and each is accompanied by an example table that is used to consider whether the intended protections are successful.

NCES Releases New Urban Education in America Website (January 5, 2011)
Data on urban education in the United States are now available on the Urban Education in America website, hosted by the National Center for Education Statistics (NCES) in the Institute of Education Sciences.

NCES Updates Rural Education in America Website (January 5, 2011)
New data on rural education in the United States are now available on the Rural Education in America website, hosted by the National Center for Education Statistics (NCES) in the Institute of Education Sciences.

New commissioner starts at NCES (January 3, 2011)
Jack Buckley was confirmed by the Senate as the Commissioner of the National Center for Education Statistics (NCES) on December 22, 2010 for a term expiring June 21, 2015.

Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting (December 21, 2010)
This Statewide Longitudinal Data Systems (SLDS) Technical Brief examines what protecting student privacy means in a reporting context.

What Is the Price of College? Total, Net, and Out-of-Pocket Prices in 2007–08 (December 20, 2010)
This Statistics in Brief describes the annual price of education among undergraduates enrolled in U.S. postsecondary institutions in 2007–08. The most recent administration of the National Postsecondary Student Aid Study (NPSAS) supplied the data.

Trends in High School Dropout and Completion Rates in the United States: 1972–2008 (December 8, 2010)
The report builds upon a series of reports on high school dropout and completion rates that began in 1988. It includes national and regional population estimates for the percentage of students who dropped out of high school between 2007 and 2008, the percentage of young people who were dropouts in 2008, and the percentage of young people who were not in high school and had some form of high school credential in 2008. Data are presented by a number of characteristics including race/ethnicity, sex, and age. Annual data for these population estimates are provided for the 1972-2008 period.

Highlights From PISA 2009: Performance of U. S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (December 7, 2010)
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in reading, mathematics, and science literacy to the scores of their peers internationally in 2009.

New PowerStats Dataset Available: BPS:04/09 (December 2, 2010)
The 2004/2009 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) followed a cohort of undergraduates who entered postsecondary education for the first time during the 2003–04 academic year and continued to collect data on this cohort for six academic years.

Persistence and Attainment of 2003–04 Beginning Postsecondary Students: After Six Years (December 1, 2010)
This First Look report provides a brief description of persistence and degree attainment among a nationally representative sample of students who began postsecondary education for the first time in the 2003-04 academic year.

Data Stewardship: Managing Personally Identifiable Information in Student Education Records (November 23, 2010)
This Statewide Longitudinal Data Systems (SLDS) Technical Brief focuses on data stewardship, which involves each organization’s commitment to ensuring that privacy, confidentiality, security, and the appropriate use of data are respected when personally identifiable information is collected.

Basic Concepts and Definitions for Privacy and Confidentiality in Student Education Records (November 23, 2010)
This Technical Brief discusses basic concepts and definitions that establish a common set of terms related to the protection of personally identifiable information, especially in education records in the Statewide Longitudinal Data Systems (SLDS).

Indicators of School Crime and Safety: 2010 (November 22, 2010)
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.

The Nation's Report Card: Grade 12 Reading and Mathematics 2009 National and Pilot State Results (November 18, 2010)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Results for students in the nation and, for the first time, in the 11 states that volunteered to participate in the 2009 state pilot program are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and highest level of parental education) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results. Highlights of the national results in 2009 show that the overall average reading score for twelfth-graders was 2 points higher than in 2005, but 4 points lower than in 1992. There were no significant changes from 1992 to 2009 in the reading score gaps between White and Black students or between White and Hispanic students. In mathematics, the overall average score was 3 points higher in 2009 than in 2005. There was no significant change from 2005 in the mathematics score gaps between White and Black students or between White and Hispanic students. In the 11 participating states, average reading scores in seven states were higher than the score for the nation, and scores for three states were lower. In mathematics, the average scores for six states were higher than the nation, and scores for three states were lower.

Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2008-09 (November 4, 2010)
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2008-09 school year. The data include such characteristics as the number of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures.

Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10 (November 3, 2010)
This First Look presents data from the Winter 2009-10 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2009 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender.

Eighth-Grade Algebra: Findings From the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) (October 6, 2010)
This Statistics in Brief provides descriptive statistics on algebra enrollment for the cohort of students in the first-grade class of 1999-2000 who had progressed to eighth grade in the 2006-07 school year (representing about 80 percent of the eighth-grade class of 2006-07). The Brief examines mathematics performance at the end of eighth grade by algebra enrollment and other characteristics, including prior mathematics ability and schools’ level of eighth-grade algebra enrollment. Data are drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which included a direct mathematics assessment at the end of the fifth and eighth grades.

An Evaluation of the Data From the Teacher Compensation Survey: School Year 2006-07 (September 15, 2010)
This report provides an overview of the Teacher Compensation Survey (TCS) data collection in 17 states for school year 2006-07. It also includes a comparison of state administrative records with other sources of data, data availability and quality. This report discusses the uses of the data, and the limitations and advantages of the TCS.

National Indian Education Study NIES 2011 - Brochure (September 9, 2010)
This two-page brochure describes the National Indian Education Study (NIES). The NIES is designed to describe the performance of American Indian and Alaska native students in mathematics and reading assessed by the National Assessment of Educational Progress, as well as the students' exposure to their culture and traditions. This brochure provides information for selected schools and for field staff involved in data collection in 2011. The NIES was also conducted in 2005, 2007, and 2009.

Postsecondary Institutions and Price of Attendance in the United States: Fall 2009 and Degrees and Other Awards Conferred: 2008-09, and 12-Month Enrollment 2008-09 (August 25, 2010)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2009 data collection, which included three survey components: Institutional Characteristics for the 2009-10 academic year, Completions covering the period July 1, 2008, through June 30, 2009, and data on 12-Month Enrollment for the 2008-09 academic year.

Revenues and Expenditures for Public Elementary and Secondary School Districts, School Year 2007-08 (Fiscal Year 2008) (August 18, 2010)
This brief publication contains data on revenues and expenditures per pupil made by school districts for school year 2007-08. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08"

Web Tables—Student Financing of Undergraduate Education: 2007–08 (August 17, 2010)
These Web Tables are a comprehensive source of information on financial aid that was awarded to undergraduate students attending postsecondary institutions in the United States during the 2007–08 academic year. Data include tuition and fees, price of attendance, type of financial aid received from federal, state, and institutional sources, net tuition (tuition and fees minus all grants), net price of attendance (price minus all grants), out-of-pocket net price (price minus all aid), and financial need. These are shown by enrollment and demographic characteristics such as dependency status, residence, race/ethnicity, gender, citizenship, family income, attendance status, and type of institution attended.

Teacher Attrition and Mobility: Results From the 2008–09 Teacher Follow-up Survey (August 11, 2010)
This First Look report provides some selected findings from the 2008-09 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.

Public Elementary and Secondary School Student Enrollment and Staff Counts From the Common Core of Data: School Year 2008–09  (August 4, 2010)
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 2008-09 school year.

Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2008-09 (August 4, 2010)
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 2008-09 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.

Technical Documentation for the National Assessment of Educational Progress (NAEP) now available (July 29, 2010)
Researchers can view documentation on all NAEP assessments from 2000 through 2007, or use the table of contents to print out only those tables and pages they need.

Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2007–08 (July 27, 2010)
This annual statistical analysis report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2007-08 school year.

Student Victimization in U.S. Schools: Results From the 2007 School Crime Supplement to the National Crime Victimization Survey has been released. (July 15, 2010)
This report uses data from the 2007 SCS to examine student criminal victimization and the characteristics of crime victims and nonvictims. It also provides findings on student reports of the presence of gangs and weapons and the availability of drugs at school, student reports of bullying and cyberbullying, and fear and avoidance behaviors of crime victims and nonvictims at school.

Status and Trends in the Education of Racial and Ethnic Groups (July 14, 2010)
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that illustrate the educational achievement and attainment of White, Black, Hispanic, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students. This report presents 29 indicators that provide demographic information and examine (1) demographics, (2) patterns of preprimary, elementary, and secondary school enrollment; (3) student achievement, (4)persistence; (5) student behaviors that can affect their education; (6) participation in postsecondary education; and (7) outcomes of education.

Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2008–09 (July 8, 2010)
This First Look presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2008-09 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data survey system.

Principal Attrition and Mobility: Results from the 2008-09 Principal Follow-up Survey (July 7, 2010)
The 2008-09 PFS was administered in order to provide attrition rates for principals in K-12 public, private, and Bureau of Indian Education (BIE) schools. The goal was to assess how many principals in the 2007-08 school year still worked as a principal in the same school in the 2008-09 school year, how many had moved to become a principal in another school, and how many had left the principalship.

National Indian Education Study 2009: Parts I and II  (June 30, 2010)
This report is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States.

PowerStats – An Easy-To-Use Data Analysis Tool for Postsecondary Education Data  (June 9, 2010)
PowerStats provides access to nine postsecondary datasets and the thousands of variables they contain. Users create tables and regressions with a visually intuitive drag and drop interface, receiving their results in a range of formats, including Excel and PDF. As the replacement to the NCES Data Analysis System (DAS), PowerStats simplifies how users view, select, manipulate and use variables, and allows users to build an online library of their work for future use and/or to share their work with other PowerStats users.

Public School Graduates and Dropouts from the Common Core of Data: School Year 2007-08 has been released (June 2, 2010)
This report presents findings associated with public high school graduation and event dropout counts for the 2007-08 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions.

NCES Releases The Condition of Education 2010 and The Condition of Education 2010 in Brief (May 27, 2010)
NCES is mandated to report to Congress and the White House on the condition of education by June 1 of each year. The Condition of Education 2010 summarizes important developments and trends in education using the latest available data.

A Profile of Criminal Incidents at School: Results From the 2003–05 National Crime Victimization Survey Crime Incident Report has been released. (May 26, 2010)
This report uses NCVS data from three calendar years, 2003–05, to examine a range of characteristics of criminal incidents that occur at school, such as the location at school where the incident occurred, time of day when the incident occurred, whether the police were notified, and characteristics of offenders including their age, race, and whether they carried a weapon.

20 States Win Grants For Longitudinal Data Systems (May 21, 2010)
The Institute of Education Sciences has awarded grants to 20 state education departments for the design and implementation of statewide longitudinal data systems. These grants, funded through the American Recovery and Reinvestment Act (ARRA) of 2009, are intended to support states with the development and implementation of systems that promote the linking of data across time and databases, from early childhood into career, including matching teachers to students, while protecting student privacy and confidentiality consistent with applicable privacy protection laws. The total value of the three-year grants will range from $5.1 million to $19.7 million. All 50 states, the District of Columbia, Puerto Rico, and the US Virgin Islands applied.

Ask NAEP Experts about The Nation's Report Card: Reading 2009 Trial Urban District Assessment (TUDA) (May 20, 2010)
Join an online Q&A to discuss data from the Nation's Report Card: Reading 2009 Trial Urban District Assessment (TUDA), live today at 2:30 p.m.

The Nation’s Report Card: Reading 2009 Trial Urban District Assessment (May 20, 2010)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in reading. Representative samples of between 900 and 2,400 fourth grade- and between 800 and 2,100 eighth-grade public school students from 18 urban districts participated in the 2009 assessment. Eleven of the districts also participated in earlier assessment years. Student performance is reported in terms of average scale scores on the NAEP reading scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for public school students in the nation, large cities nationally, and their home states. Student performance is reported by race/ethnicity and eligibility for free/reduced-price school lunch. At grade 4, average scores increased since 2007 in 4 of the 11 participating districts, although there were no significant changes in the scores for fourth-graders in the nation or large cities overall. Scores were higher in 2009 than in 2002 for 5 of the 6 districts that participated in both years. For grade 8, average reading scores for the nation and large cities were higher in 2009 than in 2007, with 2 of the 11 participating districts (Atlanta and Los Angeles) showing gains. These same 2 districts of the 5 that participated in both years scored higher in 2009 than in 2002.

NAEP Reading 2009 District Snapshot Reports (May 20, 2010)
Each district that participated in the NAEP 2009 Trial Urban District Assessment in reading 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 district 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.

The Nation’s Report Card: Reading 2009 Trial Urban District Assessment (TUDA) (May 19, 2010)
The Nation's Report Card: Reading 2009 Trial Urban District Assessment (TUDA) will be released May 20, 2010; join the online Q&A at 2:30 p.m. ET; submit questions ahead of time or during the event.

Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08 (Fiscal Year 2008) (May 19, 2010)
NCES releases the latest revenue and expenditure data on public education. This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2007-08. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.

Science Achievement and Occupational Career/Technical Education Coursetaking in High School: The Class of 2005 (May 19, 2010)
This Statistics in Brief describes the science achievement of public high school graduates who took concentrated coursework in different occupational areas compared with nonconcentrators, before and after taking into account students' science coursetaking.

Errata Sheet: Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Twin imputation problem in 9-month and 2-year data (May 18, 2010)
This errata sheet documents an imputation issue that affects the 9-month and 2-year parent education, labor force status, occupation, household income, socioeconomic status, and poverty status variables for some twins. The errata sheet indicates which cases are affected by this issue and for which variables. It also provides code that can be used to recode data for some twins.

Coming Soon: The Nation’s Report Card: Trial Urban District Assessment (TUDA) Reading 2009 (May 11, 2010)
The Nation's Report Card: TUDA Reading 2009 will be released on May 20 at 10:00 a.m.

Teachers' Use of Educational Technology in U.S. Public Schools: 2009  (May 5, 2010)
This First Look report presents data from a spring 2009 Fast Response Survey System (FRSS) survey on the availability and use of educational technology by public elementary/secondary school teachers. This includes information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students’ use of educational technology; teachers’ preparation to use educational technology for instruction; and technology-related professional development activities.

Educational Technology in U.S. Public Schools: Fall 2008 (April 28, 2010)
This First Look report presents data from a fall 2008 Fast Response Survey System (FRSS) survey on the availability and use of educational technology in public elementary/secondary schools. This includes information on computer hardware and Internet access, availability of staff to help integrate technology into instruction and provide timely technical support, and perceptions of educational technology issues at the school and district level.

Trends in the Use of School Choice 1993-2007 (April 8, 2010)
This report uses NHES data to examine enrollment trends in public schools (assigned and chosen) and private schools (religious and nonsectarian) from 1993 to 2007, as well as characteristics of charter schools and homeschooled students in 2007.

Digest of Education Statistics, 2009 (April 7, 2010)
The "Digest of Education Statistics" provides 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.

Mini-Digest of Education Statistics, 2009 (April 7, 2010)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the "Digest of Education of Statistics, 2009."

Enrollment in Postsecondary Institutions, Fall 2008; Graduation Rates, 2002 and 2005 Cohorts; and Financial Statistics, Fiscal Year 2008 (April 6, 2010)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2009 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2008; Graduation Rates, 2002 & 2005 Cohorts; and Financial Statistics, Fiscal Year 2008. These data were collected through the IPEDS web-based data collection system.

The Nation's Report Card: Reading 2009 (March 24, 2010)
The Nation's Report Card: Reading 2009 presents results from the National Assessment of Educational Progress (NAEP) for 4th and 8th graders in all the states, D.C., the DoD schools, and the nation. Find data, watch a webcast of the results, and more.

NAEP Reading 2009 State Snapshot Reports (March 24, 2010)
Each state and jurisdiction that participated in the NAEP 2009 reading 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 2009 to other states/jurisdictions is also displayed.

Alternative Schools and Programs for Public School Students At Risk of Educational Failure: 2007-08 (March 23, 2010)
This First Look report presents data from a recent district Fast Response Survey System (FRSS) survey about alternative schools and programs available to students during the 2007-08 school year. Alternative schools and programs are specifically designed to address the educational needs of students at risk of school failure in a setting apart from that of the regular public school. They can be administered by the district or an entity other than the district. The study includes information on the availability and number of alternative schools and programs, the number of students enrolled in alternative schools and program, and district policy on returning students to a regular school.

New Funding Opportunity (March 15, 2010)
The National Center for Education Research, in collaboration with the National Center for Education Statistics, is piloting a program for researchers to use the 2012 National Postsecondary Student Aid Study (NPSAS) student sample to conduct innovative experiments that examine ways to improve access to, persistence in, and/or completion of postsecondary education. The grant application deadline is 9/16/2010. For more information, go to http://nces.ed.gov/surveys/npsas/grant.

The Forum Guide to Data Ethics (February 26, 2010)
While laws set the legal parameters that govern data use, ethics establish fundamental principles of "right and wrong" that are critical to the appropriate management and use of education data in the technology age. This guide reflects the experience and judgment of experienced data managers; while there is no mandate to follow these principles, the authors hope that the contents will prove a useful reference to others in their work.

Crisis Data Management: A Forum Guide to Collecting and Managing Data About Displaced Students (February 26, 2010)
Provides guidelines that can be used by elementary and secondary education agencies to establish policies and procedures for collecting and managing education data before, during, and after a crisis.

Educational Technology in Public School Districts: Fall 2008 (December 16, 2009)
This First Look report presents data from a fall 2008 district Fast Response Survey System (FRSS) survey on the availability and use of educational technology. This includes information on networks and Internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology.

Indicators of School Crime and Safety, 2009  (December 10, 2009)
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.

Academic Libraries: 2008 First Look  (December 9, 2009)
The Academic Libraries: 2008 First Look summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.

The Nation's Report Card: Trial Urban District Assessment Mathematics 2009 (December 8, 2009)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in 18 urban districts are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.

Changes in Postsecondary Awards Below the Bachelor's Degree: 1997 to 2007 (December 2, 2009)
This Statistics In Brief describes changes in the number and types of postsecondary awards below the bachelor's degree (certificates and associate's degrees) conferred over the decade between 1997 and 2007. The study reports on changes overall and within fields of study; it also analyzes changes in the types of institutions that confer subbaccalaureate awards and differences in awards by gender and race/ethnicity.

Students’ Use of Tutoring Services, by Adequate Yearly Progress Status of School (November 25, 2009)
This Statistics in Brief reports on the use of tutoring services among public school students enrolled in grades K–12.

Employees in Postsecondary Institutions, Fall 2008, and Salaries of Full-Time Instructional Staff, 2008-09 (November 18, 2009)
This First Look presents data from the Winter 2008-09 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2008 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender.

Public Elementary and Secondary School Student Enrollment and Staff From the Common Core of Data: School Year 2007-08 (November 10, 2009)
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 2007-08 school year.

Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. restricted-use datafile (November 6, 2009)
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.

Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. public-use datafile (November 6, 2009)
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. SAS and SPSS macro and control files are included to facilitate the use of the TIMSS database by researchers.

2007-08 National Postsecondary Student Aid Study (NPSAS:08) Restricted-Use Data File (November 6, 2009)
The NPSAS:08 restricted-use data file is now available to restricted-use data licensees. NPSAS:08 contains the data on a sample of about 114,000 undergraduate students and about 14,000 graduate and first-professional students who were enrolled at any time between July 1, 2007 and June 30, 2008 in about 1,730 postsecondary institutions. The survey focuses on how students and their families pay for postsecondary education, and contains a wide range of demographic information about the nation's postsecondary students.

High School Longitudinal Study of 2009 (October 30, 2009)
The new High School Longitudinal Study of 2009 is a nationally representative, longitudinal study of 9th graders who will be followed through high school, postsecondary education, and early work experiences to gauge their learning in algebra and their decision-making processes about courses, college, and careers. Information will be collected from students, school administrators, math and science teachers, school counselors, administrative records, and parents. Data collection is underway now and will continue through December 2009.

Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007 (October 29, 2009)
This study compares education proficiency standards across states by "mapping" state 4th and 8th grade percent-proficient results from math and reading assessments onto a nationally common NAEP scale.

The Children Born in 2001 at Kindergarten Entry: First Findings From the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (October 28, 2009)
The latest results of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) have been released. Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten.

Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2007-08 - First Look (October 22, 2009)
This report 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 2007-08 school year, using data from Public Elementary/Secondary Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.

Public School Graduates and Dropouts From the Common Core of Data: School Year 2006–07 (October 21, 2009)
This First Look presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools during the 2006-07 school year. State education agencies (SEAs) provided the data to the Common Core of Data (CCD) nonfiscal survey.

Career/Technical Education Statistics Website updated (October 15, 2009)
The CTE Statistics website includes tables describing CTE at three levels: 1) secondary/high school CTE, 2) postsecondary/college career education, and 3) adult education for work. These tables are updated periodically to incorporate new topics and data from new surveys. In this update, two sets of postsecondary CTE tables have been added. The first provides estimates on CTE offerings and awards conferred in more than 100 fields of study, as of 2007. The second set of tables describes the enrollment, persistence, and attainment of postsecondary students who began their education in the 1995-96 school year.

The Nation’s Report Card: Mathematics 2009 (October 14, 2009)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.

NAEP Mathematics 2009 State Snapshot Reports (October 14, 2009)
Each state and jurisdiction that participated in the NAEP 2009 mathematics 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 2009 to other states/jurisdictions is also displayed.

Postsecondary Institutions and Price of Attendance in the United States: Fall 2008, Degrees and Other Awards Conferred: 2007-08, and 12-Month Enrollment: 2007-08 (October 13, 2009)
This report uses the Integrated Postsecondary Education Data System (IPEDS) fall 2008 data to examine institutions by such characteristics as tuition, fees, enrollment, and number of degrees conferred during the period July 1, 2007 through June 30, 2008 by Title IV postsecondary institutions.

Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2007-08 - First Look (October 13, 2009)
This First Look report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2007-08 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.

Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective (September 29, 2009)
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.

High School Dropout and Completion Rates in the United States: 2007 (September 23, 2009)
This report builds upon a series of NCES reports on high school dropout and completion rates that began in 1988. It presents estimates of national and regional dropout rates for 2007, calculates the average percentages of freshman who graduated in four years with the class of 2006, and provides data about national trends in dropout and completion rates over the last three and a half decades, from 1972 to 2007. The report also examines characteristics of dropouts and completers in these years--by race, income, gender and region.

TIMSS 2007 U.S. Technical Report and User Guide (September 23, 2009)
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.

Projections of Education Statistics to 2018 (September 15, 2009)
This publication provides projections for key education statistics including 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 2018. 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 2018. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

Release of 2006-07 Revenues and Expenditures by Public School Districts (September 8, 2009)
The latest school district finance data have been released by NCES. Data for 2006-07 are available from the NCES CCD site, and a publication with findings and select data items are available on-line. These data contain the revenues and expenditures for every school district in the United States.

U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009  (August 18, 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.

Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education (July 29, 2009)
This Statistics in Brief focuses on undergraduates who enter STEM programs, examining their characteristics and postsecondary outcomes (persistence and degree completion) several years after beginning postsecondary education. Using data from the 1995-96 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), the study found that 23 percent of 1995–96 beginning postsecondary students had majored in a STEM field at some point between their initial enrollment in 1995–96 and about 6 years later, as of 2001. STEM entrants generally did better than non-STEM entrants in terms of bachelor’s degree attainment and overall persistence. However, not all STEM entrants stayed in their fields; roughly one-third who entered a STEM field during their first year had switched to a non-STEM field at some point over the next 6 years. Among all STEM entrants between 1995–96 and 2001, some 53 percent persisted in a STEM field by either completing a degree in a STEM field or staying enrolled in a STEM field, and the remaining 47 percent left STEM fields by either switching to a non-STEM field or leaving postsecondary education without earning any credential.

On Track to Complete? A Taxonomy of Beginning Community College Students and Their Outcomes 3 Years After Enrolling: 2003-04 through 2006 (July 28, 2009)
This study uses a classification scheme, the Community College Taxonomy (CCT), to analyze outcomes for beginning community college students according to how "directed" (strongly directed, moderately directed, or not directed) they are toward completing a program of study. Levels of direction are based on factors associated with student persistence and degree attainment, and outcomes examined included institutional retention, student persistence, 4-year transfer rates, enrollment continuity, and first-year attrition. The study is based on data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06), a national sample of undergraduates who enrolled in postsecondary institutions for the first time between July 1, 2003, and June 30, 2004; participants were interviewed in 2004 and 2006. This study includes only students who initially enrolled in a community college and were not enrolled concurrently in any other institution.

NCES Statewide Longitudinal Data System Grants Request for Applications 84.384 (FY 2010) (July 24, 2009)
The purpose of grants under this program is to enable State educational agencies to design, develop, and implement statewide, longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data. The long–term goal of the program is to enable all States to create comprehensive P-20 systems that permit the generation and use of accurate and timely data, support analysis and informed decision-making at all levels of the education system, increase the efficiency with which data may be analyzed to support the continuous improvement of education services and outcomes, facilitate research to improve student academic achievement and close achievement gaps, support education accountability systems, and simplify the processes used by State educational agencies to make education data transparent through Federal and public reporting. The grants awarded will support the development and implementation of systems that have the capacity to link individual student data across time and across databases (i.e., are "interoperable"), including the matching of teachers to students, promote the linking of data collected or held by various institutions, agencies, and States, and protect student privacy consistent with applicable privacy protection laws. The submission deadline for the Statewide Longitudinal Data Systems Grant is November 19, 2009.

A Profile of Successful Pell Grant Recipients: Time to Bachelor’s Degree and Early Graduate School Enrollment (July 21, 2009)
This report describes characteristics of college graduates who received Pell Grants and compares them to graduates who were not Pell Grant recipients. For both groups of graduates, data from the Baccalaureate and Beyond Longitudinal Study (B&B:2000/01) were analyzed to determine the time it took them to complete a bachelor’s degree as well as the percentage who enrolled in graduate school within one year of college graduation.

Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress (July 14, 2009)
The study examines data from all main NAEP mathematics and reading assessments through 2007, supplemented by data from long-term trend NAEP results through 2004. Readers will find context for understanding these gaps, as the report examines both the changes in the performance of Black and White students and the changes in the Black-White achievement gap over time.

Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary Schools in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that about 63 percent of public and 37 percent of private schools employed staff with academic specialist or coaching assignments? A higher percentage of public elementary schools had staff with academic specialist or coaching assignments (73 percent) compared to private elementary (37 percent), public secondary (42 percent), and combined public schools (46 percent). The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about K-12 public, private, and Bureau of Indian Education (BIE) schools in the United States. Topics covered include: counts of all types of school staff, admission requirements, student demographics, special programs and services offered, and highest annual tuition for private schools. It is also possible to link the school data to the other SASS surveys, as applicable (district, principal, teacher, and school library media center).

Characteristics of Public and Bureau of Indian Education Elementary and Secondary School Library Media Centers in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, about 57 percent of paid professional library media center staff in traditional public schools had a Master's degree in a library-related major, which is a higher percentage than comparable staff in public charter schools (29 percent) and Bureau of Indian Education (BIE) schools (27 percent)? The 2007-08 Schools and Staffing Survey contains a variety of information about school library media centers in public and BIE K-12 schools in the 50 States and the District of Columbia. Selected findings are presented in this First Look report. Topics covered include: access to and use of a variety of information technologies, library facilities, services and policies, library staffing, feedback on students' level of information literacy and collections and expenditures. It is also possible to link the school library media center data to the other SASS surveys (i.e., school district, school, principal, and teacher).

Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Teachers in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, the average annual base salary of regular full-time public school teachers was $49,600 and the average annual base salary of regular full-time private school teachers was $36,300? The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about teachers in public, private, and Bureau of Indian Education (BIE) elementary and secondary schools in the U.S. Selected findings are presented in this First Look report. Topics covered include: characteristics of the current teaching position; educational background and certification; professional development; working conditions; school climate and attitudes about teaching; school-based and other earnings; and basic demographics. It is also possible to link the teacher data to the other SASS surveys (i.e., school district, school, principal, and library media center).

Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, 50 percent of public school principals and 53 percent of private school principals were women or that the average annual salary was $85,700 among public school principals and $57,500 among private school principals? The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about principals in public, private, and Bureau of Indian Education (BIE) elementary and secondary schools in the U.S. Topics covered include: principals' experience and training; goals and decision-making; school climate and safety; student instructional time; working conditions; and basic demographic data. It is also possible to link the principal data to the other SASS surveys (i.e., school, district, teacher, and library media center).

Characteristics of Public School Districts in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, about 10 percent of public school districts offered pay incentives to recruit or retain teachers to teach in fields of shortage? The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about school districts governing K-12 schools in the 50 states and the District of Columbia. Selected findings are presented in this First Look report. The topics you can examine with the SASS district data include basic district information (e.g., grades offered, student enrollment, and staffing); recruitment, retention, and hiring practices; principal and teacher salaries; fringe benefits offered to teachers; school choice policies; high school graduation requirements; and collective bargaining agreement status. It is also possible to link the district data to the other SASS surveys in the public sector (i.e., principal, school, teacher, library media center).

Financial Accounting for State and Local School Systems Handbook (June 23, 2009)
NCES has just released the latest version of the Financial Accounting for States and Local School Systems handbook. This handbook provides guidance for maintaining an accounting system for public education at the school district and state levels, and a detailed list of account codes and definitions. This guiidance meets all GAAP standards.

The Nation’s Report Card: 2008 Arts: Music and Visual Arts at Grade 8 (June 15, 2009)
The results are in; the National Assessment of Educational Progress (NAEP) has released the results of the 2008 national arts assessment.

Late High School Dropouts: Characteristics, Experiences, and Changes Across Cohorts (June 10, 2009)
This report presents information about selected characteristics and experiences of high school sophomores in 2002 who subsequently dropped out of school. It also presents comparative data about late high school dropouts in the years 1982, 1992, and 2004. The findings address only dropping out in late high school and do not cover students who dropped out before the spring of 10th grade. For this reason, the reported rates are lower than those based on the students’ entire high school or earlier school career.

Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2006-07 (June 9, 2009)
This report describes the enrollment, high school graduation and dropout rates, pupil/teacher ratios, and expenditures for education in these largest school districts.

An Overview of Technical Procedures for the NAEP Assessment (June 2, 2009)
This document provides detail about the technical aspects of National Assessment of Educational Progress (NAEP). The goals of the publication are to provide readers with an overview of the projects and to help them better understand the philosophical approach, procedure, analyses, and psychometric underpinnings of NAEP. The guide follows a question-and-answer format, presenting the most commonly asked questions and following them with succinct answers. A glossary is found at the end of the guide, along with a schedule of assessments.

The Condition of Education 2009 (May 28, 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.

The Condition of Education 2009 in Brief (May 28, 2009)
The Condition of Education 2009 in Brief contains a summary of 12 of the 46 indicators in The Condition of Education 2009. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; student achievement from the National Assessment of Educational Progress in reading and mathematics; status dropout rates; immediate transition to college; educational attainment; expenditures for elementary and secondary education; and undergraduate fields of study.

An Evaluation of Bias in the 2007 National Households Education Surveys Program: Results From a Special Data Collection Effort (May 12, 2009)
The National Household Education Surveys Program (NHES) is a random digit dialing (RDD) survey program developed by the National Center for Education Statistics (NCES) in the Institute of Education Sciences, U.S. Department of Education. The surveys are designed to help NCES collect data directly from households about important education topics. Like many household studies that rely on landline phone sampling frames, NHES has experienced both declining response rates and increasing undercoverage rates. The study described in this report was designed to examine bias in the NHES:2007 due to nonresponse, as well as bias due to noncoverage of households that only had cell phones and households without any telephones. Results from this study suggest that there is no systematic pattern of bias in key statistics from the NHES:2007, though it might underestimate some indicators such as the percentage of preschoolers who watch two or more hours of TV in a typical weekday and overestimate some indicators such as the percentage of preschoolers with mothers who are not in the labor force.

Basic Reading Skills and the Literacy of the America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies (May 6, 2009)
The 2003 NAAL assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL project comprised four assessment components: the core literacy tasks, the main literacy assessment, the Fluency Addition to NAAL (FAN), and the Adult Literacy Supplemental Assessment (ALSA). Results from the main literacy assessment are reported as averages and as the percentage of adults in each of four literacy levels: Below Basic, Basic, Intermediate, and Proficient. This report focuses on results from the FAN and the ALSA.

Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety: 2007-08 (May 5, 2009)
This First Look report uses data from the 2007-08 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime. SSOCS is the primary source of school-level data on crime and safety for NCES. Since 1999, it has been administered four times to the principals of nationally representative samples of public primary, middle, high, and combined schools.

New Indicators of Career/Technical Education Coursetaking: Class of 2005 (April 29, 2009)
This Statistics in Brief uses data from the 2005 High School Transcript Study (HSTS) to examine the career/technical education (CTE) coursetaking of public high school graduates using new indicators of participation. These indicators examine the extent to which students participate in CTE and in specific occupational areas (such as agriculture and business) broadly (many students earning credits) versus deeply (many credits earned by participating students). First, the brief looks at student participation across the three main CTE curriculum areas (family and consumer sciences education, general labor market preparation, and occupational education). Second, the brief looks at coursetaking within occupational areas, including occupational concentration. Finally, the brief examines coursetaking across occupational areas, including the areas that students tend to combine.

The Nation's Report Card: Long-Term Trend 2008 (April 28, 2009)
This report presents the results of NAEP’s long-term trend assessments in reading and mathematics that were administered in the 2007–08 school year to students aged 9, 13, and 17. Because the long-term trend assessments have been administered at different times during NAEP’s 40-year history, it is possible to chart educational progress back to 1971 in reading and 1973 in mathematics. The previous long-term trend assessment occurred in 2004. This report provides trend results in terms of average scale scores, percentiles, and five performance levels. Results are described by race/ethnicity, gender, and type of school. Sample test questions are provided for each age level in each subject. Overall, the national trend in reading showed gains in average scores at all three ages since 2004. Average reading scores for 9- and 13-year-olds increased in 2008 compared to 1971, but the reading score for 17-year-olds was not significantly different. The national trend in mathematics showed that both 9- and 13-year-olds had higher average scores in 2008 than in any previous assessment year. For 17-year-olds, there were no significant differences between the average score in 2008 and those in 1973 or 2004.

Results From The Nation's Report Card: Trends in Academic Progress 2008 Released (April 28, 2009)
Results from the 2008 NAEP Trends in Academic Progress assessment were just released at http://nationsreportcard.gov; join Associate Commissioner Peggy G. Carr for an online chat at 2 p.m. about the results.

Indicators of School Crime and Safety: 2008 (April 21, 2009)
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.

New IPEDS Data Center  (April 20, 2009)
The new IPEDS Data Center replaces the Peer Analysis System and Dataset Cutting Tool and is a "one-stop-shop" for retrieving and analyzing IPEDS data.

For a detailed announcement about the Data Center, go to http://nces.ed.gov/ipeds/news_room/ana_4_6_2009.asp

To start using the new Data Center, go to http://nces.ed.gov/ipeds/datacenter/

QuickStats Data Tool Released (April 15, 2009)
QuickStats allows users to easily create tables by selecting from a list of datasets, then selecting variables contained within as column and row categories, employing a simple drag-and-drop process. Once the tables are produced, they can choose to view their results in bar graph form, downloads into MS Excel, create a printer layout, or save them by generating a unique table ID for quick retrieval.

2007-08 National Postsecondary Student Aid Study (NPSAS:08): Student Financial Aid Estimates for 2007-08 (April 14, 2009)
This is the First Look at the results of the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. About 114,000 undergraduate students and 14,000 graduate and first professional students were randomly selected from more than 1,600 postsecondary institutions. The report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level.

The Nation's Report Card: Trends in Academic Progress 2008 (April 13, 2009)
Results from the NAEP long-term trend assessment are scheduled to be released on April 28, 2009 at 10:00 a.m.; submit your questions for the online chat with Associate Commissioner Peggy G. Carr on April 28th at 2 p.m.

NAEP Releases New NAEP Data Explorer (April 9, 2009)
The new tool takes advantage of the latest internet technology to present users with a friendlier interface, enhanced analysis selections, and improved reporting options to aid researchers, policy-makers, the media, and others interested in investigating the results from NAEP assessments. NDE users will find powerful graphing capabilities, achievement levels as variables or statistics, new Large Central City and National Private jurisdictions, and the option to perform gap analysis on any combination of variables, years, or jurisdictions.

SLDS FY2009 Grants Awarded  (April 3, 2009)
The third round of statewide longitudinal data systems grants have been awarded to 27 states.

Comparative Indicators of Education in the United States and Other G-8 Countries: 2009 (March 25, 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).

NAEP Training Opportunity: HSTS Database Training Seminar (March 23, 2009)
This NAEP training opportunity, July 22-24, 2009, is an advanced studies seminar on the use of the NAEP High School Transcript Study (HSTS) database for education research and policy analysis.

NAEP Training Opportunity: Using NAEP for Research and Policy Analysis (March 23, 2009)
This NAEP training opportunity, July 7-10, 2009, is an advanced studies seminar on the use of the NAEP database of nationally representative achievement scores on 4th, 8th, and 12th graders from public and non-public schools plus background information on the students who were assessed and their learning environment.

Characteristics of Private Schools in the United States: Results from the 2007-08 Private School Universe Survey  (March 19, 2009)
This report on the 2007-08 Private School Universe Survey presents data on private schools in the United States for grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, geographic region, urbanicity type, and program emphasis.

Digest of Education Statistics, 2008 (March 18, 2009)
Provides 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.

Literacy of Foreign-Born Adults in the United States: 2003 (March 17, 2009)
This Issue Brief draws on data from the 2003 National Assessment of Adult Literacy (NAAL) to explore the English literacy of foreign-born adults living in households in the United States. The brief presents the English literacy scores of foreign-born adults age 16 and older by race/ethnicity, age of arrival in the United States, years spent in the United States, highest level of educational attainment, and language spoken before starting school. Scores are reported on three literacy scales: prose, document, and quantitative.

Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2006-07 (Fiscal Year 2007) (March 11, 2009)
This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2006-07. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.

Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 and 2004 Cohorts; and Financial Statistics, Fiscal Year 2007 (March 10, 2009)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2008 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 & 2004 Cohorts; and Financial Statistics, Fiscal Year 2007. These data were collected through the IPEDS web-based data collection system.

Mini-Digest of Education Statistics, 2008 (March 4, 2009)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2008.

After-School Programs in Public Elementary Schools (February 10, 2009)
This study provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. These programs included stand-alone programs that focus primarily on a single type of service (e.g., only day care) and broad-based programs that provide a combination of services such as academic enrichment and cultural activities. This report focuses on four broad types of after-school programs: (1) fee-based stand-alone day care programs for which parents paid fees; (2) stand-alone academic instruction/tutoring programs that focus exclusively on academic instruction or tutoring, including Supplemental Educational Services in schools that did not meet Adequate Yearly Progress; (3) the 21st Century Community Learning Centers (21st CCLCs) administered through the federally funded 21st CCLC Program to provide academic enrichment opportunities; and (4) other types of formal stand-alone or broad-based after-school programs.

Course Credit Accrual and Dropping Out of High School, by Student Characteristics (February 3, 2009)
This Statistics in Brief uses data from the Education Longitudinal Study of 2002 (ELS:2002) to examine the number of credits earned by high school students and the relationship between course credit accrual and dropping out.

Indirect County and State Estimates of the Percentage of Adults at the Lowest Literacy Level for 1992 and 2003 (January 8, 2009)
The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL and NALS produced direct estimates of Prose, Document, and Quantitative literacy, each reported on a 0 to 500 scale and on four performance levels: Below Basic, Basic, Intermediate, and Proficient based on this scale. This report, describes the statistical methodology used to produce the model-dependent--indirect--estimates of the percentages of adults at the lowest literacy level for individual states and counties for 1992 and 2003.

Distance Education at Degree-Granting Postsecondary Institutions: 2006-07 (December 30, 2008)
This report presents findings from "Distance Education at Postsecondary Institutions: 2006–07," a survey that was designed to provide national estimates on distance education at 2-year and 4-year Title IV eligible, degree-granting institutions. Distance education was defined as a formal education process in which the student and instructor are not in the same place. Thus, instruction may be synchronous or asynchronous, and it may involve communication through the use of video, audio, or computer technologies, or by correspondence (which may include both written correspondence and the use of technology such as CD-ROM). The questionnaire instructed institutions to include distance education courses and programs that were formally designated as online, hybrid/blended online, and other distance education courses and programs. Hybrid/blended online courses were defined as a combination of online and in-class instruction with reduced in-class seat time for students.

1.5 Million Homeschooled Students in the United States in 2007 (December 23, 2008)
This Issue Brief provides estimates of the number and percentage of homeschooled students in the United States in 2007 and compares these estimates to those from 1999 and 2003. In addition, parents’ reasons for homeschooling their children in 2007 are described and compared to 2003. Estimates of homeschooling in 2007 are based on data from the Parent and Family Involvement in Education Survey (PFI) of the 2007 National Household Education Surveys Program (NHES).

Mathematics Achievement of Language-Minority Students During the Elementary Years (December 16, 2008)
This Issue Brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the scores of public-school language-minority students on a mathematics assessment in 1st grade, as well as the gain in their scores between 1st and 5th grades. Scores are reported by three background characteristics--student's race/ethnicity, poverty status, and mother’s education--that have been found to be related to achievement. The findings indicate that language-minority students (English Proficient students and English Language Learners) scored lower on a 1st-grade mathematics assessment than did students whose primary home language was English. Between 1st and 5th grades, there was no measurable difference in gain scores on the mathematics assessment among the three language groups. However, gain score differences within and between the language groups were found by student background characteristics. For example, Asian language-minority students made greater gains than their Hispanic peers.

Employees in Postsecondary Institutions, Fall 2007, and Salaries of Full-Time Instructional Faculty 2007-08 (December 11, 2008)
This report presents information from the Winter 2007-08 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2007 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2007-08 by length of contract/teaching period, academic rank, gender, and average salaries.

The Nation's Report Card: Mathematics 2007 Performance of Public School Students in Puerto Rico (December 10, 2008)
The NAEP 2007 mathematics assessment administered in Puerto Rico to approximately 2,800 fourth- and eighth-grade students from 100 public schools tested students' facility with such topics as measurement, geometry, algebra, and data analysis and probability. The results of this assessment are compared to those for public school students nationally.

Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (December 9, 2008)
The Trends in International Mathematics and Science Study (TIMSS) 2007 is the fourth administration of this international comparison since the 1995 initial administration. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2007, there were 58 countries and educational jurisdictions that participated in TIMSS, at the fourth- or eighth-grade level, or both.

Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades (December 2, 2008)
This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine (1) the amount of time that students' public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often their children did homework at home in the first, third, and fifth grades. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. The findings indicate that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening, whereas generally children in lower minority schools had teachers who expected less homework. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week.

Public Elementary and Secondary School Student Enrollment and Staff From the Common Core of Data: School Year 2006-07 (November 24, 2008)
This report presents 2006-07 school year information at the national and state level on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios.

Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities (November 18, 2008)
This report examines the relationship between various characteristics of students with disabilities and the probability that they would participate in the NAEP assessments, given the current methods of accommodation adopted by their state.

NCES just released the 2006-07 Nonfiscal CCD Local Education Agency Data Files (October 29, 2008)
The data files provide a listing of all agencies providing free public elementary and secondary education in the United States and its jurisdictions, along with basic descriptive statistical information on each agency listed.

NCES just released the 2006-07 CCD nonfiscal school universe survey data files (October 29, 2008)
The 2006-07 Common Core of Data (CCD) nonfiscal school survey data files provide a listing of all schools providing free public elementary and secondary education, along with basic descriptive statistical information on each school listed. The data were submitted to NCES by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense (DoD) dependents schools (overseas and domestic), and the Bureau of Indian Education (BIE).

Numbers and Types of Public Elementary and Secondary Education Agencies From the Common Core of Data: School Year 2006-07 - First Look  (October 28, 2008)
This First Look presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2006-07 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.

Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2006-07 - First Look  (October 28, 2008)
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2006-07 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.

National Household Education Surveys Program of 2001-07 Electronic Codebook, Public-Use Data Files, and User's Manuals (October 27, 2008)
Two surveys were fielded in 2007 as part of the National Household Education Surveys Program (NHES): the School Readiness Survey (SR) and the Parent and Family Involvement in Education Survey (PFI). Three surveys were fielded in 2005: the Early Childhood Program Participation (ECPP), the After-School Programs and Activities (ASPA), and the Adult Education (AE) surveys. The 2003 collections were the Parent and Family Involvement (PFI) and the Adult Education for Work-Related Reasons (AEWR) surveys. Three surveys were also fielded in 2001 as part of NHES. These were earlier versions of the 2005 collections and include the Adult Education and Lifelong Learning Survey (AELL), the Before- and After-School Programs and Activities Survey (ASPA), and the Early Childhood Program Participation Survey (ECPP). The data, data documentation, and software to help search through and convert the data from these surveys into SPSS, SAS, or STATA files are available on CD. Data files and documentation can also be downloaded directly from this website.

Student Victimization in U.S. Public Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey  (October 21, 2008)
This report provides estimates of student victimization as defined by the 2005 School Crime Supplement (SCS) to the 2005 National Crime Victimization Survey (NCVS). NCVS is the nation's primary source of information on crime victimization and the victims of crime in the United States and the SCS is a supplement to NCVS that was created to collect information about school-related victimization on a national level. This report incorporates findings from student respondents ages 12-18 in grades 6-12 that were interviewed during the 2005 school year. It shows that student victims of crime are more likely to report conditions of an unfavorable school climate, security measures at school, and exhibit fear and avoidance behaviors. Additional topics covered in this report include the prevalence and type of student victimization at school and selected characteristics of victims, including their demographic characteristics and school type; and victim and nonvictim reports of the presence of gangs and weapons and the availability of drugs.

NCES Announces DataLab (October 8, 2008)
DataLab puts a wide range of survey data collected by NCES at your fingertips. Whether you want a quick number or an in-depth look at education data, the tools in the DataLab are designed to do both.

QuickStats, available now, is a guided table generator that allows users to produce a table with ease. Designed for those who are new to NCES data, or those who wish to answer basic questions -- what percent of college students are from low-income families? what percent of adults are taking coursework outside of the traditional college setting? what are the teaching challenges most often cited by public school teachers? -- QuickStats provides easy access to frequently used variables in many NCES studies of students, teachers, schools, and postsecondary institutions.

PowerStats, available in the spring of 2009, will permit users to produce complex tables and to run regressions, and to draw upon thousands of variables from many NCES studies. Like its predecessor the NCES DAS, Powerstats will allow for many kinds of regression analyses, including weighted least squares and logistic regression.

Postsecondary Institutions in the United States: Fall 2007 and Degrees and Other Awards Conferred: 2006-07, and 12-Month Enrollment 2006-07  (October 7, 2008)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2007 data collection, which included two survey components: Institutional Characteristics for the 2007-08 academic year, and Completions covering the period July 1, 2006, through June 30, 2007. It also presents data on 12-Month Enrollment for the 2006-07 academic year. These data were collected through the IPEDS web-based data collection system.

Status and Trends in the Education of American Indians and Alaska Natives: 2008  (September 30, 2008)
This report examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education. It shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance.

Eighth Grade: First Findings From the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) (September 24, 2008)
This first look uses data collected from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) when most of the cohort was in the eighth grade. This report is intended to provide a snapshot of the eighth-grade round of the ECLS-K and make the data available to encourage more in-depth analysis using more sophisticated statistical methods. It looks at multiple aspects of the cohort's middle school year; including overall achievement in reading, mathematics, and science; attainment of specific reading and mathematics proficiencies; participation in various school-sponsored activities; time spent on homework; and educational aspirations. The focus of this report is on the majority of the cohort promoted on schedule and for these children, the estimates are presented by various child and family characteristics.

Postsecondary Career/Technical Education: Changes in the Number of Offering Institutions and Awarded Credentials from 1997 to 2006 (September 23, 2008)
This issue brief examines trends from 1997 to 2006 in the number of sub-baccalaureate postsecondary institutions that offer programs in career/technical education (CTE), and the number of sub-baccalaureate CTE credentials awarded by postsecondary institutions. Trends were examined by institutional sector, focusing on the three sectors most commonly offering CTE: Public two -year institutions, for-profit less-than-two -year institutions, and for-profit two-year institutions.

Managing an Identity Crisis: Forum Guide to Implementing New Federal Race and Ethnicity Categories  (September 18, 2008)
This Guide provides information about the 1997 standards and suggestions about how to implement them at the state and school district level. It covers developing policies and procedures, communicating with staff and the public, re-identification, and coding, storing, reporting, and bridging data.

Projections of Education Statistics to 2017 (September 17, 2008)
This publication provides projections for key education statistics including 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 2017. 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 2017. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

2008 National Postsecondary Student Aid Study (NPSAS:08) Field Test Methodology Report  (September 10, 2008)
This report describes the methodology and findings of the NPSAS:08 field test, which took place in the 2006-07 school year. The NPSAS:08 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2007-08 school year.

Dropout and Completion Rates in the United States: 2006 (September 3, 2008)
This report presents estimates of rates for 2006 and provides data about trends in dropout and completion rates over the last three decades (1972-2006), including characteristics of dropouts and completers in these years.

Education and Certification Qualifications of Departmentalized Public High-School Level Teachers of Core Subjects: Evidence from the 2003-04 Schools and Staffing Survey (September 2, 2008)
This report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields. Teachers of these subjects were considered to be in-field majors if they held a major that they had earned at the bachelor's degree level or higher in the subject(s) that they taught.

Community Colleges: Special Supplement to The 2008 Condition of Education (August 20, 2008)
This Special Supplement to The Condition of Education 2008 provides a descriptive profile of community colleges in the United States, examines the characteristics of students who entered community college directly from high school, and looks at rates of postsecondary persistence and attainment among community college students in general. It also compares the characteristics of these institutions and of the students who enroll in them with those of public and private 4-year colleges and universities.

Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06  (August 19, 2008)
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year.

Parents' Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007 (August 12, 2008)
This descriptive report presents initial findings on the school readiness of young children, as reported by their parents, from the School Readiness Survey (PFI) of the 2007 National Household Education Surveys Program (NHES). It also incorporates basic demographic information about the population of children ages 3 to 6 who have not yet entered kindergarten, their parents'/guardians' characteristics, and the characteristics of the households in which they live. Topics covered include the participation of young children in preschool or other types of center-based care or education arrangements; parental plans for kindergarten enrollment and parents' beliefs about what they think they should do to prepare their children for school; children's developmental accomplishments and difficulties, including emerging literacy and numeracy skills; family activities with children in and outside of the home; and children’s television-viewing habits.

Parent and Family Involvement in Education, 2006-07 School Year, from the National Household Education Surveys Program of 2007 (August 5, 2008)
This descriptive report presents initial findings on parents' and families' involvement in their children's education from the Parent and Family Involvement in Education Survey (PFI) of the 2007 National Household Education Surveys Program (NHES). It also incorporates basic demographic information about the population of students in kindergarten through 12th grade, their parents'/guardians' characteristics, and the characteristics of the households in which they live. Topics covered include parent reports of their involvement in activities at school, their involvement with homework, school communication practices, schools' provision of information on select topics, parent satisfaction with various school characteristics, expectations for their children's educational attainment, and family plans to help pay for postsecondary education.

Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later (July 30, 2008)
This NCES report provides a description of the characteristics and enrollment patterns of a nationally representative sample of students who began postsecondary education for the first time during the 2003-04 academic year. Using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study, the report describes the background, academic preparation, and experience of these beginning students over three academic years, from July 2003 to June 2006, and provides information about rates of persistence, program completion, transfer, and attrition. The focus is on differences among students beginning at either 4-year, 2-year, or less-than-2-year institutions.

Revenues and Expenditures by Public School Districts: School Year 2005-06  (July 29, 2008)
This brief publication contains data on revenues and expenditures per pupil made by school districts for school year 2005-06. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2005-06" (NCES 2008-328)

Career and Technical Education in the United States: 1990–2005 (July 22, 2008)
This compendium report describes recent trends in career and technical education (formerly vocational education) at the secondary, postsecondary, and adult levels. The report looks at trends in CTE offerings, who participates in CTE, what types of CTE students take, who teaches CTE, and the labor market and further education outcomes attained by CTE participants.

America's Children in Brief: Key National Indicators of Well-Being, 2008 (July 11, 2008)
The Federal Interagency Forum on Child and Family Statistics, a collection of 22 Federal government agencies, including NCES, involved in research and activities related to children and families, has just released America's Children in Brief: Key National Indicators of Well-Being, 2008. The report continues the tradition of cooperation and commitment by agencies across the Federal Government to advance our understanding of children today and indicate what may be needed to bring them a better tomorrow. This year’s report shows that reading and math scores are up for 4th and 8th graders.

Academic Libraries: 2006  (July 8, 2008)
This First Look report summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.

Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 and 2004-05  (June 27, 2008)
This report details findings from "Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2004-05," a survey that was designed to provide policymakers, researchers, and educators with information about technology-based distance education courses in public elementary and secondary schools nationwide. This report also compares these findings with baseline data collected in 2002-03, and provides longitudinal analysis of change in the districts that responded to both the 2002-03 and 2004-05 surveys. For these two surveys, distance education courses were defined as credit-granting courses offered via audio, video, or Internet or other computer technologies to elementary and secondary school students enrolled in the district, in which the teacher and students were in different locations.

NCES Statewide Longitudinal Data System Grants Request for Applications - 84.372 (FY 2009) (June 26, 2008)
The National Center for Education Statistics within the Institute of Education Sciences has released a Request for Applications for the Statewide Longitudinal Data System. The purpose of this program is to provide grants to SEAs to enable such agencies to design, develop, and implement statewide longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data, consistent with the Elementary and Secondary Education Act of 1965. The long term goal of this program is to increase the number and capacity of comprehensive statewide longitudinal data systems, thereby permitting States to generate accurate and timely data to meet reporting requirements; support evidence-based education decision-making; and increase the efficiency and organization of transferring educational data among schools, districts, and states in order to improve student achievement. These grants will support the development of statewide longitudinal systems that link individual student data, promote interoperability across institutions and States, and protect student privacy consistent with applicable privacy protection laws. The submission deadline for the Statewide Longitudinal Data System Grants is September 25, 2008.

Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2005-06  (June 26, 2008)
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2005-06 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures. Findings include: In 2005-06, these 100 largest districts enrolled 23 percent of all public school students, and employed 22 percent of all public school teachers. The districts produced 20 percent of all high school completers (both diploma and other completion credential recipients) in 2004-05. Across the districts, the averaged freshman graduation rate was 69.5 percent. Three states -- California, Florida, and Texas -- accounted for almost half of the 100 largest public school districts. Current per-pupil expenditures in fiscal year 2003 ranged from a low of $5,104 in the Puerto Rico School District to a high of $18,878 in the District of Columbia Public School District.

Just Released: National Indian Education Study - Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (June 25, 2008)
This report presents information about the educational, home, and community experiences of approximately 21,000 American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007.

Trends Among High School Seniors, 1972-2004  (June 24, 2008)
Using questionnaire and transcript data collected in 1972, 1980, 1982, 1992, and 2004, this report presents information on five cohorts of high school seniors. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, and socioeconomic status (SES).

NAEP High School Transcript Studies Training for NAEP Researchers (June 18, 2008)
June 23 is the application deadline for this three-day advanced studies seminar on the use of NAEP transcript data for education research and policy analysis, August 4-6.

Using NAEP for Research and Policy Analysis--NAEP Database Training Seminar. (June 18, 2008)
June 23 is the application deadline for this three-day advanced studies seminar on the use of NAEP data for education research and policy analysis, July 30 to August 1.

Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 and 2003 Cohorts; and Financial Statistics, Fiscal Year 2006  (June 3, 2008)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2007 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 & 2003 Cohorts; and Financial Statistics, Fiscal Year 2006. These data were collected through the IPEDS web-based data collection system.

Condition of Education 2008 (May 29, 2008)
The Condition of Education 2008 summarizes important developments and trends in education using the latest available data. The report presents 43 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 2008 print edition includes 43 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.

Attrition of Public School Mathematics and Science Teachers (May 19, 2008)
Using data from the Teacher Follow-up Survey (TFS), this Issue Brief reports on trends in the attrition of public school mathematics and science teachers over a 16-year period and examines the reasons given by mathematics and science teachers for leaving teaching employment. Findings from the analysis indicate that the percentage of public school mathematics and science teachers who left teaching employment did not change measurably between 1988–89 and 2004–05. However, the percentage of other public school teachers who left teaching employment did increase over the same period. Differences were found between mathematics and science leavers and other leavers. For example, of those teachers with a regular or standard certification, a smaller percentage of mathematics and science teachers than other teachers left teaching employment. In addition, when asked to rate various reasons for leaving the teaching profession, greater percentages of mathematics and science leavers than other leavers rated better salary or benefits as very important or extremely important.

National Indian Education Study 2007 Part I on the NAEP Website (May 14, 2008)
This report presents the results for Part I of the National Indian Education Study (NIES) focusing on the performance of American Indian and Alaska Native (AI/AN) fourth- and eighth-graders on the 2007 National Assessment of Educational Progress in reading and mathematics. A national sample of approximately 10,100 AI/AN students at grades 4 and 8 participated in the reading assessment and 10,300 in the mathematics assessment. Results from this study are compared to those from the first such study conducted in 2005. The results for 11 states with relatively large populations of AI/AN students are presented in addition to the national results.

National Indian Education Study Part I Available May 14 on the NAEP Website (May 6, 2008)
The National Indian Education Study (NIES), first conducted in 2005, is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Part I of the NIES will be released on May 14, providing in-depth information on the academic performance of fourth- and eighth-grade AI/AN students on the 2007 National Assessment of Educational Progress (NAEP) in mathematics and reading. NIES provides data on a nationally representative sample of American Indian and Alaska Native students in public, private, Department of Defense, and Bureau of Indian Education funded schools. It is a reliable source of data for educators, administrators, and policymakers who address the educational needs of our students. Part II of the study was conducted through a survey to explore the educational experiences of the fourth- and eighth-grade AI/AN students who participated in the NAEP assessments. The survey focused on the integration of native language and culture into school and classroom activities. Results of the 2007 survey will be available in the summer of 2008. The study is sponsored by the Office of Indian Education (OIE) and conducted by the National Center for Education Statistics for the U.S. Department of Education. NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.

Integrated Postsecondary Education Data System Human Resources Data Quality Study  (May 5, 2008)
The purpose of this study was to assess the reliability and quality of human resources (HR) data collected through the Integrated Postsecondary Education Data System (IPEDS) from postsecondary institutions in the academic year 2004-2005. The 2004-05 IPEDS HR data collected in the Salaries (SA) and Employees by Assigned Position (EAP) components were compared to HR data from several external sources. An assessment of the 2004-05 IPEDS Fall Staff component was also made; however, the assessment involving the Fall Staff component differed from the assessment involving the IPEDS SA and EAP components because the reporting of Fall Staff data was optional in 2004-05 while the reporting of SA and EAP data was required in 2004-05 for Title IV institutions that met the minimum criteria for applicability. After taking definitional differences, data elements, and comparable institutions into consideration, HR data from the IPEDS SA component and HR data from the external sources were fairly consistent with one another. Where data for 9/10- and 11/12-month full-time faculty members could be separated, data for 9/10-month faculty members were more consistent between the data sources while data for 11/12-month faculty were somewhat less consistent. Detailed data (by gender and academic rank) were less likely to be consistent from one report to another than were overall totals or averages. The HR data from the IPEDS EAP component that were compared to the HR data from the external sources revealed very small to large differences depending on the data element evaluated. The analysis of the executive/administrative/managerial staff reported to IPEDS and to external sources revealed large differences, which were most likely related to the lack of common definitions between the sources. Overall, the 2004-05 optional year Fall Staff component data were at least as accurate as the original 2003-04 required year data submissions for both degree- and non-degree-granting institutions.

An Exploratory Analysis of the Content and Availability of State Administrative Data on Teacher Compensation  (April 29, 2008)
This report identifies state education agencies (SEAs) that maintain records on pay for public school teachers, the comparability of these records, and whether the data might be available to the research community. The report finds that many states maintain teacher-level records with earnings and other teacher characteristics, and are willing to share these data with researchers. It is feasible to use teacher employment and compensation data collected by SEAs to conduct large multistate comparative studies of teacher pay. These studies would not only permit overall comparisons of pay, but also comparisons of teacher pay at various points along typical career trajectories, with breakdowns by teacher demographics and state or district characteristics.

Teacher Career Choices: Timing of Teacher Careers Among 1992-93 Bachelor's Degree Recipients (April 29, 2008)
This report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) to analyze the teaching career choices of 1992-93 bachelor's degree recipients. As of 2003, some 87 percent of graduates reported not teaching in 1994, 1997, and 2003 (nonteachers). Of the 13 percent of graduates who were teaching at one or more of the three follow-up interviews, 31 percent taught consistently, 41 percent were late starters, 16 percent were leavers, and 12 percent were other teachers. The report also provides an in-depth look at the teacher career choices of those graduates with various demographic characteristics, academic backgrounds, teaching assignments, and salaries. Among those who taught, graduates with dependents in each year (1993, 1997, and 2003) taught consistently at higher rates than graduates without dependents. Most graduates who taught consistently had majored in education for their bachelor's degree (77 percent). On the other hand, 40 percent of education majors were not teaching at the elementary/secondary level in 1994, 1997, or 2003. Many of the 1992-93 graduates who became teachers had earned a master's degree or higher by 2003 and had done so at higher rates than graduates who did not teach: 39 percent of graduates who taught had attained a master's degree or higher by 2003, compared with about one-quarter of those who did not teach. The results in this report may inform research on teacher supply and demand, teacher attrition, and teacher retention.

Parent Expectations and Planning for College: Statistical Analysis Report (April 22, 2008)
This report uses data from the 2003 National Household Education Surveys Program (NHES) Parent and Family Involvement Survey (PFI) to examine the characteristics associated with the educational expectations parents had for their children and the postsecondary education planning practices families and schools engaged in. The results presented in this report are based on a sample of students in grades 6 through 12 who represented the 28,182,000 students in grades 6 through 12 in the United States in early 2003. The data revealed that roughly nine out of every 10 students (91 percent) in grades 6 through 12 had parents who expected them to continue their education beyond high school, with about two-thirds (65 percent) having had parents who expected them to finish college. Other findings presented in this report show that about one-third (32 percent) of students had parents who perceived that their child's school did very well at providing information to help their child plan for postsecondary education. Finally, among students whose parents expected them to continue their education after high school, 82 percent had parents who reported that the family was planning on helping to pay for their child's postsecondary education costs, and among those whose parents reported that the family was planning on helping to pay the costs, 66 percent had parents who reported that they had enough information about postsecondary education costs to begin planning.

Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2005-06 (Fiscal Year 2006) (April 15, 2008)
This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2005-06. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.

Findings from the Pilot Teacher Compensation Survey: School Year 2005-06 (April 10, 2008)
This brief publication contains summary data from the research and development effort to collect individual salary and demographic data on public school teachers. Seven states participated in this effort: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. Data from full-time public school teachers who teach at only one school were included in the analysis. Median salaries and counts for different groupings by experience, age, race, and gender are presented.

The Nation's Report Card: Writing 2007 (April 3, 2008)
This report presents the results of the 2007 National Assessment of Educational Progress (NAEP) writing assessment. It was administered to a nationally representative sample of more than 165,000 eighth- and twelfth-graders from public and private schools. In addition to national results, the report includes state and urban district results for grade 8 public school students. Forty-five states, the Department of Defense schools, and 10 urban districts voluntarily participated. To measure their writing skills, the assessment engaged students in narrative, informative, and persuasive writing tasks. NAEP presents the writing results as scale scores and achievement-level percentages. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. The 2007 national results are compared with results from the 2002 and 1998 assessments. At grades 8 and 12, average writing scores and the percentages of students performing at or above Basic were higher than in both previous assessments. The White -- Black score gap narrowed at grade 8 compared to 1998 and 2002 but showed no significant change at grade 12. The gender score gap showed no significant change at grade 8 compared with previous assessments but narrowed at grade 12 since 2002. Eighth-graders eligible for free or reduced-price school lunch scored lower on average than students who were not eligible. Compared with 2002, average writing scores for eighth-graders increased in 19 states and the Department of Defense schools, and scores decreased in one state. Compared with 1998, scores increased in 28 states and the Department of Defense Schools, and no states showed a decrease. Scores for most urban districts at grade 8 were comparable to or higher than scores for large central cities but were below the national average. Trend results are available for 4 of the 10 urban districts.

Comparison Between NAEP and State Assessment Results: 2003 (April 2, 2008)
Two new research and development reports compare state and NAEP assessment results in reading and in mathematics, based on data from 2003 and earlier assessments. For each state, three aspects of student progress are addressed:

* Where the state standards fall on the NAEP scales for grades 4 and 8;
* How much progress the state made toward the NAEP equivalent of the state’s standards, from the earlier assessments to 2003;
* How much the racial/ethnic achievement gaps in each state have changed during this same period.

These two-volume reports also compare the NAEP findings with similar findings reported by each state on its own assessments. In each report, the first volume introduces the strengths and limitations of the study’s methodology and data sources, and the second volume contains detailed findings for each state, introduced by an explanation of the state profiles.

Download these reports: Comparison Between NAEP and State Mathematics Assessment Results: 2003
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008475
Comparison Between NAEP and State Reading Assessment Results: 2003
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008474

To read more about research comparing NAEP and state and NAEP standards, see
http://nces.ed.gov/nationsreportcard/researchcenter/statemapping.asp
A related report is available at http://nces.ed.gov/nationsreportcard/pubs/studies/2007482.asp

Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2004-05  (April 1, 2008)
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2004-05 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures.

Characteristics of Private Schools in the United States: Results from the 2005-2006 Private School Universe Survey (April 1, 2008)
This report on the 2005-2006 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics.

StatChat on 2007 NAEP Writing Assessment Results (March 25, 2008)
At 2pm on April 3, join National Center for Education Statistics Associate Commissioner Peggy G. Carr for an online StatChat about the 2007 writing assessment results. You can submit questions for the chat anytime in advance at http://nces.ed.gov/whatsnew/statchat and come back later to participate in the session.

The writing results will be available on April 3 at 10 a.m. At that time, you can view the results and watch a webcast of the release event online at http://nationsreportcard.gov.

For more information on the writing assessment, visit http://nces.ed.gov/nationsreportcard/writing/

NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.

Digest of Education Statistics, 2007 (March 25, 2008)
The 43rd 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.

2003-2004 Private School Universe Survey (PSS) Data File User's Manual and Survey Documentation  (March 20, 2008)
This manual describes the 2003-2004 Private School Universe Survey (PSS) data collection activities, processing, and data files. The 2003-2004 PSS public-use data file user's manual is also included.

New Quick Guides Introduce NAEP Tools (March 20, 2008)
NAEP web tools are powerful and easy to use, and now they are even easier to use, thanks to new Quick Reference Guides that you can print. See
http://nces.ed.gov/nationsreportcard/about/naeptools.asp#qrg

Read about all NAEP tools at http://nces.ed.gov/nationsreportcard/about/naeptools.asp

If you have a particular interest in NAEP assessment questions, watch a quick introduction to the questions tool by clicking "See video preview" in the large Questions Tool button at
http://nces.ed.gov/nationsreportcard/itmrls/

For details, click the large Questions Tool button to go to http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp where you will see a button for the Tutorial.

If you want to customize how you look at NAEP data, learn how with the NAEP Data Explorer tutorial. Click the link "view the tutorial" on
http://nces.ed.gov/nationsreportcard/naepdata/

NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.

Trends in Undergraduate Borrowing II: Federal Student Loans in 1995-96, 1999-2000, and 2003-04 (March 18, 2008)
This report uses data from the National Postsecondary Student Aid Studies (NPSAS:96, NPSAS:2000 and NPSAS:04) to examine trends in Stafford loan borrowing among undergraduates. Since 1995-96, borrowing of subsidized Stafford loans increased among low-income dependent undergraduates and among independent students at all income levels. The rate of borrowing any Stafford loan (subsidized or unsubsidized) increased among all but those in the lowest income category for both dependent and independent undergraduates alike. While the average amount of subsidized loans has leveled off over time, both the amount of the average unsubsidized loan and the percentage of borrowers of such loans continued to grow. Unlike subsidized loans, interest on an unsubsidized loan accrues and is usually added to the principal of the loan while the student is enrolled in school and not yet in repayment.

Applications Being Accepted for NAEP Database Training Seminar July 30  (March 14, 2008)
A three-day advanced studies seminar on the use of the NAEP database for education research and policy analysis will begin July 30, 2008; application deadline is June 18. See
http://ies.ed.gov/whatsnew/conferences/?id=313&cid=2 for details. This seminar is aimed at faculty and advanced graduate students from colleges and universities. Education researchers and policy analysts with strong statistical skills from state and local education agencies and professional associations are also welcome.

The main NAEP database contains nationally representative achievement scores on fourth-, eighth-, and 12th-graders from public and non-public schools in a variety of academic subjects. The database also contains background information on the students who were assessed and their learning environment. To understand more about NAEP research, see
http://nces.ed.gov/nationsreportcard/researchcenter/
Explore the data at http://nces.ed.gov/nationsreportcard/naepdata/

NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.

Mini-Digest of Education Statistics 2007 (March 13, 2008)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2007.

Employees in Postsecondary Institutions, Fall 2006, and Salaries of Full-Time Instructional Faculty, 2006-07 (March 11, 2008)
This report presents information from the Winter 2006-07 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2006 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2006-07 by length of contract/teaching period, academic rank, gender, and average salaries.

NAEP Researchers: 2006 Restricted-Use Data Files Available! (March 7, 2008)
Data for all 2006 NAEP national assessments (Civics, Economics, and U.S. History) are available on CD-ROM to researchers in organizations holding licenses from NCES. See which NAEP variables are available in 2006 (and earlier datasets) by visiting the NAEP website.

Ten Years After College: Comparing the Employment Experiences of 1992-93 Bachelor's Degree Recipients With Academic and Career-Oriented Majors (March 4, 2008)
The report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study, which represents about 1.2 million bachelor's degree recipients that year. The report examines college graduates' work experiences in 1994, 1997, and 2003, describing their labor force status, employment stability, occupations and industries, salaries and benefits, and perceptions about their jobs. It compares the experiences of graduates with academic and career-oriented undergraduate majors. About half of all the graduates (51 percent) were employed and not enrolled at all three follow-ups, but the other half moved into and out of the workforce, often to pursue further education. By 2003, some 46 percent of graduates had at some point been unemployed (not working, but looking for work) since graduation, but unemployment became less prevalent the longer graduates had been out of college. By 2003, most graduates were settled in a job they considered a career, and had used their education. The average salary for a graduate employed full time at one job, adjusted for inflation, had roughly doubled since 1994. A majority was satisfied with their pay, fringe benefits, job security, and opportunity for promotion. Compared with graduates with academic undergraduate majors, those with career-oriented majors appeared to establish themselves in the labor force earlier and relatively fewer obtained additional education.

NAEP Questions Tool: New Video Preview, Tutorial, and Data Feature (March 3, 2008)
Do you want to see what NAEP questions are like and what you can do with them? A new video will introduce you to the NAEP Questions Tool in under two minutes. Go to http://nces.ed.gov/nationsreportcard/itmrls/ and click "See video preview" at the bottom of the Questions Tool button. Accompanying the new video are short but detailed lessons to help you use all the features of the NAEP Questions Tool, which are easily available from the new Tutorial button on the Questions Search page: http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp For each question, a selection feature has been added for educators and other researchers who want to examine response data for any jurisdiction in state NAEP. For your selected question in mathematics, reading, science, or writing, click on the "More Data" tab to examine data for any a single state or TUDA. Don't forget about the way to get a quick look at representative questions from recent assessments: click on Test Yourself on http://nces.ed.gov/nationsreportcard/itmrls/

Recent Participation in Formal Learning Among Working-Age Adults with Different Levels of Education  (January 29, 2008)
This report uses data from the 2001 and 2005 adult education surveys of the National Household Education Surveys Program (NHES) to examine the participation of adults in formal learning activities during the 12 months preceding the survey, focusing on the participation of adults who at the end of the survey had the lowest levels of education (no high school diploma, or a GED). These adults with low levels of education were found to have participated at relatively high rates in adult basic education, ESL, and GED classes. However, for the most common types of formal learning activities—work-related courses and personal interest courses—adults with low levels of education participated at lower rates and for shorter periods of time than did adults with higher levels of education. Among the adults who did participate in these activities, those with lower levels of education at the end of the survey were less likely than those with higher levels of education to pay at least some course expenses themselves.

Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002)  (January 8, 2008)
This report documents and examines the relationship between the number and types of math courses taken in the 11th and 12th grade and growth in mathematics proficiency over the same time period. Using data from the Education Longitudinal Study of 2002 (ELS:2002), the analysis identifies the coursetaking sequences most prevalent among contemporary high school students in their junior and senior years, sociodemographic characteristics of the students who follow these course sequences, and the association between specific courses and course sequences and mathematics gains over the last two years of high school. Because most students (94 percent) entered the second half of high school with a mastery of basic mathematics skills such as simple arithmetic and operations, most learning during this time was in intermediate-level mathematics skills and concepts. For example, the percentage of students with an understanding of simple problem solving skills grew from 53 to 65 percentage points over the two year period. In terms of learning in specific content areas, the largest gains in intermediate skills such as simple operations and problem solving were made by those who followed the geometry–algebra II sequence. The largest gains in advanced skills such as derivations and making inferences from algebraic expressions were made by students who took precalculus paired with another course. The smallest gains were made by students who took one mathematics course or no mathematics courses during their last 2 years.

New Year Brings 2008 NAEP Assessments (January 7, 2008)
In 2008, the National Assessment of Educational Progress (NAEP) will continue conducting the long-term trend assessment, which has measured students' progress in mathematics and reading since the early 1970s. For selected nine-year-old students, the assessment period runs from January 7 to March 14, 2008. From March 17 to May 23, 2008, students at age 17 will take the assessments. Students at age 13 took the assessments in October through December 14, 2007. Results from these assessments in public and private schools throughout the nation will be reported in 2009. Read about the long-term trend assessment:
http://nces.ed.gov/nationsreportcard/ltt/

Learn why the full participation of all the selected schools and students is crucial to the success of this important assessment:
http://nces.ed.gov/nationsreportcard/about/natimportant.asp
http://nces.ed.gov/nationsreportcard/parents/importance.asp

From January 28 through March 7, 2008, selected eighth-graders across the nation will be assessed in the arts, specifically in music or visual arts. The previous NAEP arts assessment was conducted a decade ago; read about it at:
http://nces.ed.gov/nationsreportcard/arts/

Field tests for upcoming national and state assessments will also be held during this period.

For online resources with more information about NAEP, see the new NAEP home page:
http://nces.ed.gov/nationsreportcard/

Parents of students participating in the assessment can find answers to frequently asked questions:
http://nces.ed.gov/nationsreportcard/parents/

Learn how to use the NAEP data tools that help you understand the results of NAEP assessments:
http://nces.ed.gov/nationsreportcard/about/naeptools.asp

Projections of Education Statistics to 2016 (December 18, 2007)
This publication provides projections for key education statistics; it includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund 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 2016. 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 2016. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

NCES Common Core of Data State-Level Public-Use Data File on Public School Dropouts: School Year 2004–05  (December 13, 2007)
This file contains data constructed from data collected through the CCD Public Elementary/Secondary School Universe Survey and Local Education Agency Universe Survey. In addition to dropout counts, the file contains the enrollment bases that can be used in calculating dropout rates.

NCES Common Core of Data Local Education Agency-Level Public-Use Data File on Public School Dropouts: School Year 2004–05  (December 13, 2007)
This data file contains data about the number of dropouts from LEAs enrolling 1,000 or more students, as reported on the Common Core of Data (CCD) Local Education Agency survey for school year 2004–05. In addition to dropout counts, the file contains the enrollment bases that can be used in calculating dropout rates.

Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-Preschool Restricted-Use Data File and Electronic Codebook  (December 12, 2007)
This CD-ROM contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the first, second and third waves of data collection for the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B). It also contains the Reading Aloud Profile--Together supplemental data file.

User's Manual for the ECLS-B Longitudinal 9-Month--Preschool Restricted-Use Data File and Electronic Codebook  (December 12, 2007)
The User's Manual describes the design, collection, and data processing of the Early Childhood Longitudinal Study, Birth Cohort of 2001 (ECLS-B), with a special focus on the preschool wave data collection. It contains information to help users access and use the data files and electronic codebook. It also documents the Reading Aloud Profile--Together supplemental data file. This manual is only available on the ECLS-B Longitudinal 9-month--Preschool CD ROM.

Deciding on Postsecondary Education  (December 11, 2007)
The report examined the data and the information that potential students use and need in making decisions about postsecondary education. Special emphasis was given to underserved students (non-traditional aged, minority, and students of low- and moderate- socioeconomic status) participating in the college search and decision making process. Qualitative data were gathered and analyzed from 11 focus groups with 90 participants in eight states. Secondary data were collected via a review of over 80 sources in the research literature. The literature review indicated that parents, guidance counselors, mainstream media, college brochures, and institutions are primary sources for information about college. For each group of focus group participants, cost, major/program of study, and convenience/location were major determinants in the college search, application, and matriculation processes. Online web-based resources are quickly gaining prominence among current and recent high school graduates who participated in the focus groups. Findings from this research suggest the need for comprehensible information, additional resources, and improved assistance for prospective college students and their families.

2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Methodology Report  (December 11, 2007)
This report describes and evaluates the methods and procedures used in the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06), the first follow-up of the cohort of first-time beginning students who were identified as part of the 2003–04 National Postsecondary Student Aid Study (NPSAS:04). This cohort was first interviewed in 2004 and identified as first-time beginners (FTBs). An FTB was defined as an individual who began his or her postsecondary education during the 2003–04 academic year. BPS:04/06 is the first of two scheduled follow-up studies that will follow these students through college and into the workforce. The second, and final, follow-up is scheduled to take place in 2009. The BPS study is unique in that it includes both traditional and nontraditional students, follows their paths through postsecondary education over the course of 6 years, and is not limited to enrollment at a single institution.

Numbers and Rates of Public High School Dropouts: School Year 2004-05 (December 6, 2007)
This report presents findings on the numbers and rates of public school students who dropped out of school in school years 2002-03, 2003-04, and 2004-05, using data from the CCD State-Level Public Use Data File on Public School Dropouts for these years. The report includes high school dropout rates by state, region, school district size, and several student characteristics.

Educational Technology in Teacher Education Programs for Initial Licensure  (December 5, 2007)
This report details findings from "Educational Technology in Teacher Education Programs for Initial Licensure," a survey that was designed to provide policy makers, researchers, educators, and administrators with timely baseline information on a range of topics involving educational technology and teacher education programs for initial licensure at 4-year postsecondary institutions. Findings suggest that teacher education programs for initial licensure were oriented toward preparing teacher candidates to use educational technology. For example, while about half of all institutions with teacher education programs for initial licensure offered 3- or 4-credit stand-alone courses in educational technology in their programs, many also taught educational technology within methods courses (93 percent), within the field experiences of teacher candidates (79 percent), and within content courses (71 percent). Large majorities of institutions agreed (strongly or somewhat) that their program graduates possess the skills and experience to integrate technology into instruction, and can construct project-based learning lessons involving educational technology. However, institutions reported a variety of barriers that impeded efforts to prepare teacher candidates to use educational technology within both program coursework and field experiences. For example, a majority of institutions reported a variety of moderate or major barriers to the ability of teacher candidates to practice educational technology-related skills and knowledge during their field experiences, including competing priorities in the classroom (74 percent), available technology infrastructure in the schools (73 percent), and lack of training or skill (64 percent), time (62 percent), and willingness (53 percent) on the part of supervising teachers to integrate technology in their classrooms.

Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context (December 4, 2007)
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally in 2006. PISA, first implemented in 2000, is sponsored by the Organization for Economic Cooperation and Development (OECD), an intergovernmental agency of 30 member countries. In 2006, fifty-seven jurisdictions participated in PISA, including 30 OECD jurisdictions and 27 non-OECD jurisdictions. The results show the average combined science literacy scale score for U.S. students to be lower than the OECD average. U.S. students scored lower on science literacy than their peers in 16 of the other 29 OECD jurisdictions and 6 of the 27 non-OECD jurisdictions. Twenty-two jurisdictions (5 OECD jurisdictions and 17 non-OECD jurisdictions) reported lower scores compared to the United States in science literacy. On the mathematics literacy scale, U.S. students scored lower than the OECD average. Thirty-one jurisdictions (23 OECD jurisdictions and 8 non-OECD jurisdictions) scored higher on average, than the United States in mathematics literacy in 2006. In contrast, 20 jurisdictions (4 OECD jurisdictions and 16 non-OECD jurisdictions) scored lower than the United States in mathematics literacy in 2006. Differences in student performance based on the selected student characteristics of sex and race/ethnicity are also examined. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PISA 2006 in the United States and in the other participating jurisdictions.

Indicators of School Crime and Safety: 2007 (December 2, 2007)
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.

The Reading Literacy of U.S. Fourth-Grade Students in an International Context Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS)  (November 28, 2007)
This report summarizes the performance of U.S. students on the Progress in International Reading Literacy Study (PIRLS) assessment, comparing the scores of U.S. fourth-graders to the scores of their peers internationally in 2006 and also examining the extent to which the reading literacy of U.S. students had changed from the first administration of PIRLS in 2001. The results show that the average reading comprehension score of U.S. fourth-grade students in 2006 was higher than the average score of students in 22 of the 44 other countries and educational jurisdictions that participated in the PIRLS assessment. Ten countries and educational jurisdictions had average scores higher than the scores of U.S. students; average scores of students in the remaining 12 countries and educational jurisdictions were not significantly different from the scores of U.S. students. The performance of U.S. students on PIRLS in 2006 did not measurably differ from their performance in 2001. In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. fourth-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2006 in the United States and in the other participating jurisdictions.

Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions (November 27, 2007)
Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions [NL]Minority-serving institutions (MSIs) are colleges and universities serving a large percentage of minority students. This study identifies six different subgroups of MSIs and analyzes them from the perspective of the institution and the student. First, using the 2004 Fall Enrollment Survey, a census survey component of the Integrated Postsecondary Education Data System (IPEDS), the study compares all subgroups of MSIs to one another and to non-MSIs. Second, from the perspective of the students, data from the 2003-04 National Postsecondary Student Aid Study (NPSAS:04) is used to examine how minority students differ, in demographic and enrollment characteristics, by the type of institution. Major findings are as follows: MSIs totaled 1,254 in 2004, accounting for just under one-third of all degree-granting Title IV institutions; they enrolled nearly sixty percent of the 4.7 million minority undergraduates. Hispanic-serving institutions and Black-serving (non-HBCUs) accounted for 27 percent and 16 percent, respectively of MSIs followed by Asian-serving (8 percent), HBCUs (5 percent), and American Indian-serving institutions (1 percent). The majority of students in Hispanic- and Black-serving MSIs were enrolled in public 2-year institutions. Four-year MSIs (except for Asian-serving) had a higher percentage of institutions with open admissions policy and institutions with at least half low-income enrollment compared with non-MSIs.

The Nation’s Report Card: 2007 Trial Urban District Assessment in Mathematics (November 15, 2007)
This report presents trial school-district-level results of the NAEP mathematics 2003, 2005, and 2007 assessments at grades 4 and 8 for 10 urban public-school districts: Atlanta City, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland Municipal School District, Houston ISD, Los Angeles Unified, New York City Public Schools, and San Diego City Unified. In 2005, Austin ISD was added and also participated in 2007. These districts participated voluntarily in the trial assessment. Data for the District of Columbia, which regularly participates in NAEP, are also included. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results for public schools in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and for students with disabilities and English language learners. At grade 4, between 2003 and 2007, mathematics performance improved in 8 of the 10 districts that participated in both years. Between 2007 and 2005, four districts scored higher and one scored lower. At grade 8, eight districts had higher scores in 2007 than in 2003, and six had higher scores when 2007 was compared with 2005.

The Nation’s Report Card: 2007 Trial Urban District Assessment in Reading (November 15, 2007)
This report presents results for four years of trial school-district-level reading assessments in NAEP at grades 4 and 8. Five urban public-school districts voluntarily participated in NAEP in 2002 and 2003: Atlanta City, City of Chicago School District 299, Houston ISD, Los Angeles Unified, and New York City Public Schools. In 2003, four additional districts participated: Boston School District, Charlotte-Mecklenburg Schools, Cleveland Municipal School District, and San Diego City Unified. In 2005 and 2007, Austin ISD also participated. Results are reported for these 10 districts and for the District of Columbia, which regularly participates in NAEP. Student performance is reported in terms of average scale scores on the NAEP reading scale and percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and for students with disabilities and English language learners. At grade 4, average reading scores increased between 2002 and 2007 in four districts and in two districts between 2005 and 2007. One district had a lower average score when 2007 was compared with 2005. At grade 8, increases were noted in two districts when comparing 2007 to 2002 and in four districts when comparing 2007 with 2005.

Public Libraries in the United States: Fiscal Year 2005  (November 7, 2007)
This report includes national and state summary data on public libraries in the 50 states and the District of Columbia, with an introduction, selected findings, and several tables. The report, based on data from the Public Libraries Survey for fiscal year 2005, includes information on population of legal service area, service outlets, library collections and services, full-time equivalent staff, and operating revenue and expenditures. The report includes several key findings: Nationwide, visits to public libraries totaled 1.4 billion, or 4.7 library visits per capita. The average number of Internet terminals available for public use per stationary outlet was 11.2.

Preschool: First Findings From the Third Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (October 30, 2007)
This is the first report from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in 2001. The report provides descriptive information about these children when they were about 4 years old. It also includes results from language, literacy, mathematics, and fine motor skills assessments, and information on children's nonparental education and care experiences. For example, the report shows that 65 percent of children between 48 and 57 months of age were proficient in number and shape recognition, a component of the mathematics assessment. Proficiency varied by several child and family characteristics such as socioeconomic status. Forty percent of children from low SES families were proficient compared to 87 percent of children from high SES families. For experiences with nonparental care and education settings, the report shows that approximately 20 percent of the cohort did not regularly attend such settings. The primary nonparental care and education setting was a non-Head Start center for 45 percent of the cohort, a Head Start center for approximately 13 percent of the cohort, a home-based relative setting for 13 percent of the cohort, and a home-based non-relative setting for 8 percent of the cohort.

The 2007 Revision of the Career/Technical Education Portion of the Secondary School Taxonomy  (October 17, 2007)
The Secondary School Taxonomy (SST) is a framework for aggregating and analyzing high school transcript data. This report revises the portion of the SST that pertains to career/technical education (CTE). The revision maintains the three current major CTE categories of family and consumer sciences education, general labor market preparation, and specific labor market preparation (or occupational education). Within the last major category, the 2007 revision designates 21 program categories, which can be linked to Career Clusters and to the NCES CTE Statistics’ taxonomy for postsecondary education. The report specifies the courses (using the Classification of Secondary School Codes, or CSSC) within each category and displays an application of the revised SST using data from the High School Transcript Study of 2005.

Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002  (October 16, 2007)
This report provides selected, nationally representative information about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major, and other characteristics of their enrollment to illustrate the wealth of data that is available from the from the Second Follow-up of the Education Longitudinal Study of 2002. When the Second Follow-up data were collected, most of the sample members were sophomores in college. By 2006, approximately 2 years after their expected graduation date, 88 percent of spring 2002 sophomores had graduated from high school with a diploma and 4 percent had earned a General Education Development certificate. Sixty percent enrolled “immediately” in college after receiving their diploma (by October if they left high school between January and July, or by the following February if they left high school after July). High school students whose parents’ income exceeded $100,000 per year had the highest rates of attendance at 4-year public and private institutions (44 and 26 percent, respectively), compared to students whose families earned $20,000 per year or less (14 and 7 percent, respectively). Thirteen percent of the spring 2002 high school sophomore class enrolled first in a highly selective 4-year institutions and 19 percent enrolled in a moderately selective 4-year institutions. Spring 2002 sophomores who took calculus in high school had the highest rates of enrollment (52 percent) in highly selective 4-year institutions. Among spring 2002 high school sophomores who had attended a postsecondary institution, 15 percent entered college intending to study business, 17 percent entered college intending to study health, and 15 percent entered college intending to study engineering/computer science/natural sciences/mathematics. An appendix to the report briefly summarizes the statistical design of the Second Follow-up.

Announcing College Navigator! (September 26, 2007)
The National Center for Education Statistics (NCES), releases an upgrade and redesign of the college search engine formerly known as College Opportunities Online (COOL). The new application uses data collected by Integrated Postsecondary Education Data System (IPEDS) and the Office of Postsecondary Education (OPE). New features include: a favorites menu with side-by-side comparison, the ability to save your search, an export of your search results, an interactive map, and the ability to see your search criteria at all times and modify your search without starting over.

The Nation's Report Card: Reading 2007 (September 25, 2007)
This report presents results of the 2007 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation and in 50 states, the District of Columbia, and Department of Defense schools are reported as average 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 performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.Highlights of the national results show that reading skills are improving for both fourth- and eighth-graders, particularly among lower-and middle-performing students. Fourth-graders scored higher in 2007 than in all previous assessment years, with higher percentages of students performing at or above the Basic and Proficient achievement levels. The average reading score for eighth-graders was up 1 point since 2005 and 3 points since 1992; however, the trend of increasing scores was not consistent over all assessment years. In comparison to both 1992 and 2005, the percentage of students performing at or above the Basic level increased, but there was no significant change in the percentage of students at or above the Proficient level. State results show gains since 2005 for both fourth- and eighth-graders in 4 states and jurisdictions. An additional 14 states and jurisdictions showed gains for grade 4 only, and 2 states showed gains for grade 8 only. Two states showed declines since 2005 at grade 8. Among the 42 states and jurisdictions that participated in both the 1992 and 2007 fourth-grade reading assessments, 25 showed higher average scores in 2007, and 1 showed a decline. Among the 38 states and jurisdictions that participated in the 1998 and 2007 eighth-grade reading assessments,6 states showed higher average scores in 2007, and 7 states showed declines.

The Nation's Report Card: Mathematics 2007 (September 25, 2007)
This report presents results of the 2007 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation and in 50 states, the District of Columbia, and Department of Defense schools are reported as average 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 performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.Highlights of the national results show that both fourth- and eighth-graders reached a higher level of performance in 2007 in comparison to all earlier assessment years. The average score for fourth-graders increased 27 points over the past 17 years, and the score for eighth-graders increased 19 points. Students at all levels of performance made gains, resulting in higher percentages of students at or above the Basic and Proficient achievement levels.State results show gains since 2005 for both fourth- and eighth-graders in 15 states and jurisdictions. An additional 8 states showed gains for grade 4 only, and 11 states showed gains for grade 8 only. All of the 42 states and jurisdictions that participated in both the 1992 and 2007 fourth-grade mathematics assessments showed higher average scores in 2007, and all 38 states and jurisdictions that participated in the 1990 and 2007 eighth-grade mathematics assessments showed higher average scores in 2007.

Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety: 2005-06 (September 25, 2007)
This report uses data from the 2005–06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. SSOCS is the primary source of school-level data on crime and safety for NCES. Since 1999, it has been administered three times to the principals of a nationally representative sample of public primary, middle, high, and combined schools.

StatChat Event for the release of the Nation’s Report Card: U.S. Mathematics & Reading 2007 (September 19, 2007)
On September 25 at 2 p.m., join NCES Associate Commissioner Dr Peggy Carr for a StatChat about the results of the NAEP 2007 national and state mathematics and reading assessments. Submit questions for the chat ahead of time!

Public School Practices for Violence Prevention and Reduction: 2003–04 (September 19, 2007)
This report (1) examines principals’ reports of the prevalence of formal practices in public schools designed to prevent or reduce school violence and (2) describes the distribution of these practices by selected school characteristics. This analysis is based on school-level data reported by principals participating in the school year 2003–04 School Survey on Crime and Safety (SSOCS) administered by the National Center for Education Statistics (NCES). Findings from the analysis indicate that schools implemented a variety of school violence prevention and reduction practices and that some practices were more commonly used than others. For example, 59 percent of schools formally obtained parental input on policies related to school crime and 50 percent provided parental training to deal with students’ problem behaviors. In addition, practices differed by school level and other selected school characteristics. For example, high schools were more likely than primary schools to implement safety and security procedures, while primary schools were more likely than high schools to promote training for parents to deal with students’ problem behavior.

Interpreting 12th-Graders’ NAEP-Scaled Mathematics Performance Using High School Predictors and Postsecondary Outcomes From the National Education Longitudinal Study of 1988 (NELS:88) (September 18, 2007)
This report utilizes four sources of NELS:88 data: questionnaire responses, tests, high school transcripts, and postsecondary education transcripts. The NELS:88 1992 12th grade mathematics assessment scores were transformed to the NAEP scale. The report relates mathematics results expressed in the NAEP metric (specifically, the NAEP achievement levels) to cross-sectional (12th grade) correlates of math achievement. It also relates 12th grade NAEP-scaled NELS:88 mathematics results (again expressed in terms of the NAEP achievement levels) to postsecondary educational outcomes. The report is divided into three chapters. Chapter 1 provides background information and an introduction. Chapter 2 examines the correlates of math achievement— student, family, and high school predictors (e.g., sex, race, socioeconomic status [SES], school sector, highest math course taken, grades, etc.) of 12th graders’ NAEP-Scaled performance. Chapter 3 relates high school seniors’ NAEP-scaled mathematics performance to later outcomes such as entry into postsecondary education, and baccalaureate attainment. These senior-year correlates (chapter 2) and future outcomes (chapter 3) are explored through bivariate tables; senior-year achievement correlates are also examined in a logistic regression. Two appendixes provide technical notes, a glossary of variables used, and tables of standard errors for all estimates contained in the report.

Status and Trends in the Education of Racial and Ethnic Minorities  (September 12, 2007)
This report profiles current conditions and recent trends in the education of minority students and presents a selection of indicators that illustrate the educational achievement and attainment of Hispanic, Black, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic ancestry subgroups (such as Mexican, Puerto Rican, or Cuban) and Asian ancestry subgroups (such as Asian Indian, Chinese, or Filipino). This report presents 28 indicators that provide demographic information and examine (1) patterns of preprimary, elementary, and secondary school enrollment; (2) student achievement and persistence; (3) student behaviors that can affect their education; (4) participation in postsecondary education; and (5) outcomes of education.

  • The report finds that over the past quarter century, minority students have made gains in key education areas, such as completing high school and earning a college degree. However, gaps in academic performance persist between students of most minority groups and White students.
  • In 2004, minorities represented 42 percent of the public prekindergarten through secondary school enrollment; however, this percentage ranged widely by state, from 80 percent in Hawaii to 4 percent in Vermont.
  • On the 2005 National Assessment of Educational Progress (NAEP) mathematics assessment, higher percentages of Asian/Pacific Islander 4th-graders and 8th-graders scored at or above Proficient than did American Indian/Alaska Native, Black, Hispanic, and White students at the same grade levels.
  • In 2005, the percentage of 16- to 24-year-olds who were high school status dropouts (the percentage who had not completed high school and were not currently enrolled) was higher among Hispanics than among Blacks, Whites, and Asian/Pacific Islanders.
  • Among Hispanic 16- to 24-year-olds, the percentage of status dropouts among those who were foreign born (38 percent) was more than twice that of their native counterparts (13 percent).
  • Between 1976 and 2004, the percentage of total undergraduate enrollment who were minority students increased from 17 to 32 percent. In 2004, more postsecondary degrees were awarded to Blacks than Hispanics, despite the fact that Hispanics represented a larger percentage of the total population.
  • From 1990 to 2005, all racial/ethnic groups experienced an increase in the percentage of adults age 25 and over who had completed high school, and the percentages of White, Black, Hispanic, Asian/Pacific Islander, and American Indian/Alaska Native adults with bachelor’s degrees also increased.

Postsecondary Institutions in the United States: Fall 2006 and Degrees and Other Awards Conferred: 2005-06  (September 11, 2007)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2006 data collection, which included two survey components: Institutional Characteristics for the 2006-07 academic year, and Completions covering the period July 1, 2005, through June 30, 2006. These data were collected through the IPEDS web-based data collection system.

Technical Report of the NAEP Mathematics Assessment in Puerto Rico—Focus on Statistical Issues (September 7, 2007)
This report describes the content and administration of the trial National Assessment of Educational Progress (NAEP) mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future NAEP administrations. In 2003, a trial NAEP mathematics assessment was administered in Spanish to public school students in Puerto Rico at grades 4 and 8. In Puerto Rico, there were larger amounts of missing data, fewer correct responses than expected for every content area, and a more frequent mismatch between expected and actual student performance (item misfit) on items compared to other jurisdictions. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. Analysis of the 2005 data showed fewer missing responses and a higher percentage of correct responses compared to 2003. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. However, results of a validity analysis indicated that the Puerto Rico data could be reported on the NAEP scale, and thus comparisons could be made between Puerto Rico and the nation. In future NAEP administrations, the intent is to include Puerto Rico as part of the national sample.

Mini-Digest of Education Statistics 2006 (September 6, 2007)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2006.

Restricted Use Data Licenses Procedures (August 31, 2007)
This Restricted-Use Data Licensing Application Tool was created to facilitate the restricted-use data application process, as well as to explain the laws and regulations governing these data. Our goal is to maximize the use of statistical information, while protecting individually identifiable information from disclosure. This Restricted-Use Data Licensing Application Tool may also be used to facilitate licensed users requests for license amendments. We hope that this Tool answers any questions or concerns you may have regarding obtaining access to restricted-use data, and speeds the application process.

Problem Solving in Technology-Rich Environments: A Report From the NAEP Technology-Based Assessment Project (August 16, 2007)
This report describes results from the third and last field investigation in the NAEP Technology-Based Assessment Project, which explores the use of new technology in administering NAEP. (The first two focused on assessments of math and writing online.) In the TRE study, two extended scenarios within the domain of physical science were created for measuring students’ ability to solve problems using technology. The TRE Search scenario required students to locate and synthesize information about scientific helium balloons from a simulated World Wide Web environment. The TRE Simulation scenario required students to conduct experiments of increasing complexity about relationships among buoyancy, mass and volume. These scenarios were delivered via school computers or on laptop computers taken into the schools. The sample was nationally representative, consisting of over 2,000 public school 8th grade students tested in 2003. Students were randomly assigned to the assessment scenarios. The TRE project was intended as an exploratory study of how NAEP can use technology to measure skills that cannot be easily measured by conventional paper-and-pencil means. TRE Search produced a total score and two subscores, scientific inquiry and computer skills. The TRE Simulation scenario produced a total score and three subscores: scientific exploration, scientific synthesis, and computer skills. The results indicate that the TRE scenarios functioned well as assessment devices.

Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Three Years (August 15, 2007)
This First Look report provides a brief description of the persistence and degree attainment of a nationally representative sample of students who began postsecondary education for the first time in the 2003-04 academic year. The report provides a first look at the experience of these students over three academic years, from July 2003 to June 2006, and provides information about rates of program completion, transfer, and attrition for students who first enrolled at various types of postsecondary institutions using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). Findings showed that among the beginning students who were recent (2003) high school graduates, enrolled full time in the fall of 2003, and had bachelor’s degree plans, 70 percent were still enrolled at their first institution without a degree, 4 percent had attained a degree or certificate at their first institution, and 20 percent had transferred elsewhere without a degree by June 2006.

Comparative Indicators of Education in the United States and Other G-8 Countries: 2006 (August 14, 2007)
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 indicators are organized in five sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income.

Differential Characteristics of 2-Year Postsecondary Institutions (August 10, 2007)
Two-year institutions, including community colleges and career schools, have become increasingly important in American higher education. Many classification systems for 2-year institutions use a wide array of characteristics and perspectives to differentiate between 2-year institutions. This report uses a classification system for 2-year institutions that uses number of variables available on the Integrated Postsecondary Education Data System (IPEDS) to identify seven groups of 2-year institutions: small publics; medium-sized publics; large publics; allied health not-for-profits; other not-for-profits; degree-granting for-profits; and other for-profits. The report presents brief profiles for each classification type, then focuses on four broad topic areas (institutional resources, student characteristics, institutional affordability, and measures of student success) to highlight the key differences that set a particular institutional type apart. The analysis found that among public institutions, small and large institutions differed in key areas; for example, large public schools tended to offer lower tuition and more services and to be located in urban areas. Private for-profit schools appear quite similar to one another with the exception of the types of credentials offered and completed, which reflect the classification itself. In most other aspects—such as tuition, location, finances, student characteristics, and student financial aid—these institutions exhibited few differences. Other not-for-profits appeared to be similar to for-profits, but slightly more traditional. Allied health institutions differed from other not-for-profit institutions—and the other institutions in the classification system—in terms of the programs offered, funding streams, student characteristics, student costs and the types of awards granted. These schools appeared to be between public institutions and other private schools in terms of affordability and financial aid. Students at allied health institutions were more likely to be older, independent with dependents, and female than their counterparts at other 2-year schools.

Advanced Mathematics and Science Coursetaking in the Spring High School Senior Classes of 1982, 1992, and 2004 (August 9, 2007)
This report presents new time series data on the coursetaking patterns in mathematics and science for the spring high school graduating classes of 1982, 1992, and 2004. Coursetaking information was derived from high school transcripts collected by NCES in the following three studies: (1) High School and Beyond Longitudinal Study of 1980 Sophomores; (2) the National Education Longitudinal Study of 1988; and (3) the Education Longitudinal Study of 2002. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, socioeconomic status (SES), expectations for future educational attainment, and school sector. The report examines trends in academic coursetaking in both mean credits earned in math and science and in the highest course level that high school graduates completed in the two subjects. Some key findings are as follows. First, in mathematics, academic coursework increased from, on average, 2.7 total credits in 1982 to 3.6 total credits in 2004. In addition, graduates shifted from taking lower level mathematics courses to taking more advanced courses. For example, the percentage of graduates who persisted through the mathematics curriculum into the two most advanced levels—precalculus and calculus—tripled between 1982 and 2004. At the subgroup level, while students in each of the four SES quartiles increased their participation in advanced mathematics over time, some disparities increased—for example, the difference between the highest and lowest SES quartiles in precalculus and calculus coursetaking went from 18 percentage points in 1982 to 35 percentage points in 2004. Second, in science, the average number of credits increased from 2.2 total credits in 1982 to 3.3 total credits in 2004. Further, graduates shifted in significant proportions from taking lower level science courses to taking upper level ones. At the subgroup level, despite increased completion of advanced-level science courses by graduates from all school sectors, Catholic and other private school students remained more likely than their public school counterparts to complete advanced-level courses in science.

The Nation's Report Card: Economics 2006 (August 8, 2007)
This report presents results of the first ever National Assessment of Educational Progress (NAEP) U.S. economics assessment in 2006; National results for a representative sample of students at grade 12 are reported in terms of students’ average economics score on a 0–300 scale, and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. The overall national average score was set at 150. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are presented. This report also provides results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, school location and parental education). The national results show that on average male students scored higher than female students, and White and Asian/Pacific Islander students scored higher than other racial/ethnic groups. Students from schools in large cities had lower average scores than students from schools in other locations. Students from families with higher levels of parental education scored higher, on average, than their peers from families with lower levels of parental education. Most 12th-graders reported some exposure to economics content during high school. The report also includes sample assessment questions and examples of student responses. The technical notes section provides information about sampling and weighting; participation, exclusion, and accommodation rates; and statistical significance.

Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Psychometric Report for the 2-year Data Collection (August 7, 2007)
This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the second wave of the ECLS-B. The assessment instruments discussed measure children's cognitive development (BSF-R), socioemotional functioning (Two Bags Task), security of attachment (TAS-45), and physical development (height, weight, middle upper arm circumference (MUAC), and head circumference). The report also includes information about interviewer observations of the child and the child's environment, as well as indirect assessments of the children through questions in the parent interview.

To Teach or Not to Teach? Teaching Experience and Preparation Among 1992-1993 Bachelor's Degree Recipients 10 Years After College (July 31, 2007)
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report profiles 1992-93 bachelor’s degree recipients’ experience with K-12 teaching in the subsequent 10 years, as well as their preparation for teaching. The analysis first compares current and former teachers in this cohort on several demographic and educational measures, and contrasts these groups with 1992-93 graduates who never taught. The report provides an overview of teachers’ job satisfaction and, for those not teaching in 2002-03, the main reason for not teaching. The second section looks at graduates’ preparation for teaching, including the key steps of completing a teacher education program, serving as a student teacher, and earning certification. Finally, the report examines the main reasons graduates who never taught gave for deciding against teaching.

Digest of Education Statistics, 2006 (July 26, 2007)
The 42nd 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.

Demographic and School Characteristics of Students Receiving Special Education (July 26, 2007)
This Issue Brief provides a detailed description of the proportion of elementary school students receiving special education in kindergarten, first grade, third grade, and fifth grade; the primary disabilities of these students; and the variation in these measures across a range of demographic and school characteristics. Data for this analysis are drawn from the National Center for Education Statistics (NCES) Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Findings from the analysis indicate that for the cohort of students beginning kindergarten in 1998, specific learning disabilities and speech or language impairments were the most prevalent primary disabilities over the grades studied. The percentage of the student cohort receiving special education grew from 4.1 percent in kindergarten to 11.9 percent of students in fifth grade. The results also indicate that higher percentages of boys than girls and of poor students than nonpoor students received special education.

Status of Education in Rural America (July 25, 2007)
This report, which includes the findings that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas, presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences.

Revenues and Expenditures by Public School Districts: School Year 2004-05 (July 23, 2007)
This brief publication contains data on revenues and expenditures per pupil made by school districts for school year 2004-05. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2004-05" (NCES 2007-356)

Forum Guide to Core Finance Data Elements (July 17, 2007)
This document provides an overview of key finance data terms in addition to covering the 2 NCES public school finance surveys: the state-level National Public Education Financial Survey and the School District Finance Survey (or F-33). Differences and similarities between the two surveys are described. Chapter 3 contains definitions for key finance data elements. Chapter 4 contains a listing and defininitons of key finance indicators and economic adjustment indexes.

Forum Curriculum for Improving Education Data: A Resource for Local Education Agencies (July 12, 2007)
This curriculum supports efforts to improve the quality of education data by serving as training materials for K-12 school and district staff. It provides lesson plans, instructional handouts, and related resources, and presents concepts necessary to help schools develop a culture for improving data quality.

Dropout Rates in the United States: 2005 (June 28, 2007)
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2005, and provides data about trends in dropout and completion rates over the last three decades (1972-2005), including characteristics of dropouts and completers in these years. Among other findings, the report shows that in students living in low-income families were approximately six times more likely to drop out of high school between 2004 and 2005 than of their peers from high-income families.

Part-Time Undergraduates in Postsecondary Education: 2003-04 (June 27, 2007)
This report uses data from the 2003–04 National Postsecondary Student Aid Study (NPSAS:2004) to profile part-time undergraduates enrolled in U.S. postsecondary institutions in 2003–04. About 49 percent of undergraduates were enrolled exclusively full time in the 2003–04 academic year, 35 percent were enrolled exclusively part time, and 16 percent had mixed enrollment intensity. Part-time undergraduates, especially exclusively part-time students, were at a distinct disadvantage relative to those who were enrolled full time: they came from minority and low-income family backgrounds; they were not as well-prepared for college as their full-time peers; they were highly concentrated in 2-year colleges and nondegree/certificate programs; and many of them worked full time while enrolled and were not enrolled continuously. Using longitudinal data from the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), the report also found that part-time enrollment was negatively associated with persistence and degree completion six years after beginning postsecondary education even after controlling for a wide range of factors related to these outcomes. This was the case even for the group of students with characteristics that fit the typical profile of a full-time student (i.e., age 23 or younger, financially dependent on parents, graduated from high school with a regular diploma, and received financial help from parents to pay for postsecondary education). Regardless of whether they resembled full-time students, part-time students (especially exclusively part-time students) lagged behind their full-time peers in terms of their postsecondary outcomes even after controlling for a variety of related factors.

Description and Employment Criteria of Instructional Paraprofessionals (June 26, 2007)
This report (1) offers a descriptive portrait of the distribution of instructional paraprofessionals in all public elementary and secondary schools by instructional responsibility and selected school characteristics and (2) examines the educational attainment criteria used by school districts in hiring these paraprofessionals. Data for this analysis were drawn from the 2003–04 Schools and Staffing Survey (SASS). The findings from this analysis indicate that 91 percent of public elementary and secondary schools in the United States had at least one instructional paraprofessional on staff in 2003–04. A greater percentage of traditional public schools than charter schools had instructional paraprofessionals and a greater percentage of elementary schools than secondary schools report having instructional paraprofessionals. Overall, 93 percent of schools were in districts that required paraprofessionals to have a high school diploma or the equivalent. The results also indicate that a greater percentage of Title I schools than non-Title I schools were in districts that required instructional paraprofessionals to have a high school diploma or the equivalent.

Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2005-06 (June 20, 2007)
This report presents national and state-level data about the number of regular, special education, vocational, alternative, and charter schools; average school size; and the numbers of schools in city, suburban, town, and rural locations.

Restricted-use Data Applicants (June 19, 2007)
As of July 1, 2007, IES/NCES will only accept restricted-use data License applications through its new Electronic Application System. Any License application that does not come through this new system will be returned to the applicant. More information about applying for a License is available in the instructions and in the Restricted-Use Data Procedures Manual.

Numbers and Types of Public Elementary and Secondary Education Agencies From the Common Core of Data: School Year 2005-06 (June 19, 2007)
This report presents national and state-level data about the number of regular school districts and other local education agencies, school district size, grades served, and the number of school districts in city, suburban, town, and rural locales.

Public Elementary and Secondary School Student Enrollment, High School Completions, and Staff From the Common Core of Data: School Year 2005-06 (June 8, 2007)
This report presents 2005-06 school year information at the national and state level on student enrollment by grade, numbers of teachers and other education staff, numbers of high school completers, and the averaged freshman graduaution rate for 2004-05.

Mapping 2005 State Proficiency Standards onto NAEP Scales (June 7, 2007)
NCES has released a new research and development report, Mapping 2005 State Proficiency Standards Onto the NAEP Scales. The new report uses the NAEP as a common yardstick for comparing among the proficiency standards each state sets on its own tests for fourth- and eighth-grade reading and mathematics, and for comparing these state standards with national performance benchmarks.

The Commissioner's Statement on Mapping 2005 State Proficiency Standards onto NAEP Scales (June 7, 2007)
NCES has released the results of a study that uses NAEP as a basis for comparing 2005 state-level proficiency standards. In doing so, NCES developed a methodology that uses NAEP as a common yardstick.

Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4 (June 4, 2007)
This Statistics in Brief uses data from five administrations of the Schools and Staffing Survey (SASS) to examine the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects; English (including reading and language arts), mathematics (arithmetic), social studies (including history), and science. Results show that combined teacher instructional time in the four subjects has increased between 1987-88 and 2003-04. However, examining each subject shows that this increase is largely due to an overall increase in the amount of instruction in English and mathematics. In the two most recent administrations, 1999-2000 and 2003-04, weekly teacher instructional hours in English increased while instructional time in mathematics, social studies, and science decreased. Despite the fluctuations in hours of instruction, total instructional time in the four subjects as a percentage of the student school week did not change significantly between 1987-88 and 2003-04; it was about 67 percent of the school week in each year.

The Condition of Education 2007 (May 31, 2007)
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data and by presenting 48 indicators on the status and condition of education and a special analysis on high school coursetaking. 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 2007 print edition includes 48 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.

Findings from the Condition of Education 2007: High School Coursetaking (May 31, 2007)
This report contains a special analysis that is republished from the Condition of Education 2007 in a booklet form. This analysis presents key findings from the high school transcript studies on high school coursetaking.

The Nation's Report Card: U.S. History 2006 (May 16, 2007)
This report presents results of the National Assessment of Educational Progress (NAEP) 2006 U.S. history assessment (the 2006 Civics Assessment was also released today) which includes national results for a representative sample of students at grades 4, 8, and 12. Results are reported in terms of students’ average U.S. history score on a 0–500 scale, and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are also discussed. This report also provides results by four U.S. history subscales, and for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free/reduced-price school lunch). Comparisons are made to results from 1994 and 2001—the previous years in which the NAEP U.S. history assessment was administered. The national results show an increase in the average U.S. history score at all three grades, compared to the scores of both earlier assessments. The report also includes sample assessment questions and examples of student responses. The technical notes section provides information about sampling, statistical significance, use of accommodations, and school participation.

The Nation's Report Card: Civics 2006 (May 16, 2007)
This report presents results of the National Assessment of Educational Progress (NAEP) 2006 civics assessment which includes national results for a representative sample of students at grades 4, 8, and 12. Results are reported in terms of students’ average civics score on a 0–300 scale, and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are also discussed. This report also provides results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free/reduced-price school lunch). Comparisons are made to results from 1998—the previous year in which the same assessment was administered. The national results show an increase in the average civics score since 1998 at grade 4, but no significant change in average scores at grades 8 and 12. The report also includes sample assessment questions and examples of student responses. The technical notes section provides information about sampling, statistical significance, use of accommodations, and school participation.

Literacy Behind Bars: Results From the 2003 National Assessment of Adult Literacy Prison Survey (May 10, 2007)
This report focuses on the English literacy of incarcerated adults between 1992 and 2003. It compares the literacy of adults in the prison and household populations and across groups of prison inmates with different characteristics, including race/ethnicity, gender, educational attainment, age, language spoken before starting school, and parents’ educational attainment. Major findings indicate that the average Prose, Document, and Quantitative literacy scores of the prison population were higher in 2003 than in 1992. Incarcerated White adults had lower average prose literacy than White adults living in households. In addition, incarcerated Black and Hispanic adults had higher average prose literacy than Black and Hispanic adults living in households. In 2003, 37 percent of the prison population did not have a high school diploma or a GED, compared with 49 percent in 1992.

Enrollment in Postsecondary Institutions, Fall 2005; Graduation Rates, 1999 and 2002 Cohorts; and Financial Statistics, Fiscal Year 2005 (May 9, 2007)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2006 data collection, which included four components: Student Financial Aid for full-time, first-time, degree/certificate-seeking undergraduate students for the 2004-05 academic year; Enrollment for fall 2005 and 12-month counts for 2004-05; Graduation Rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 1999 at 4-year institutions or in 2002 at less-than-4-year institutions; and Finance for fiscal year 2005. These data were collected through the IPEDS web-based data collection system. Major findings: * Title IV institutions in the United States enrolled 18 million students in fall 2005; 61 percent were enrolled in 4-year institutions, 37 percent were enrolled in 2-year institutions, and 2 percent were enrolled in less-than-2-year institutions. * Overall graduation rates at 4-year institutions were higher than at 2-year institutions (56 percent and 33 percent, respectively). * During 2004-05, nearly 75 percent of the 2.6 million full-time, first-time degree/certificate-seeking undergraduates attending Title IV institutions located in the United States received financial aid. Among full-time, first time undergraduates, the proportion of students receiving financial aid varied by sector of institution: 76 percent of those attending public 4-year institutions; 80 percent of those attending private for-profit 4-year institutions; and 85 percent of those attending private not-for-profit 4-year institutions.

Event Dropout Rates for Public School Students in Grades 9-12: 2002–03 and 2003–04 (May 8, 2007)
The report summarizes and compares event dropout rates for public high school students, by state, for 2002-03 and 2003-04. Among reporting states in 2003-04, the rates ranged from a low of 1.8 percent in Connecticut and New Jersey to a high of 7.9 percent in Louisiana. The event dropout rate measures the percentage of high school students who drop out in a given year. A dropout is a student who was enrolled at the beginning of the year, not enrolled at the beginning of the next year, and who did not graduate from high school or complete some other district- or state-approved educational program.

Course Credit Accrual and Dropping Out of High School (April 24, 2007)
In this Issue Brief, differences in the average number of course credits earned between high school graduates and dropouts, both within and accumulated across academic years, are examined in order to describe enrollment and completion behavior of high school graduates and dropouts. Differences in course credit accrual by selected subjects (English, mathematics, and science) are also reported. Data for this study are drawn from high school transcripts collected in 2005 as part of the first follow-up to the National Center for Education Statistics (NCES) Education Longitudinal Study of 2002 (ELS:2002). These high school transcripts provide enrollment histories, graduation dates, and coursetaking patterns. The findings from the analysis indicate that high school dropouts earn fewer credits than do on-time graduates within each academic year, and the gap in course credits accrued between dropouts and on-time graduates increased across academic years. Differences were also observed in the course credit accrual of dropouts and on-time graduates by selected subjects (e.g., mathematics, science, and English). In addition, the gap in the cumulative number of course credits accrued between on-time graduates and dropouts grew more pronounced over time, and the disparity in cumulative course credits was most evident in the final academic year in which they earned any course credits.

Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2004-05 (Fiscal Year 2005) (April 17, 2007)
This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2004-05. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.

Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy (April 3, 2007)
The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of more than 19,000 U.S. adults (age 16 and older) residing in households and prisons. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey. Three types of literacy were measured: Prose, Document, and Quantitative. Results were reported in terms of scale scores (on a 500-point scale) and in terms of four literacy levels—Below Basic, Basic, Intermediate, and Proficient. This report examines changes in literacy levels for the total adult population of the U.S., as well as for adults with different demographic characteristics (gender, race, age, and ethnicity). Changes in literacy levels are reported for 2003 as well as between 1992 and 2003. In addition, the report describes how American adults age 16 and older at varying literacy levels use written information in their everyday lives. The findings discuss the relationship between literacy and employment status, occupation, weekly wage or salary, job training, and participation in public assistance programs. Finally, the report discusses how adults at different literacy levels participate in government and community affairs by voting, staying informed, and volunteering.

The Nation's Report Card: Mathematics 2003 and 2005 Performance in Puerto Rico—Highlights (March 29, 2007)
This report presents highlights of the results for fourth- and eighth-grade students in Puerto Rico for the 2003 and 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered some of the assessment in Spanish to students who required accommodations, this was the first time an entire NAEP administration was in a language other than English. The NAEP mathematics assessment was administered again to public school students in both fourth- and eighth-grades in Puerto Rico in 2005. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. Results are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Performance of students in Puerto Rico is compared to all public school students in the nation and to public school students from low-income families in the nation. In all cases, students in Puerto Rico performed lower than the nation and low-income students. The report also includes sample assessment questions in mathematics, and technical notes provide information about sampling, school and student participation rates, use of accommodations, statistical significance quality of 2003 results, and changes in 2005 administration.

The Nation's Report Card: Mathematics 2005 Performance in Puerto Rico—Focus on the Content (March 29, 2007)
This report focuses on the performance of fourth- and eighth-grade students in Puerto Rico in various mathematics content areas on the 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered some of the assessment in Spanish to students who required accommodations, this was the first time an entire NAEP administration was in a language other than English. The NAEP mathematics assessment was administered again to public school students in both fourth- and eighth-grades in Puerto Rico in 2005. Average scores are presented for all students and for male and female students in Puerto Rico for mathematics overall and for five subscales that represent mathematics content areas. Average scores for public school students in the nation (excluding Puerto Rico) are shown for comparison. In all cases, students in Puerto Rico scored lower than the nation. Numerous sample questions are presented for each content area for each grade, along with response percentages for Puerto Rico and the nation.

Students Entering and Leaving Postsecondary Occupational Education: 1995-2001 (March 28, 2007)
This report uses data from the 1995–96 to 2001 Beginning Postsecondary Students Longitudinal Study to examine three questions concerning students pursuing postsecondary certificates or associate’s degrees in career related fields (referred to here as occupational students). (1) who enters postsecondary occupational education, (2) to what extent do occupational students persist in postsecondary education and attain their credential goals, and (3) what are the labor market outcomes for occupational students who earn credentials? Occupational students were found to be more likely than academic subbaccalaureate students to be female, Black, older, have lower educational backgrounds, and self-identify as "enrolled employees" rather than "working students." Most of these differences were due to differences between occupational certificate students and the two groups of occupational and academic associate’s degree-seeking students. No differences were found in the rates at which occupational and academic subbaccalaureate students persist in postsecondary education and attain a credential, although occupational students were more likely to "downgrade" to a postsecondary certificate. Finally, no differences were found in the rates at which occupational completers (those who earned a credential) and noncompleters were employed or in their average salary; however, among students who entered a job related to their field of study, average salary increased with the years of education completed.

Employees in Postsecondary Institutions, Fall 2005, and Salaries of Full-Time Instructional Faculty, 2005-06 (March 27, 2007)
This report presents information from the Winter 2005-06 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2005 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2005-06 by length of contract/teaching period, academic rank, gender, and average salaries.

Nonresponse Bias in the 2005 National Household Education Surveys Program (March 26, 2007)
This report includes assessments of the potential for both unit and item nonresponse bias in the surveys fielded as part of the 2005 National Household Education Surveys Program. The analysis of unit nonresponse bias showed no evidence of bias in the estimates considered from the Early Childhood Program Participation and After-School Programs and Activities Surveys. For the Adult Education Survey, the only evidence of unit nonresponse bias is in estimates of sex: females were more likely to respond than males. The weighting class adjustment for nonresponse should reduce or correct this bias.

Timing and Duration of Student Participation in Special Education in the Primary Grades (March 21, 2007)
This Issue Brief reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. About 12 percent of students receive special education in at least one of the grades: kindergarten, first, and third grade, including 16 percent of boys, 8 percent of girls, 18 percent of poor children, and 10 percent of nonpoor children. One in three students who receive special education in early grades, first receive special education in kindergarten. Half of those who begin special education in kindergarten are no longer receiving special education by third grade. In addition to students’ gender and poverty status, results are presented separately for other student and school characteristics, including race/ethnicity and school control, urbanicity, region, and poverty concentration. Data for this brief come from the Early Childhood Longitudinal Studies, Kindergarten Class of 1998-99 (ECLS-K).

Documentation for the 2004-05 Teacher Follow-up Survey (March 19, 2007)
Technical documentation for the 2004-05 Teacher Follow-Up Survey, done one year after the 2003-04 Schools and Staffing Survey. The documentation covers the entire survey cycle--from sample design, questionnaire revisions, and field data collection through all stages of processing. There are descriptions and explanations of the survey cycle in the main text, supplemented by more detailed information in appendices.

Dropout Rates in the United States: 2004 – web version (March 16, 2007)
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2004, and provides data about trends in dropout and completion rates over the last three decades (1972–2004), including characteristics of dropouts and completers in these years. Among other findings, the report shows that in students living in low-income families were approximately four times more likely to drop out of high school between 2003 and 2004 than were their peers from high-income families. Focusing on indicators of on-time graduation from public high schools, the averaged freshman graduation rate for the 3 most recent years for which data are available shows an increase from 72.6 percent for 2001–02 to 73.9 percent for 2002–03 to 74.3 percent for 2003–04.

State Education Reforms (SER) website just expanded! (March 12, 2007)
This website, initially based on the report Overview and Inventory of State Education Reforms: 1990 to 2000, is updated periodically to incorporate new data on state education reform activities. The SER website, which draws primarily on data collected by organizations other than NCES, compiles and disseminates data on state-level education reform efforts in four areas: 1) standards, assessment, and accountability, 2) school finance reforms, 3) resources for learning, and 4) state support for school choice options. Specific reform areas include student and teacher assessments, adequate yearly progress, statewide exit exams, highly qualified teachers, open enrollments laws, and charter schools. Two new tables on exit exams have been added to the Standards Assessment, and Accountability area and three new tables on longitudinal data systems, school exit exams, and kindergarten policies have been added to Resources for Learning area.

The Path Through Graduate School: A Longitudinal Examination 10 Years After Bachelor’s Degree (March 6, 2007)
The report uses longitudinal data from the 1992–93 Baccalaureate and Beyond Study (B&B:93/03) to examine the characteristics related to graduate degree enrollment, persistence, and completion among 1992–93 bachelor’s degree recipients. About 40 percent of 1992–93 bachelor’s degree recipients had enrolled in a graduate degree program by 2003. On average, most students waited between 2 and 3 years to enroll for the first time in a graduate degree program, and among those who enrolled between 1993 and 2003, some 62 percent had earned at least one graduate degree by 2003. Master’s degree students took an average of 3 years to complete their degree, first-professional students took about 4 years, and doctoral students took more than 5 years. After controlling for a wide range of relevant variables, several enrollment characteristics retained a significant relationship with graduate degree persistence and completion. Rates of persistence and completion were higher among students who entered graduate school immediately after earning a bachelor’s degree, who attended full time and enrolled continuously, and who enrolled in multiple graduate degree programs.

Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2004 (Public Use) (February 28, 2007)
This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004).This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of instrumentation; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview data file structure and contents. In addition, there are a number of appendices. The ALS: 2004 provides information pertinent to libraries at 3,889 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia.

An Historical Overview of Revenues and Expenditures for Public Elementary and Secondary Education, by State: Fiscal Years 1990-2002 (February 27, 2007)
This comprehensive publication contains data from the Common Core of Data, National Public Education Financial Survey, Fiscal Years 1990 through 2002 adjusted to 2002 dollars using the Consumer Price Index. Full dollar amounts and per pupil amounts are presented for each data item. Appendix C contains unadjusted data. This publication contains state-level data on revenues by source and expenditures by function, including expenditures per pupil. All data were reported to NCES by state education agencies.

Commissioner's Remarks - 2005 America's High School Graduates: Results from the 2005 NAEP High School Transcript Study (February 22, 2007)
The Nation's Report Card: 12th-Grade Reading and Mathematics Good morning. My name is Mark Schneider, Commissioner of the National Center for Education Statistics. I am here today to share with you the results of two reports on the academic performance of America's twelfth-graders-The Nation's Report Card: 12th-Grade Reading and Mathematics 2005 and America's High School Graduates: Results from the 2005 NAEP High School Transcript Study.

America’s High School Graduates: Results from the 2005 NAEP High School Transcript Study (February 22, 2007)
This report presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 26,000 high school graduates. The 2005 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and parent education are examined. Study findings include: 2005 graduates earned approximately three more credits (about 360 additional hours of instruction during their high school careers) than their 1990 counterparts. In 2005, the overall grade point average (GPA) was approximately a third of a letter grade higher than in 1990. Graduates with stronger academic records obtain higher NAEP scores. For example, graduates whose highest mathematics course was geometry or below had average NAEP mathematics scores below the Basic achievement level, while graduates who took calculus had average NAEP scores at the Proficient level. Female graduates’ GPAs overall and in mathematics and science were higher than the GPAs of male graduates during each year the HSTS was conducted. Among those who took higher level mathematics and science courses, male graduates had higher NAEP scores than female graduates. Increased percentages of White, Black, Hispanic, and Asian/Pacific Islander graduates completed at least a midlevel curriculum in 2005 compared with 1990. The GPAs of all four racial/ethnic groups also increased during this time. In 2005, both Black and Hispanic graduates were less likely than White graduates to have completed calculus or advanced science courses and to have higher GPAs.

The Nation's Report Card: 12th-Grade Reading and Mathematics 2005  (February 22, 2007)
This report presents results of the 2005 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Assessment results based on a nationally representative sample of twelfth-graders assessed in each subject are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and highest level of parental education) are included as well. Students’ performance in the 2005 reading assessment is compared to students’ performance in previous assessment years and shows a decline in the average score in 2005 in comparison to 1992, and no significant change in comparison to 2002. Results from the 2005 mathematics assessment could not be compared to those from previous years because of changes in the assessment content and administration. In 2005, 61 percent of twelfth-graders performed at or above the Basic level in mathematics and 73 percent performed at or above Basic in reading. The report also includes sample assessment questions in reading and mathematics, and a page of technical notes provides information about sampling, use of accommodations, school and student participation, and statistical significance.

Teacher Attrition and Mobility: Results from the 2004-05 Teacher Follow-up Survey (February 6, 2007)
This First Look report provides some selected findings from the 2004-05 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.

Documentation for the 2003-04 Schools and Staffing Survey (January 29, 2007)
This report serves as the survey documentation for the design and implementation of the 2003-04 Schools and Staffing Survey. Topics covered include the sample design, survey methodology, data collection procedures, data processing, response rates, imputation procedures, weighting and variance estimation, review of the quality of data, the types of SASS data files, and user notes and cautions. More detail is contained in appendices.

Public School Principals Report on Their School Facilities: Fall 2005 (January 22, 2007)
This publication presents data about public school principals' reports on their school facilities in Fall 2005. It provides information about principals' satisfaction with various environmental factors in their schools, and the extent to which they perceive those factors as interfering with the ability of the school to deliver instruction. The report also describes the extent of the match between the enrollment and the capacity of the school buildings, approaches for coping with overcrowding, the ways in which schools use portable (temporary) buildings and reasons for using them, and the availability of dedicated rooms or facilities for particular subjects (such as science labs or music rooms) and the extent to which these facilities are perceived to support instruction.

Households' Use of Public and Other Types of Libraries: 2002 (January 16, 2007)
This report presents a series of tabulations that highlight households’ use of public libraries, including, patterns of library use by household demographic, social, economic, and geographic characteristics are presented. The data for this report were collected as part of the October 2002 Current Population Survey (CPS) Library Supplement. The Current Population Survey (CPS) is a monthly survey of households conducted by the Census Bureau for the Bureau of Labor Statistics. Data are collected from a sample of 50,000 to 60,000 households through personal and telephone interviews.

Public-Use Data Files and Documentation: Foods and Physical Activity in Public Elementary Schools, 2005 (January 4, 2007)
This file contains data from a 2005 fast-response survey titled "Foods and Physical Activity in Public Elementary Schools: 2005." The study was prompted by concern over the rate of obesity among school-age children and was designed to obtain current national information on availability of foods and opportunities for exercise in public elementary schools. NCES released the results of the survey in the publication Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005. Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early March 2005, requesting that the questionnaire be completed by the person most knowledgeable about the availability of foods and opportunities for physical activity at the school. Respondents were encouraged to consult with the school’s food service personnel and physical education staff to complete relevant sections of the questionnaire. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in late March 2005 and completed in late June 2005. The final response rate was 91 percent. Respondents were asked about the types of food sold at one or more locations in their schools and in their cafeterias or lunchrooms; the types of food sold at vending machines and school stores or snack bars, and times when foods were available at those locations; food service operations and contracts with companies to sell foods at schools; scheduled recess, including the days per week, times per day, and minutes per day of recess; scheduled physical education, including the days per week, class length, and average minutes per week of physical education; activities to encourage physical activity among elementary students; and the physical assessment of students.

Postsecondary Institutions in the United States: Fall 2005 and Degrees and Other Awards Conferred: 2004-05 (December 27, 2006)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2005 data collection, which included two survey components: Institutional Characteristics for the 2005-06 academic year, and Completions covering the period July 1, 2004, through June 30, 2005. These data were collected through the IPEDS web-based data collection system.

Problem Solving in the PISA and TIMSS 2003 Assessments  (December 26, 2006)
In 2003, the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) included a special focus on problem-solving. This report reviews the problem-solving aspects of each study in order to compare and contrast the nature of problem solving in each assessment. The report’s authors develop and use a definition for problem solving to identify items in the two assessments that address students’ problem-solving capabilities. Items that were identified as problem-solving items in the TIMSS and PISA mathematics, science, and Cross-Disciplinary problem-solving assessments were analyzed in terms of six types of item characteristics: (1) content coverage; (2) cognitive processes; (3) problem-solving attributes; (4) item formats; (5) computational aspects; and (6) translation of representations.

NAEP and NCES Rank High in Study of Education Influence (December 19, 2006)
The National Assessment of Educational Progress (NAEP) has been ranked the nation's most influential educational information source - and most influential study -- in a new survey of education policy experts.
The survey of national leaders in education circles also ranked NCES, which conducts NAEP, as the third most influential information source, and Trends in International Mathematics and Science Study (TIMSS), another NCES effort, as the nation's second most influential study.
The U.S. Congress and U.S. Department of Education were judged the first and second most influential organizations.
The study was conducted by the research center at Editorial Projects in Education, the nonprofit that publishes Teacher magazine and Education Week. It employed a two-stage survey of the nation's opinion-elite. For the top-tier studies, the research center also conducted a series of citation searches to determine the rates at which these works were cited in scholarly literature and in the news media. View Article

Crime, Violence, Discipline and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2003-04 (December 12, 2006)
This report presents national-level information about crime and safety in U.S. public schools as reported by school principals, including the frequency of criminal incidents at school, the use of disciplinary actions, and efforts to prevent and reduce crime at school. Data come from the 2003–04 School Survey on Crime and Safety (SSOCS:2004). Eighteen percent of public schools reported at least one serious violent incident during the 2003–04 school year; two percent of public schools reported hate crimes; five percent of public schools reported gang-related crimes.

The New NCES KidsZone (December 11, 2006)
The NCES Students’ Classroom has been redesigned and renamed as the KidsZone. It now has an entirely new look and feel to help you find things easier and added features to make your visit more fun. You'll still have the same great tools to help you find schools, libraries, or colleges and don't worry, the Create a Graph is still just a click away. Check out the very popular Chances where probability is only a roll of the dice away, or visit old favorites like the Word Search. You can find updated information on education or compare where you stack up to students from across the globe. The new home page is also not to be missed with its new Student Poll and Mindbenders to test your cleverness. We hope you like what we've done. It's knowledge and fun rolled up in one!

Dropout Rates in the United States: 2004 (December 7, 2006)
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2004, and provides data about trends in dropout and completion rates over the last three decades (1972–2004), including characteristics of dropouts and completers in these years. Among other findings, the report shows that in students living in low-income families were approximately four times more likely to drop out of high school between 2003 and 2004 than were their peers from high-income families. Focusing on indicators of on-time graduation from public high schools, the averaged freshman graduation rate for the 3 most recent years for which data are available shows an increase from 72.6 percent for 2001–02 to 73.9 percent for 2002–03 to 74.3 percent for 2003–04.

State Library Agencies: Fiscal Year 2005 (December 6, 2006)
This report provides a statistical profile of state library agencies in the 50 states and the District of Columbia for fiscal year 2005. The report includes information on governance, collections and services, service outlets and staff, revenue, and expenditures. The data were collected through the State Library Agencies Survey conducted by the National Center for Education Statistics (NCES).

Indicators of School Crime and Safety: 2006 (December 4, 2006)
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.

Internet Access in U.S. Public Schools and Classrooms: 1994-2005 (November 29, 2006)
This report presents 11 years of data from 1994 to 2005 (no survey was conducted in 2004) on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students and teachers. It also provides information on teacher professional development on how to integrate the use of the Internet into the curriculum, and the use of the Internet to provide opportunities and information for teaching and learning.

Trends in the Use of School Choice: 1993 to 2003 (November 28, 2006)
Opportunities for school choice in the United States have expanded since the 1990s. This report uses data from the National Household Surveys Program (NHES) to present trends that focus on the use of and users of public schools (assigned and chosen), private schools (church- and non church-related), and homeschoolers between 1993 and 2003. The percentage of students enrolled in their assigned public school decreased from 80 percent to 74 percent between 1993 and 2003, while this decrease was nearly offset by an increase in chosen public school enrollment from 11 to 15 percent between 1993 and 2003. During this same time period, enrollment in church-related private schools remained stable at 8 percent and enrollment in non church-related private schools increased from 1.6 to 2.4 percent. This report also presents data on parental perceptions of public school choice availability and associations between the public and private school types children were enrolled in and parental satisfaction with and involvement in the schools. About one-half of all students have parents who reported that public school choice was available in their community, with one-quarter of students attending assigned public schools having parents who considered enrolling them in a school other than the one they were currently attending, while 17 percent of all students and 27 percent of Black students attended a school other than their parent’s first-choice school. Generally, there were no parental involvement differences detected between students enrolled in assigned and chosen public schools. Parents of students in private schools reported more direct involvement in their children’s schools than parents of students enrolled in other types of schools.

Academic Pathways, Preparation, and Performance: A Descriptive Overview of the Transcripts from the High School Graduating Class of 2003-04 (November 22, 2006)
This report uses transcript data from the Education Longitudinal Study of 2002 (ELS:2002) to provide nationally representative information about the level of academic preparation the high school graduating class of 2003-04 had when leaving high school. The report supplies a brief examination of the coursetaking patterns of 2003-04 graduates, with a focus on their participation in mathematics, science, and Advanced Placement/International Baccalaureate courses. Additionally, the report links these coursetaking patterns with test achievement in mathematics, grade point average, and expectations for future educational attainment. Major findings in the report are that: the high school graduating class of 2003-04 earned an average of 25.8 course credits (measured in Carnegie units), 19.0 in academic subjects. Overall, about 30 percent of the class earned at least a credit in Advanced Placement or International Baccalaureate courses. Among the graduates, 5 percent got no further than basic math or pre-algebra courses, 45 percent completed at least algebra I or II, 36 percent completed at least one trigonometry, statistics, or precalculus course, and 14 percent calculus, as their highest level mathematics in high school. Ninety one percent of graduates who completed an academic curriculum and 46 percent of students who completed an occupational curriculum demonstrated mastery at proficiency level 3 on the ELS:2002 12th grade mathematics assessment, which is simple problem-solving, requiring low-level mathematical concepts.

Overview of Public Elementary and Secondary Students, Staff, Schools, School Districts, Revenues, and Expenditures: School Year 2004-05 and Fiscal Year 2004 (November 21, 2006)
This report contains information from the 5 Common Core of Data (CCD) surveys: the 2004-05 state, local education agency, and school nonfiscal surveys for 2004-05 and the state and local education agency school finance surveys for fiscal year 2004. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported. Finance data include revenues by source (local, state, and federal) and total and per-pupil expenditures by function.

Placing College Graduation Rates in Context: How 4-Year College Graduation Rates Vary With Selectivity and the Size of Low-Income Enrollment (November 16, 2006)
This report uses data primarily from the 2004 Graduation Rate Survey (GRS), a component of the Integrated Postsecondary Education Data System (IPEDS), to provide a systemwide overview of how graduation rates of comparable 4-year institutions vary with institution selectivity and the size of the low-income population enrolled. The report clearly shows that graduation rates dropped systematically as the proportion of low-income students increased, even within the same Carnegie classification and selectivity levels. Variations by gender and race/ethnicity also were evident. Women graduated at higher rates than men, and in general, as the proportion of low-income students increased, so did the gap between female and male graduation rates. The gap in graduation rates between White and Black students and between White and Hispanic students, on the other hand, typically narrowed as the as the proportion of low-income students increased.

National Assessment of Educational Progress 2005 Science Trial Urban District (TUDA) Results (November 15, 2006)
In 2005, the National Assessment of Educational Progress (NAEP) conducted the first Trial Urban District Assessment (TUDA) in science to examine the performance of fourth- and eighth-graders in 10 large urban districts. These urban districts serve student populations that are more diverse than the nation's public schools overall. Only public schools participated, so scores for the 10 participating districts are compared to public school averages for the nation and large central cities. Large central cities (population 250,000 or more) provide a comparison that is more reflective of these student populations than the nation as a whole. Because this is the first science TUDA assessment, NAEP cannot compare student performance in the districts to prior years to determine whether districts are making progress. Associate Commissioner Peggy Carr participated in a live chat concerning the results at 3:00 pm on Wednesday November 15. The transcript is now available.

Academic Libraries: 2004 (November 14, 2006)
The selected findings and tables in this report, based on the 2004 Academic Libraries Survey, summarize services, staff, collections, and expenditures of academic libraries in degree-granting postsecondary institutions in the 50 states and the District of Columbia. The report includes a number of key findings: During fiscal year (FY) 2004, there were 155.1 million circulation transactions from academic libraries’ general collection. During a typical week in the fall of 2004, 1.4 million academic library reference transactions were conducted, including computer searches. The nation’s 3,700 academic libraries held 982.6 million books; serial backfiles; and other paper materials, including government documents at the end of FY 2004. Academic libraries spent $2.2 billion on information resources during FY 2004.

Institutional Policies and Practices Regarding Postsecondary Faculty: Fall 2003 (November 7, 2006)
This report describes recent hiring and retirement patterns as well as tenure-related changes and actions taken by public and private not-for-profit postsecondary institutions that offered an associate’s or higher degree in fall 2003 and participated in federal Title IV student aid programs. Among the highlights are: In fall 2003, some 8 percent of all full-time faculty were hired the previous year from outside the institution, while 7 percent had left their institutions during the previous year. Of those who left, 36 percent retired. At least 90 percent of all doctoral or master’s institutions had tenure systems, but even among public associate’s institutions, the majority (64 percent) had a tenure system. About 64 percent of institutions with a tenure system limit time on tenure track to 6 or 7 years. One-half (52 percent) of institutions with a tenure system offered early or phased retirement to tenured faculty members between 1998 and 2003.

Trends in International Mathematics and Science Study (TIMSS) 2003 Nonresponse Bias Analysis (November 1, 2006)
This technical report explores the extent of potential bias introduced into the U.S. TIMSS study through nonresponse on the part of schools. Data from the third cycle of TIMSS, conducted in April-June, 2003, are the basis for the analyses. The analyses compare selected characteristics likely to reflect bias in participation from participating and non-participating schools. Two forms of analysis were undertaken: a test of the independence of each school characteristic and participation status, and logistic regression in which the conditional independence of selected school characteristics as predictors of participation was examined. The investigation into nonresponse bias at the school level for U.S. TIMSS 2003 samples for grades 4 and 8 shows that there was no statistically significant relationship detected between participation status and the majority of school characteristics that are available for analysis.

Where Are They Now? A Description of 1992-93 Bachelor's Degree Recipients 10 Years Later (October 31, 2006)
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report provides an overview of the status of 1992–93 college graduates 10 years after graduation. The report presents highlights of these college graduates’ lives in 2003 in five areas—education after the bachelor’s degree, labor force participation, opinions about their undergraduate education, family status, and civic participation. In addition to presenting a basic profile of graduates’ lives in 2003, the report is also intended as a broad introduction to the kinds of data available in B&B:93/03. A table compendium with five sections corresponding to the five areas above provides additional detail about how graduate characteristics are associated with the highlighted outcomes as well as related experiences in each area. The estimates in this report represent about 1.2 million bachelor’s degree completers from 1992–93.

The PISA (Program for International Student Assesment) 2003 U.S. datafiles now available. (October 27, 2006)
The PISA 2003 U.S. datafile is now available for downloading. The datafile includes variables unique to the U.S. context, such as race/ethnicity, that are not available in the international dataset. Data for the performance of 15-year-olds on an internationally created assessment in mathematics, science, and reading literacies for 49 countries is also included along with background information on the students and schools. As with other NCES datafiles, a user's guide and an electronic codebook with macros and control files for SPSS and SAS are posted on the website.

2003–04 National Postsecondary Student Aid Study (NPSAS:04): Undergraduate Financial Aid Estimates for 12 States: 2003–04 (October 24, 2006)
This report presents selected findings about the price of attendance and the types and amounts of financial aid received by in-state undergraduates enrolled in public 2-year, public 4-year, and private not-for-profit 4-year institutions during the 2003–04 academic year in 12 selected states. It is based on the undergraduate data in the 2003–04 National Postsecondary Student Aid Study (NPSAS:04), a nationally representative survey of postsecondary students. In addition to providing national estimates, the NPSAS:04 survey was designed to provide representative samples of undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in 12 states: California, Connecticut, Delaware, Georgia, Indiana, Illinois, Minnesota, Nebraska, New York, Oregon, Texas, and Tennessee. Prior NPSAS studies have not been representative at the state level. For the in-state undergraduates in each of these 12 selected states, the tables in this E.D. TAB show the average tuition and fees and total price of attendance, the percentages of undergraduates receiving various types of financial aid and the average amounts received, the average net price of attendance after financial aid, average financial need and remaining need after financial aid, cumulative student loan amounts, earnings from work while enrolled, and other aspects of financing an undergraduate education. Tables of comparable national totals limited to in-state undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in the 50 states, DC, and Puerto Rico are also provided to allow for comparisons of undergraduate financing patterns in each of the 12 selected states and the entire nation.

New Customized NAEP State and National Comparisons Feature on the Web (October 20, 2006)
Now you can create tables that compare states based on their average NAEP scale scores for selected groups of public school students (gender, race/ethnicity for three groups, eligibility for free or reduced-price school lunches, or high and low percentiles).

You set the scope for the state comparisons of interest. You must first select grade, subject, and student group of interest, then choose either single-year or cross-year mode, and then select the state of interest. You can compare the scores in one year, or examine the change in performance between two assessment years.

Full Version of the Digest of Education Statistics, 2005 (October 18, 2006)
The 2005 edition of the Digest of Education Statistics is the 41st in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977–78, 1983–84, and 1985–86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the Digest, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the Digest contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices.

ECLS-B Database Training Seminar - Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Database for Research and Policy Discussion (October 17, 2006)
The National Center for Education Statistics (NCES), Institute of Education Sciences, U.S. Department of Education, will sponsor a 3-day advanced studies seminar on the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. ECLS-B is designed to support research on a wide range of topics pertaining to young children’s cognitive, social, emotional, and physical development across multiple contexts (e.g., home, nonparental care, and school entry). This seminar is open to advanced graduate students and faculty members from colleges and universities nationwide and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations.

The ECLS-B training seminar will be conducted from January 10-12, 2007 in Washington, DC. Support for travel and lodging will be provided to accepted applicants. The application deadline for the seminar is November 27, 2006.

Economic Impact of the Nation's Historically Black Colleges and Universities (October 13, 2006)
The purpose of this study was to document the economic role of the nation’s historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. In this study, short-term economic impact was defined as the change in overall economic activity in the institutions’s community that is associated with four important categories of college/university-related expenditures, salaries, other institutional expenditures, and the expenditures of undergraduate and separately, graduate and professional students attending the institution. The IMPLAN (Impact Analysis for Planning) Professional Version 2.0 modeling system was used to build regional models for each of the 101 HBCUs in the 50 states and the District of Columbia and to calculate multipliers for estimating the HBCUs’ impact in terms of output, value-added, labor income, and employment. These multipliers were applied to each institution’s salary, staff, enrollment and expenditure data from the 2001 Integrated Postsecondary Education Data System (IPEDS) and data from the Bureau of Labor Statistics Consumer Expenditure Survey. In 2001, the combined initial spending associated with the nation’s 101 HBCUs totaled $6.6 billion. Public HBCUs accounted for 62 percent of the total amount. The total economic impact of the nation’s HBCUs was $10.2 billion with 35 percent due to the multiplier effect. This amount would rank the collective economic impact of the nation’s HBCUs 232nd on the Forbes Fortune 500 list of the United States’ largest companie

Economic Outcomes of High School Completers and Noncompleters 8 Years Later (October 12, 2006)
This Issue Brief uses data from the National Education Longitudinal Study of 1988 (NELS:88) to compare the economic outcomes of high school completers at three different points in time with the outcomes of individuals who did not complete high school. Differences by sex and the type of credential earned are also examined. The findings suggest that individuals who completed high school within 6 years generally had more favorable economic outcomes than their counterparts who completed high school later or not at all. However, differences in economic outcomes were most prominent between males and females even after controlling for the timing and type of high school credential earned.

National Indian Education Study: Part II: The Educational Experiences of Fourth- and Eighth-Grade American Indian and Alaska Native Students (October 10, 2006)
This report presents results from a national survey, conducted in 2005, that examined the educational experiences of American Indian/Alaska Native (AI/AN) students in grades 4 and 8, with particular emphasis on the integration of native language and culture into school and classroom activities. Students, teachers, and school principals all participated in the survey, which constituted Part II of the National Indian Education Study (NIES). Part I of NIES collected information on the academic performance of AI/AN students, as measured by the National Assessment of Educational Progress (NAEP). The report describes important aspects of the educational experiences of AI/AN students in grades 4 and 8. . Findings are presented in four broad areas: characteristics of AI/AN students, their schools, their teachers, and their curriculum. Although the central focus of the report is AI/AN students, information is also provided about non-AI/AN students, where available. The report also provides comparisons between AI/AN students at high density and low density schools. High density schools are defined by the Office of Indian Education as schools in which at least 25 percent of the students are American Indian or Alaska Native. All other schools are classified as low density. The Technical Notes section provides information about sampling, interpreting statistical significance, and other technical features. The Data Appendix provides tables that support the findings provided in the report.

United States High School Sophomores: A Twenty-Two Year Comparison, 1980-2002 (October 3, 2006)
Using questionnaire and test data collected in 1980, 1992, and 2002, this report presents time series data on three cohorts of high school sophomores. The report presents information on the changing context of cohort demographics, family characteristics, school characteristics, and school experiences, after school activities, and future plans and expectations. Tested achievement is also presented with results in math from 1980 to 1990 and 2002, and results in reading from 1990 to 2002.

Trends in International Mathematics and Science Study (TIMSS) 2003 U.S. datafile and User's Guide (October 2, 2006)
This datafile contains the U.S. TIMSS 2003 data, including data that was collected only in the United States and not included on the international database available from the IEA, and a Data User's Guide. The additional data relate to the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. This datafile is intended to be used in conjunction with the international datafile available from the IEA.

Highlights from the TIMSS 1999 Video Study of eighth-grade science teaching (October 2, 2006)
Highlights from the TIMSS 1999 Video Study of eighth-grade science teaching can now be viewed as an HTML document, including viewable video clips from each of the five participating countries.

School and Parent Interaction by Household Language and Poverty Status: 2002-03 (September 27, 2006)
Language minority parents may face a number of challenges when trying to communicate or become involved with their child’s school. This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 2002–03 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents’ perceptions of school communication practices and opportunities for parent involvement. Among the findings: A greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving personal notes or e-mails about the student; receiving newsletters, memos, or notices addressed to all parents; opportunities to attend general meetings; opportunities to attend school events; and chances to volunteer. Differences were still apparent after taking poverty status into account.

Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2003-04 (September 26, 2006)
This annual report provides basic information from the Common Core of Data about the nation’s largest public school districts in the 2003-04 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures. Several findings were:

  • These 100 largest districts enrolled 23 percent of all public school students, and employed 22 percent of all public school teachers, in 2003-04.
  • The 100 largest districts produced 20 percent of all high school completers (both diploma and other completion credential recipients) in 2002-03. Across these districts, the averaged freshman graduation rate was 68.8 percent. In 19 of the 100 largest districts the rate was 80 percent or higher. The rate was less than 50 percent in 8 of the 100 largest districts.
  • Three states – California, Florida, and Texas – accounted for 41 of the 100 largest public school districts.
  • Current per-pupil expenditures in fiscal year 2003 ranged from a low of $4,413 in Alpine School District, Utah to a high of $17,652 in Newark City, New Jersey.

Calendar of Events Now Available for NCES Activities (September 25, 2006)
A comprehensive calendar of events tool is now available for all NCES activities. The calendar includes briefings, conferences, employment opportunities, press releases, publication/product releases, training/workshops, and other pertinent activities. It is constantly being updated to present you with the latest events.

Forum Guide to Decision Support Systems: A Resource for Educators (September 21, 2006)
Forum Guide to Decision Support Systems: A Resource for Educators was developed to help educators better understand decision support systems and determine how they might be used most effectively in education organizations.

NCES Position Opening (September 20, 2006)
The National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education has an opening for an individual with expertise in economics and public policy. The individual must demonstrate a familiarity with state and local education finance data. The individual must also have experience conducting analysis of these data, demonstrating quantitative and qualitative skills. A Doctorate, or equivalent experience is required. Salary is commensurate with experience. A curriculum vitae or resume, and a letter of interest should be submitted electronically to: IESResAssoc@ed.gov. Please do not include your social security number on the documents submitted. If applying electronically presents a hardship, applications may be mailed to Sue Betka, Deputy Director for Policy and Administration, Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208. For additional information regarding this announcement, call 202-219-1385.

International Activities Programs at NCES (September 18, 2006)
NCES has recently updated all of its international websites including International Comparisons (IC), Adult Literacy and Lifeskills (ALL), Civic Education Study (CivEd), Program for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS). The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the international education research community. The revised website provides insights into the educational practices and outcomes of the United States. This is achieved through the International Activities Program at NCES, which provides statistical information comparing the educational experiences and trends in other countries to those of the United States. International assessment studies provide answers to questions of how other countries educate their children and with what success. The work that NCES conducts within the International Activities Program is designed to provide comparable indicator data about the activities and outcomes of educational systems and institutions in other nations.

Projections of Education Statistics to 2015 (September 14, 2006)
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund 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 2015. 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 2015. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.

Certification and Private School Teachers' Transfers to Public Schools (September 7, 2006)
This Issue Brief uses data from the Teacher Follow-Up Survey (TFS) to report teachers' transitions between public and private schools for teachers with and without certifications in the subjects they teach. In this exploratory study of the association between state certification and private school teachers’ movement to other private schools and public schools between 1987-88 and 2000-01, private school teachers who either obtained a state certification in their main assignment between one year and the next or who switched main assignments into one in which they were state-certified were more likely to change schools than were those without a regular state certification in the subject area of their main assignment. In three out of four time periods, higher percentages of movers who held state certification in year two of the time period only switched to public schools than did those without regular state certifications in their main assignment in either year of the time period. In all four time periods for which data were collected, higher percentages of movers with regular state certifications in both years of the time period moved to public schools than did their peers without the certification. However, regardless of certification status, 11 percent or fewer of private school teachers changed schools during any 2-year period.

The Health Literacy of America’s Adults: Results from the 2003 National Assessment of Adult Literacy (September 6, 2006)
The Health Literacy of America’s Adults is the first release of the National Assessment of Adult Literacy (NAAL) health literacy results. The results are based on assessment tasks designed specifically to measure the health literacy of adults living in the United States. Health literacy was reported using four performance levels: Below Basic, Basic, Intermediate, and Proficient. The majority of adults (53 percent) had Intermediate health literacy. About 22 percent had Basic and 14 percent had Below Basic health literacy. Relationships between health literacy and background variables (such as educational attainment, age, race/ethnicity, where adults get information about health issues, and health insurance coverage) were also examined and reported. For example, adults with Below Basic or Basic health literacy were less likely than adults with higher health literacy to get information about health issues from written sources (newspapers, magazines, books, brochures, or the Internet) and more likely than adults with higher health literacy to get a lot of information about health issues from radio and television.

Computer and Internet Use by Students in 2003 (September 5, 2006)
This report examines the use of computers and the Internet by American children enrolled in nursery school and students in kindergarten through grade 12. The report examines the overall rate of use (that is, the percentage of individuals in the population who are users), the ways in which students use the technologies, where the use occurs (home, school, and other locations), and the relationships of these aspects of computer and Internet use to demographic and socioeconomic characteristics such as students' age and race/ethnicity and their parents' education and family income. This report confirms that patterns of computer and Internet use seen in previous research are observed in more recent data. One of the more important findings presented in the report is that schools appear to help narrow the disparities between different types of students in terms of computer use. Differences in the rates of computer use are smaller at school than they are at home when considering such characteristics as race/ethnicity, family income, and parental education.

Age 2: Findings From the 2-Year-Old Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (August 29, 2006)
The new NCES report, Age 2: Findings From the 2-year-old Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (NCES 2006-043) shows the wide range of skills and abilities demonstrated by children at an early age. For example, 84 percent of children recognize and understand certain spoken words at about 2 years of age, while 4 percent show beginning counting skills.

The findings in the report are based on the Early Childhood Longitudinal Study, Birth Cohort, which is following the progress of about 10,000 children, representative of the approximately 4 million children born in the United States in 2001. It is the first national effort to assess directly children's early mental and physical development, their relationships with parents, the quality of their early care and education, and the contributions of both mothers and fathers in their lives.

The data upon which this report is based are available in the ECLS-B Longitudinal 9-Month-2-Year Restricted-Use Data File and Electronic Codebook (NCES 2006-044). For information about ordering these data, which are only available in restricted-use format, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006044

State Education Reforms Website (August 25, 2006)
NCES has just updated the State Education Reforms (SER) website by adding several new data tables. This website was first based on the report Overview and Inventory of State Education Reforms: 1990 to 2000, and is updated periodically to incorporate new data on state education reform activities. The SER website, which draws primarily on data collected by organizations other than NCES, compiles and disseminates data on state-level education reform efforts in four areas: 1) standards, assessment, and accountability, 2) school finance reforms, 3) resources for learning, and 4) state support for school choice options. Specific reform areas include student and teacher assessments, adequate yearly progress, state-wide exit exams, highly qualified teachers, open enrollments laws, and charter schools.

Student Financing of Undergraduate Education: 2003-04 (August 23, 2006)
This report, based on data from the 2003-04 National Postsecondary Student Aid Study (NPSAS:04), provides detailed information about undergraduate tuition and total price of attendance at various types of institutions, the percentage of students receiving various types of financial aid, and the average amounts that they received. In 2003-04, three-quarters of all full-time undergraduates received some type of financial aid ($9,900 average). One-half took out student loans ($6,200 average), and 62 percent received grants ($5,600 average). Forty percent received both grants and loans (combined average $13,600).

A Closer Look at Charter Schools Using Hierarchical Linear Modeling  (August 22, 2006)
A special over sample of charter schools, conducted as part of the 2003 fourth-grade NAEP assessments, permitted a comparison of academic achievement for students enrolled in charter schools to that for students enrolled in traditional public schools. The school sample comprised 150 charter schools and 6,764 traditional public schools. The report uses hierarchical linear models (HLMs) to examine differences between the two types of schools when multiple student and/or school characteristics are taken into account. After adjusting for student demographic characteristics, charter school mean scores in reading and mathematics were lower, on average, than those for traditional public schools. The size of these differences was smaller in reading than in mathematics. Results from the second analysis showed that in reading and mathematics, average performance differences between traditional public schools and charter schools affiliated with a public school district were not statistically significant, while charter schools not affiliated with a public school district scored significantly lower on average than traditional public schools.

National Assessment of Educational Progress (NAEP) Research Opportunity! (August 21, 2006)
The American Educational Research Association (AERA) Research Grants Program is accepting applications with deadlines of September 1, 2006, January 5, 2007, and March 1, 2007.

The program's goals are:
(1) to stimulate research on issues related to U.S. education policy and practice using National Center for Education Statistics (NCES) and National Science Foundation (NSF) data sets;
(2) to improve the educational research community's firsthand knowledge of the range of data available at the two agencies and how to use them; and
(3) to increase the number of educational researchers using the data sets.

Underrepresented minority researchers are strongly encouraged to apply.

1999–2000 School Survey on Crime and Safety Table Library (August 11, 2006)
Just added to the NCES website are 128 tables of data on crime and safety in U.S. public schools. Statistics can be displayed for all schools or for elementary, middle, and high schools. All tables can be viewed online or downloaded as Microsoft Excel spreadsheets.

Digest of Education Statistics, 2005 (August 10, 2006)
The 41st 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. Some examples of highlights from the report include the following items. Enrollment in public elementary and secondary schools rose 22 percent between 1985 and 2005. The fastest public school growth occurred in the elementary grades (prekindergarten through grade 8), where enrollment rose 24 percent over this period, from 27.0 million to 33.5 million. Public secondary school enrollment declined 8 percent from 1985 to 1990, but then rose 31 percent from 1990 to 2005, for a net increase of 20 percent. The number of public school teachers has risen faster than the number of students over the past 10 years, resulting in declines in the pupil/teacher ratio. Between 1994 and 2004, the number of full-time college students increased by 30 percent compared to an 8 percent increase in part-time students. During the same time period, the number of men enrolled rose 16 percent, while the number of women enrolled increased by 25 percent.

E.D. TAB: Public Libraries in the United States: Fiscal Year 2004 (August 8, 2006)
This report includes national and state summary data on public libraries in the 50 states and the District of Columbia, with an introduction, findings, and numerous tables. The report is based on data from the Public Libraries Survey for fiscal year 2004, and includes information on population of legal service area, service outlets, public service hours, library materials, total circulation, circulation of children’s materials, reference transactions, library visits, children’s program attendance, interlibrary loans, electronic services and information, full-time-equivalent staff, operating revenue and expenditures, and capital expenditures. The report includes several key findings: Nationwide, library visits to public libraries totaled 1.3 billion, or 4.7 library visits per capita. The average number of Internet terminals available for public use per stationary outlet was 10.3.

Qualifications of Public Secondary School History Teachers, 1999–2000 (August 3, 2006)
Previous studies of the qualifications of elementary and secondary school teachers have focused on whether teachers have educational backgrounds (a postsecondary major/minor or equivalent) and state certification that match the subjects they teach. If not, they are commonly considered out-of-field. This Issue Brief reports the combination of certifications and majors and minors to which secondary-level history students are exposed and how these qualifications vary across schools with differing levels of student poverty. Data from the NCES 1999-2000 Schools and Staffing Survey (SASS) teacher and school questionnaires indicate that students in the lowest poverty schools were the least likely to have a teacher with both an out-of-field certification and an out-of-field major or minor.

Changes in Staff Distribution and Salaries of Full-Time Employees in Postsecondary Institutions: Fall 1993–2003 (August 2, 2006)
Using data from the 1993 and 2003 Fall Staff Surveys, a component of the Integrated Postsecondary Education Data System (IPEDS), this report examines the change in the number and composition of staff in U.S. postsecondary institutions and the change in average salaries of full-time staff between fall 1993 and fall 2003. Over the decade, the growth of the workforce at colleges and universities outpaced the growth of both the civilian labor force and student enrollment, continuing a pattern that began in the 1970s. The growth rate was higher for part-time employees than full-time employees, for female staff than male staff, for racial/ethnic minorities than Whites, and for professionals than nonprofessionals. Although the average salaries of full-time employees increased for each of the seven primary occupation categories, only the rate of increase for executive, administrative, and managerial positions (17 percent) exceeded the median for the overall U.S. family income (14 percent).

Current Expenditures for Public Elementary and Secondary Education: School Year 2003-04 (August 1, 2006)
This publication contains data on current expenditures, by state, for public elementary and secondary education for school year 2002-03. It also reports median current expenditure per student by state and by school districts and current expenditures per student by districts at the 5th and 95th percentile. Current expenditures for public elementary and secondary education totaled $403 billion in 2003-04. This is a 4.1 percent increase from the previous year in unadjusted dollars and a 1.8 percent increase in constant dollars. The percentage of current expenditures spent on instruction and instruction-related activities was 66.1 percent in 2003-04 for the nation as a whole. The percentage of current expenditures spent on instruction and instruction-related activities in the 50 states ranged from 60.5 percent in Oklahoma to 71.2 percent in New York.

The Postsecondary Educational Experiences of High School Career and Technical Education Concentrators: Selected Results From the NELS:88/2000 Postsecondary Education Transcript Study (July 20, 2006)
This report presents information on the postsecondary educational experiences of students from the high school class of 1992 who concentrated in career and technical education (CTE) while in high school, including their postsecondary enrollment, coursetaking, and degree attainment patterns. The report also describes the extent to which high school CTE concentrators pursued the same field at the postsecondary level. Using data from students’ secondary transcripts collected as part of the National Education Longitudinal Study (NELS:88/2000), analyses reveal that about 20 percent of 1992 high school seniors were CTE concentrators. Of those students, roughly one-quarter were dual concentrators, completing both a CTE and college preparatory curriculum. NELS:88/2000 also collected students’ postsecondary transcripts. These data show that by 2000, the majority of CTE concentrators from the class of 1992 had enrolled in postsecondary education. More than half of these students began their postsecondary education at a community college, while 37 percent began at a 4-year institution, and 7 percent at another type of institution. Of the high school CTE concentrators who enrolled in a postsecondary institution, 50 percent earned a postsecondary certificate or degree by 2000, while 26 percent earned a bachelor’s or higher degree. About half of CTE concentrators who enrolled in a postsecondary institution earned postsecondary credits in a related field and 27 percent earned 12 or more credits in a related field, roughly the equivalent of one semester of full-time postsecondary study. Ab

Fathers of U.S. Children Born in 2001: Findings from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), E.D. Tab  (July 19, 2006)
This report presents information about the biological fathers of children born in the United States in the year 2001. It is the first publication of findings using the data collected from fathers during the base-year collection of the ECLS-B. It presents information on specific demographic characteristics of resident and nonresident biological fathers’ involvement in pregnancy and birth, fathers’ attitudes about fathering, and father involvement.

NCES Employment Opportunity - Management & Program Analyst, GS-343-13 (July 18, 2006)
This position is located in the U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, Washington, DC. It is established to analyze and advise management on the evaluation of the effectiveness of programs and operations or the productivity and efficiency of management, or both.

2004 National Postsecondary Student Aid Study (NPSAS:04) Full-scale Methodology Report (July 18, 2006)
This report describes the methods and procedures used for the 2004 National Postsecondary Student Aid Study (NPSAS:04). NPSAS:04 is a comprehensive study of financial aid among postsecondary education students in the United States and Puerto Rico that provides information on trends in financial aid and on the ways in which families pay for postsecondary education. NPSAS:04 included important changes from previous NPSAS surveys (conducted in 1987, 1990, 1993, 1996, and 2000) in its sample design and collection of data. For example, the current study is the first in the NPSAS series to utilize a web-based instrument for both self- and telephone-administration. Another important change is that NPSAS:04 was designed to provide state-level representative estimates for undergraduate students within three institutional strata—public 2-year institutions; public 4-year institutions; and private not-for-profit 4-year institutions for 12 states that were categorized into three groups based on population size—four large, four medium, and four small: California, Connecticut, Delaware, Georgia, Illinois, Indiana, Maine, Nebraska, New York, Oregon, Tennessee, and Texas. These states were chosen for this “demonstration” study from a set of volunteering states that expressed interest and a willingness to support and encourage participation by their institutions. However, sufficient comparability in survey design and instrumentation was maintained to ensure that important comparisons with past NPSAS studies could be made.

Arts Instruction of Public School Students in the First and Third Grades (July 18, 2006)
This Issue Brief uses the First- and Third-Grade Spring Teacher Questionnaires of the ECLS-K to examine the changes over time from first to third grade in how often young children are exposed to arts education in the general classroom. The Brief also looks at differences in these characteristics by level of poverty and/or urbanicity of the school. In both first and third grade, most public school students received weekly instruction in music and art at least weekly, while weekly instruction in dance and theater occurred less often within each year. About 32 percent of students in high poverty public schools never received theater instruction in either grade compared with 24 percent of students in low poverty public schools. Of the students who received music instruction in either first or third grade, 29 percent of students in urban public schools received weekly music instruction less often in third grade than in first compared with 20 percent of students in suburban public schools and 22 percent in rural public schools.

Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling (July 14, 2006)
This study compares mean 2003 National Assessment of Educational Progress (NAEP) reading and mathematics scores of public and private schools in 4th and 8th grades, statistically controlling for individual student characteristics (such as gender, race/ethnicity, disability status, identification as an English language learner) and school characteristics (such as school size, location, and the composition of the student body). In grades 4 and 8, using unadjusted mean scores, students in private schools scored significantly higher than students in public schools for both reading and mathematics. But when school means were adjusted in the HLM analysis, the average for public schools was significantly higher than the average for private schools for grade 4 mathematics and not significantly different for reading. At grade 8, the average for private schools was significantly higher than the average for public schools in reading but not significantly different for mathematics. Comparisons were also carried out between types of sectarian schools. In grade 4, Catholic and Lutheran schools were compared separately to public schools. For both reading and mathematics, the results were similar to those based on all private schools. In grade 8, Catholic, Lutheran, and Conservative Christian schools were each compared to public schools. For Catholic and Lutheran schools for both reading and mathematics, the results were again similar to those based on all private schools. For Conservative Christian schools, the average adjusted school mean in reading was not significantly different from t

America’s Children in Brief: Key National Indicators of Well-Being, 2006 (July 14, 2006)
America’s Children in Brief: Key National Indicators of Well-Being, developed by the Federal Interagency Forum on Child and Family Statistics (representing 20 federal agencies of which NCES is a major contributor), is the tenth annual synthesis of information on the status of the Nation's most valuable resource, our children. This report presents 26 key indicators of the well-being of children. These indicators are monitored through official Federal statistics covering children's economic security, health, behavior and social environment, and education. The Brief also provides a summary list highlighting changes between the two most recent data collections for each background measure and indicator.

Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2000 (Public-Use) (July 10, 2006)
This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2000 (ALS:2000). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of instrumentation; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview data file structure and contents. In addition, there are a number of appendices. The ALS: 2000 provides information pertinent to libraries at 3,527 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia.

REVISED REPORT! - The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2002–03 and 2003-04 (July 10, 2006)
This report presents the averaged freshman graduation rate for public high school students for school years 2002-03 and 2003-04 based on data reported by state education agencies to the National Center for Education Statistics. Rates are included for most of the 50 states, District of Columbia, Puerto Rico, and three other jurisdictions for both years. Comparing the averaged freshman graduation rate among public school students in the class of 2002-03 to that of 2003-04 in each of the 48 reporting states and the District of Columbia, 32 states and the District of Columbia experienced increases in the rate, 1 state experienced no change, and 15 states experienced declines in the rate over this 2-year period. Note, a previous version of this report included unstable estimates for Department of Defense schools, which have been removed.

Dealing With Debt: 1992-93 Bachelor’s Degree Recipients 10 Years Later (July 5, 2006)
Using data from the 1993–2003 Baccalaureate and Beyond Study (B&B:93/03), this report describes the borrowing patterns of 1992–93 bachelor’s degree recipients and examines the repayment of undergraduate Stafford loans for those who had no additional degree enrollment. About half (51 percent) of all graduates had borrowed to help pay for their undergraduate education, borrowing an average of $10,200 from all sources. Among graduates with no additional degree enrollment, 74 percent had repaid all their undergraduate loans by 2003. Of the 26 percent still repaying their loans, the median debt burden (monthly payment divided by monthly income) in 2003 was 3.3 percent. Among bachelor’s degree recipients with no further degree enrollment, 39 percent had taken out Stafford loans as undergraduates. Among these Stafford loan borrowers, 5 percent ever had a deferment, 12 percent ever had a period of forbearance, and 10 percent had defaulted at some point. Students did not tend to run into repayment problems immediately; the average length of time between graduation and the first deferment, forbearance, or default was 4–5 years. For many, the problems were temporary, with 45 percent of defaulters able to re-enter repayment later. In addition, most of those who deferred or had periods of repayment were able to recover financially and did not default.

Forum Guide to Elementary/Secondary Virtual Education (June 29, 2006)
This guide provides recommendations for collecting accurate, comparable, and useful data about virtual education in an elementary/secondary education setting.

Forum Guide to the Privacy of Student Information: A Resource for Schools (June 29, 2006)
This guide was written to help school and local education agency staff to better understand and apply FERPA, a federal law that protects privacy interests of parents and students in student education records.

Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching (June 23, 2006)
This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the

Dropout Rates in the United States: 2002 and 2003 (June 22, 2006)
This report continues the dropout rate report series. The report is based on several sources of data and provides details on high school dropouts and high school completers for 2002 and 2003. Apart from provide characteristics of dropouts and completers in these years, the report also provides information about trends in high school dropout and completion rates going back to the 1970s. Among other findings, the report shows that young people (16-24 year olds) of Hispanic origin have been more likely to be out of high school without a high school credential than young White- and Black, non-Hispanics over the past 30 years.

Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003-04, With a Special Analysis of Community College Students (June 21, 2006)
This report is the fifth in a series of reports that accompany the release of the data from the National Postsecondary Student Aid Study (NPSAS). This report includes an analysis of community college students, examining the relationship between a measure of students’ degree commitment and their likelihood of maintaining their enrollment over the 1-year period under study. The study developed a taxonomy called the Community College Track, which classifies students’ degree commitment (more, less, or not committed) based on their reported intentions of completing a program of study (transfer, associates degree, certificate, or no degree) and their attendance status (at least half time or not) within their program of study. Overall, some 49 percent of community college students were classified as “more committed,” 39 percent as “less committed” and 12 percent as “not committed.” The two largest groups were students classified as “more committed” in transfer programs (29 percent) and “less committed” in general associate’s degree programs (17 percent). The results indicate that students who demonstrate a relatively strong commitment to completing a program of study (i.e., they explicitly report that either transfer or degree completion are reasons for attending and they attend classes at least half time) are very likely to maintain their enrollment for one year. Some 83 percent of the “more committed” students did so, compared with 70 percent of “less committed” and 58 percent of those designated as “not committed.”

The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2002–03 and 2003-04 (June 20, 2006)
This report presents the averaged freshman graduation rate for public high school students for school years 2002-03 and 2003-04 based on data reported by state education agencies to the National Center for Education Statistics. Rates are included for most of the 50 states, District of Columbia, Puerto Rico, and three other jurisdictions for both years. Comparing the averaged freshman graduation rate among public school students in the class of 2002-03 to that of 2003-04 in each of the 48 reporting states and the District of Columbia, 32 states and the District of Columbia experienced increases in the rate, 1 state experienced no change, and 15 states experienced declines in the rate over this 2-year period.

Documentation for the NCES Comparable Wage Index Files (June 15, 2006)
The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust finance data at geographic different levels in order to make better comparisons across geographic areas.

The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University and William J. Fowler, Jr. at NCES. Dr. Taylor's research was supported by a contract with the National Center for Education Statistics. The complete description of the research is provided in the NCES Research and Development "A Comparable Wage Approach to Geographic Cost Adjustment" (NCES 2006-321).

Documentation for the CWI describes four geographic levels of the CWI, which are presented in four separate files http://nces.ed.gov/edfin/prodsurv/data.asp. These files are the school district, labor market, state, and a combined regional and national file. The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997 - 2004. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar cost adjustments

Commissioner of NCES, comments on New Classificatory Scheme for Locale Codes  (June 12, 2006)
In March 2006 NCES revised its system of locale codes. Locale codes were first developed by NCES in the 1980's and are widely used for tasks such as drawing samples, stratifying survey results, or identifying rural schools. The new locale code system includes four major categories: city, suburban, town, and rural. Cities and suburbs are further divided into categories of small, mid-size, or large. Towns and rural areas can be characterized by their proximity to an urbanized area as fringe, distant, or remote.

The Education Finance Longitudinal Data Tool has been expanded (June 12, 2006)
The Education Finance Longitudinal Data Tool has been expanded to include two additional years of data and more detailed revenue and expenditure items. This data tool allows you to compare thirteen years of finance data for as many as five school districts. Data are presented in both tables and line graphs, and in either total dollars or per-pupil dollars. The years covered are 1989-90 through 2001-02. Revenues can be delineated by source and expenditures by function.

Postsecondary Facilities Inventory and Classification Manual (June 2, 2006)
The Postsecondary Education Facilities Inventory and Classification Manual (FICM), 2006 Edition manual describes standard practices for initiating, conducting, reporting, and maintaining a postsecondary institutional facilities inventory. It is designed to be useful to both specialized staff and generalists and to be applicable to institutions with sophisticated information needs as well as to those with more basic facilities information needs. It reflects the perspective that along with human resources and financial assets, space is one of the primary resources of a postsecondary educational institution. It provides updated definitions for building area measurements, space and room use codes, and other data elements that are useful for including in a facilities inventory.

The Condition of Education 2006 (June 1, 2006)
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. 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 2006 print edition includes 50 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. The report finds, for example, that U.S. 15-year-olds had lower average scores in mathematics and science literacy than most of their international peers from Organization for Economic Cooperation and Development (OECD)-member countries that participated in the 2003 survey. While results from the National Assessment of Educational Progress show steady improvement in mathematics scores for 4th- and 8th-graders and science scores have improved for 4th-graders, science literacy was lower in 2005 than in 1996 at grade 12.

After-School Programs and Activities: 2005 (May 31, 2006)
This report presents data on participation in after-school activities and programs in the United States. The data are from the After-School Programs and Activities Survey (ASPA) of the 2005 National Household Education Surveys Program (NHES:2005). The data presented in the report are based on a nationally representative sample of students in kindergarten through grade 8. In 2005, 40 percent of students in kindergarten through eighth grade participated in after-school care arrangements that occurred at least once each week.

Adult Education Participation in 2004-05 (May 31, 2006)
This descriptive report presents selected data on adults’ participation in adult educational activities in the United States, excluding full-time college/university or vocational/technical credential programs, over a 12-month period from 2004-05. These data are from the Adult Education Survey of the 2005 National Household Education Surveys Program. Interviews for the survey were conducted with a nationally representative sample adults. A wide range of statistics is included in the report. For example, 44 percent of adults reported having participated in formal adult educational activities (excluding full-time college programs) in this time period.

Student Financing of Graduate and First-Professional Education: 2003-04 (May 30, 2006)
This report uses the 2003-04 NPSAS data to describe the characteristics of graduate and first-professional students and how they finance their education, with a section focusing on students who attend exclusively part time. The report also includes a compendium of tables providing detailed data on student and enrollment characteristics, types of financial aid, sources of financial aid, and employment while enrolled. The report shows that the majority of students (60 percent) were enrolled at the master's level. Seventy-three percent of all graduate and first-professional students received some type of aid (grants, loans, assistantships, or work-study), and the average amount received by aided students was $15,100. Aid patterns varied across programs, however. For example, doctoral students were more likely than others to receive grant aid (55 percent vs. 38 percent of master’s students and 41 percent of first-professional students), while first-professional students were the most likely to borrow (78 percent vs. 40 percent of master’s students and 30 percent of doctoral students). About half (51 percent) of all graduate and first-professional students attended exclusively part time in 2003-04, and 70 percent of these students worked full time while enrolled.

View the StatChat transcript on The Nation's Report Card: Results from the 2005 NAEP Science Assessment on-line discussion. (May 24, 2006)
Associate Commissioner Peggy Carr answered questions on-line & live pertaining to the results of the 2005 national and state science assessment. The report and results were released at 10:00 a.m. and the on-line discussion took place from 2:00 – 3:00 p.m. on Wednesday May, 24th, 2006.

The Nation's Report Card: Results from the 2005 NAEP Science Assessment provides information on the performance of our nation’s fourth-, eighth-, and twelfth-graders and include comparisons to performance in 1996 and 2000. State data is also available at grades 4 and 8. Full results for the nation and states are available at:
http://nces.ed.gov/nationsreportcard/science/

NEW REPORT! - The Nation’s Report Card: Science 2005 (May 24, 2006)
This report presents results of the National Assessment of Educational Progress (NAEP) 2005 science assessment. In addition to national results for grades 4, 8, and 12, fourth- and eighth-grade results are reported for 44 participating states and the Department of Defense schools. Assessment results are described in terms of students’ average science score on a 0–300 scale and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are also discussed, as are scores for three fields of science. This report also provides results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free/reduced-price school lunch). Comparisons are made to results from previous years in which the assessment was administered. In addition to the 2005 results, national results are reported from the 1996 and 2000 assessments. The national results show an increase in the average science score since 1996 at grade 4, no significant change at grade 8, and a decline at grade 12. Results for participating states and other jurisdictions from the 2000 assessment at grade 4 and from the 1996 and 2000 assessments at grade 8 are also reported. Of the 37 states and jurisdictions that participated in both the 2000 and 2005 fourth-grade science assessments, nine showed gains in average scores and none showed declines. Of the 37 states and

JUST RELEASED! – Data tool for The Nation's Report Card - Science 2005 Results (May 24, 2006)
Results of the National Assessment of Educational Progress (NAEP) 2005 science assessment were just released, detailing national performance at grades 4, 8, and 12 and state performance for most states at grades 4 and 8. National findings since the previous assessments in 1996 and 2000 show:

  • Fourth-grade students scored higher than either previous year, and lower-performing students made the largest gains since 2000.
  • Eighth-graders' overall performance remained unchanged compared with either previous year; gains by lower-income students narrowed the gap since 2000.
  • Scores for twelfth-graders remain unchanged since the last assessment, but are lower than in 1996. However, the White-Black gap has widened since 2000.

  • At both grades, 37 states and jurisdictions participated in both 2000 and 2005:
  • Fourth-graders in 9 states showed increases in scores since 2000.
  • Eighth-graders in 11 states posted increases for 2000, 4 declined.


  • Full results for the nation and states are available at:
    http://nces.ed.gov/nationsreportcard/science/

    REMINDER! - The deadline to submit presentation or demonstration proposals for the National Center for Education Statistics Summer Data Conference, 2006 is this FRIDAY, MAY 26 (May 23, 2006)
    Topics of interest include Data Standards; Decision Support Systems; Innovations in Data Collection, Reporting and Use; Measuring Performance; and Data Development. A PDF of the conference announcement flyer is also located on the website and contains:

  • preliminary schedule of events
  • important dates
  • instructions on making hotel reservations
  • directions to the hotel
  • meeting registration and proposal submission form

  • If you have any questions, please contact Erin Dahlberg (301.610.5534) or Susan Rittenhouse (301.294.2056) of Westat.

    New Release! - National Indian Education Study, Part I: NAEP 2005 Performance by American Indian and Alaska Native Students (May 23, 2006)
    The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian/Alaska Native students in the United States. The study was conducted by the National Center for Education Statistics (NCES) for the U.S. Department of Education, Office of Indian Education (OIE).

    Part I of the study presents the performance of American Indian/Alaska Native students at grades 4 and 8 on the 2005 National Assessment of Educational Progress (NAEP) reading and mathematics assessments. Approximately 7,200 American Indian/Alaska Native students participated in reading and 7,300 in mathematics. This national sample includes students from both public and nonpublic schools. In addition to the national sample, states with relatively large populations of American Indian/Alaska Native students as a percentage of the state's total population are included in the report (Alaska, Arizona, Montana, New Mexico, North Dakota, Oklahoma, and South Dakota).

    NAEP 2005 reading and mathematics assessment findings are detailed and discussed in this report.

    Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments (May 23, 2006)
    This report describes a study that was undertaken to compare the content of three mathematics assessments conducted in 2003: the National Assessment of Educational Progress (NAEP) fourth- and eighth-grade assessments; the Trends in International Mathematics and Science Study (TIMSS), which also assessed mathematics at the fourth- and eighth-grade levels; and the Program for International Student Assessment (PISA), which assessed the mathematical literacy of 15-year-old students. Its aim is to provide information that will be useful for interpreting and comparing the results from the three assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the three assessments on various dimensions.

    StatChat on The Nation's Report Card: Results from the 2005 NAEP Science Assessment  (May 19, 2006)
    Join Associate Commissioner Peggy Carr at 2 p.m. EDT on May 24 for a StatChat—a live online discussion—about the results of the 2005 national and state science assessment, scheduled for release on May 24 at 10 a.m. EDT. Submit your questions ahead of time at http://nces.ed.gov/WhatsNew/statchat/index2.asp

    The Nation's Report Card: Results from the 2005 NAEP Science Assessment will provide information on the performance of our nation’s fourth-, eighth-, and twelfth-graders and include comparisons to performance in 1996 and 2000. State data will also be available at grades 4 and 8. Visit http://nationsreportcard.gov at the time of the release for full results.

    NEW UPDATES! - State Education Reforms website (May 19, 2006)
    NCES has recently updated its State Education Reforms website. The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the education research community. The revised website draws primarily on data collected by organizations other than NCES. It serves as a general resource on major developments in state-level education policies. Initially based on the publication 'Overview and Inventory of State Education Reforms: 1990 to 2000,' this site is updated periodically to incorporate new data. Currently, this site generally reflects information collected through 2002, with some newer data as well, before state implementation of the federal No Child Left Behind Act.

    2004 National Study of Postsecondary Faculty (NSOPF:04) Methodology Report (May 18, 2006)
    This report is designed to give readers an accurate picture of this important study and the data generated by its methodology. The report is organized into 6 chapters, including information about the purpose of the study, the sample design, the data collection instruments, data collection and data processing procedures, an evaluation of data quality, and weighting and variance estimation. Of the 34,330 eligible sample members, 26,110 (76 percent) completed the faculty questionnaire during a field period from January to October of 2004. Seventy-six percent of respondents completed the self-administered web questionnaire, and 24 percent were interviewed by telephone. The average time to complete the survey was 30 minutes. Of the 1,070 eligible institutions, 980 (91 percent) provided faculty lists and 920 (84 percent) completed the institution questionnaire. Evaluations of operations and procedures focused on the institution contacting endeavor, the timeline for data collection from institutions (faculty lists and institution questionnaires) and faculty (CATI and self-administered interviews), tracing and locating procedures, refusal conversion efforts, the effectiveness of incentives, and the length of the faculty interview. Item nonresponse was below 15 percent for 87 of the 90 items in the institution questionnaire and for 141 out of the 162 items in the faculty questionnaire.

    2005 Digest of Education Statistics Tables are now Available (May 17, 2006)
    New tables from Digest of Education Statistics, 2005 provide a wide array of data covering prekindergarten through graduate school. Topics include: numbers of institutions; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; and international comparisons.

    NCES Studies on American Indian and Alaska Native Education (May 17, 2006)
    The Executive Order on American Indian and Alaska Native Education is designed to assist American Indian and Alaska Native students in meeting the challenging student academic standards of the No Child Left Behind Act of 2001 (Public Law 107-110) in a manner that is consistent with tribal traditions, languages, and cultures. This order builds on the innovations, reforms, and high standards of the No Child Left Behind Act of 2001, including the following: stronger accountability for results; greater flexibility in the use of federal funds; more choices for parents; and an emphasis on research-based instruction that works. Section 3 of the Order states that the Secretary of Education, in coordination with the Working Group, shall conduct a multiyear study of American Indian and Alaska Native education in relation to the challenging student academic standards of the No Child Left Behind Act of 2001. This publication introduces some of those studies that have data and that can be used to examine the education of American Indian and Alaska Native students.

    Commissioner of NCES, comments on the newly released report Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005. (May 16, 2006)
    As the Commissioner of the National Center for Education Statistics, I am pleased to release the report Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005. This is the first U.S. Department of Education study to focus on food and exercise in public elementary schools.

    Obesity among school-age children has become a national concern, with the number of overweight children aged 6 to 11 more than tripling over the past three decades. One way to address this health issue is to emphasize an "energy balance" approach-calories consumed versus calories expended-to support healthy eating and an active lifestyle. Because of the amount of time students spend at school each day, schools can play an important role in promoting good nutrition, physical activity, and healthy weight among children.

    Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005 (May 16, 2006)
    This study, prompted by concern over the rate of obesity among school-age children, was designed to obtain current national information on availability of foods and opportunities for physical activity in public elementary schools. The report includes findings on the types of food sold at one or more locations in schools and in their cafeterias or lunchrooms; the types of food sold at vending machines and school stores or snack bars, and times when foods were available at those locations; food service operations and contracts with companies to sell foods at schools; scheduled recess, including the days per week, times per day, and minutes per day of recess; scheduled physical education, including the days per week, class length, and average minutes per week of physical education; activities to encourage physical activity among elementary students; and the physical assessment of students.

    New version of the College Opportunities Online Locator (COOL) website (May 15, 2006)
    NCES announces the release of a new version of the College Opportunities Online Locator (COOL) website, a consumer information tool for students, parents, high school counselors, and others interested in postsecondary education in the United States. The site allows users to see and compare profiles of nearly 7,000 colleges and universities throughout the nation. Users can search by location, program or major, and a variety of institutional characteristics to identify postsecondary institutions that fit their preferences. In addition, up to four institutions can be compared side-by-side on areas including:

    - Estimated student expenses;
    - Financial aid availability;
    - Admissions information;
    - Enrollment details;
    - Retention and graduation rates; and,
    - Awards and degrees.

    Links to institution websites as well as to additional information about campus security, federal student loan default rates, and accreditation are also provided.

    The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late (May 12, 2006)
    This report examines the association between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children’s first grade reading and mathematics achievement. Based on the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), the statistics in brief reports that in the fall of 1998 5 percent of all children in kindergarten were repeating kindergarten and 6 percent were attending kindergarten for the first time even though they were age-eligible to do so a year earlier (i.e., delayed entry). In terms of children’s first grade performance by kindergarten enrollment status, at the end of first grade, children who repeated kindergarten have lower reading and mathematics knowledge and skills than those who started on time. At the end of first grade, children whose kindergarten entry was delayed, in general, demonstrate slightly higher reading knowledge and skills than those who started on time. In mathematics at the end of first grade, children whose kindergarten entry was delayed kindergarten are behind their classmates who began kindergarten on time.

    Initial Results From the 2005 NHES Early Childhood Program Participation Survey (May 11, 2006)
    This report presents selected data on the nonparental care arrangements and educational programs of preschool children, consisting of care by relatives, care by persons to whom they were not related, and participation in day care centers and preschool programs including Head Start or Early Head Start. It focuses on children under age 6 who have not yet entered kindergarten. For example, the report shows that 60 percent of such children were in some type of nonparental care arrangement on a weekly basis in 2005. The data are drawn from the Early Childhood Program Participation Survey (ECPP) of the 2005 National Household Education Surveys Program (NHES:2005).

    Comments delivered to the American Enterprise Institute for Public Policy Research by Mark Schneider, Commissioner of NCES (May 10, 2006)
    NCES is charged with documenting the condition of American education, which now means from pre-K through postsecondary education. And, as the Commissioner of Education Statistics, it is my job to make sure that the NCES fulfills that charge efficiently and responsibly. To do that we face a set of challenges-some are broad challenges, cutting across the entire range of activities that the Center undertakes; others are more particular to specific data collection efforts.

    Just updated! New Fiscal Year 2004 data from the Public Libraries Survey (PLS) (May 5, 2006)
    Just updated! New Fiscal Year 2004 data from the Public Libraries Survey (PLS) have just been added to the Compare Public Libraries and the State Education Data Profiles web tools. These data have been reviewed and edited at the state and national levels, and verified as correct by each state’s data coordinator. Please visit Compare Public Libraries and State Education Data Profiles to access and view the new Fiscal Year 2004 Public Library data.

    A Comparable Wage Approach to Geographic Cost Adjustment (May 4, 2006)
    In this report, NCES extends the analysis of comparable wages to the labor market level using a Comparable Wage Index (CWI). The basic premise of a CWI is that all types of workers—including teachers—demand higher wages in areas with a higher cost of living (e.g., San Diego) or a lack of amenities (e.g., Detroit, which has a particularly high crime rate) (Federal Bureau of Investigation 2003). This report develops a CWI by combining baseline estimates from the 2000 U.S. census with annual data from the Bureau of Labor Statistics (BLS). Combining the Census with the Occupational Employment Statistics (OES) makes it possible to have yearly CWI estimates for states and local labor markets for each year after 1997. OES data are available each May and permit the construction of an up-to-date, annual CWI. The CWI methodology offers many advantages over the previous NCES geographic cost adjustment methodologies, including relative simplicity, timeliness, and intrastate variations in labor costs that are undeniably outside of school district control. However, the CWI is not designed to detect cost variations within labor markets. Thus, all the school districts in the Washington, DC metro area would have the same CWI cost index. Furthermore, as with other geographic cost indices, the CWI methodology does not address possible differences in the level of wages between college graduates outside the education sector and education sector employees. Nor does the report explore the use of these geographic cost adjustments as inflation adjustments (deflators.) These could be areas for fruit

    The Annual Reports Program (May 1, 2006)
    NCES has recently updated its Annual Reports Program website. The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the education research community. The revised website is an analysis of data on a variety of educational topics, and disseminates these analyses through indicator reports, tabular reports, and web tools. Products include The Digest of Education Statistics, The Condition of Education and Projections of Education Statistics.

    The NAEP Secondary Analysis Research Program: Applications for 2007 are due July 27, 2006, by 8 p.m. EDT. (April 28, 2006)
    The NAEP Secondary Analysis Research Program was developed to encourage the preparation of reports that would not otherwise be available. The utilization of these state-of-the-art techniques are used to analyze and report the information gathered from NAEP assessments and the NAEP High School Transcript Studies (HSTS). Much potentially valuable information that could be gained from the NAEP data remains untapped. This grant program was developed to make resources available to qualified data analysts to explore the NAEP data more fully. Analyses and reports prepared under this program should potentially be useful to the general public, parents, educators, educational researchers, or policymakers.

    The FY 2007 NAEP Secondary Analysis Research Program application package and required forms can be downloaded from the Education Department website: http://www.ed.gov/programs/naepsarp/applicant.html

    Using the NAEP Database for Research and Policy Discussion: Applications due May 8, 2006 (April 28, 2006)
    This is a 3½-day advanced studies seminar on the use of the NAEP database for education research and policy analysis, aimed at faculty and advanced graduate students, and others in education who have strong statistical skills. Accepted applicants receive financial support for attending.

    The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School (April 13, 2006)
    Previous analysis of NELS:88 data found that students who are at-risk of school failure, but who are engaged and participate in school, achieve educational success. The 1993 study was a cross-sectional examination of the differences among successful versus unsuccessful students at-risk of school failure, particularly with respect to participation and engagement in school. The current study is a longitudinal investigation of the power of participating in high school and later educational outcomes. High school noncompleters, with the highest level of academic risk, stood out in each case. In postsecondary education programs, noncompleters earned the fewest credits; the mean number of credits earned by noncompleters who entered a postsecondary program was 17.0, compared to 49.4 credits for marginal completers and 87.8 credits for successful completers. High school noncompleters were less likely to be employed in 2000 (77 percent) than were successful completers (88 percent) or marginal completers (86 percent).

    NAEP Secondary Analysis Research Program Is Now Accepting Applications for 2007 (April 12, 2006)
    The NAEP Secondary Analysis Research Program was developed to encourage the preparation of reports that would not otherwise be available utilizing new ideas or state-of-the-art techniques to analyze and report the information contained in NAEP assessments and in the NAEP High School Transcript Studies (HSTS). Much potentially valuable information that could be gained from the NAEP data remains untapped. This grant program was developed to make resources available to qualified data analysts to explore the NAEP data more fully. Analyses and reports prepared under this program should potentially be useful to the general public, parents, educators, educational researchers, or policymakers.

    Applications Are Due July 27, 2006 by 8 p.m. EDT.

    If you have questions about the program or the preparation of an application, please contact the program officer, Alex Sedlacek, Ph.D., National Center for Education Statistics, at (202) 502-7446 or Alex.Sedlacek@ed.gov.

    Variation in the Relationship Between Nonschool Factors and Student Achievement on International Assessments (April 11, 2006)
    This Statistics in Brief uses NCES data to describe differences in nonschool factors that are related to student achievement. The data are from the Program for International Student Assessment (PISA) 2003, an international assessment of 15-year olds in reading literacy, mathematics literacy, and science literacy. The report focuses on data from 20 countries that are considered to be the most developed (based on the World Bank High Income Group). The report investigates six nonschool factors that are related to student achievement: highest level of education attained by either of the students’ parents; the highest occupational status of either of the students’ parents; the number of books that students have access to in the home; whether students speak the native language of the country at home; students’ immigrant status; and students’ family structure. The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less-advantaged homes, non-native language speakers, and other factors.

    National Assessment of Educational Progress (NAEP) Request for Applications (April 7, 2006)
    The Institute invites applications to conduct secondary analyses of the nationally representative achievement data collected by the National Assessment of Educational Progress (NAEP) and the NAEP High School Transcript Studies (HSTS).

    Comparing Science Content in the National Assessment of Educational Progress (NAEP) 2000 and Trends in International Mathematics and Science Study (TIMSS) 2003 Assessments (April 6, 2006)
    This report describes a study that was undertaken to compare the content of two fourth- and eighth-grade assessments in science: the National Assessment of Educational Progress (NAEP) and the Trends in International Mathematics and Science Study (TIMSS). The report provides information that will be useful for interpreting and comparing the results from the two assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the two assessments on various dimensions.

    Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching (April 4, 2006)
    This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the

    Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study (April 4, 2006)
    This Statistical Analysis report presents findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evid

    NCES Releases New Locale Code Methodology (April 3, 2006)
    NCES has revised its traditional 8-category locale code classification system to incorporate changes in the Office of Management and Budget’s definition of "rural" that were adopted for the 2000 Decennial Census. The new 12-category system continues to use the same standard geographic concepts found in the original locale codes, but now prioritizes an urban approach that combines both population size and distance from an urbanized area.

    The new system has four basic groups (city, suburb, town or rural), each of which is divided into three subcategories. Cities and suburbs are classified as large, midsize, or small on the basis of their population size. Towns and rural areas are described as being in the fringe, distant, or remote in relation to the closest urbanized area. NCES’ Common Core of Data survey system will publish both the traditional and new locale codes for public schools and local education agencies beginning with the 2003-04 school year and continuing through the 2006-07 school year.

    Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners (March 28, 2006)
    This Research and Development (R&D) report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. Using hierarchical linear modeling (HLM), the study estimated the degree to which specific aspects of teacher training-the teaching credential and coursework in pedagogy-and teaching experience were associated with student achievement. In addition, the study identified teacher-reported instructional practices associated with student achievement gains and examined the qualifications of teachers and aspects of teacher training that were related to the use of these practices. Spending more time on subject and working within a full-day kindergarten structure were found to be associated with relatively large gains in achievement. Also, certain teacher background variables—particularly the self-reported amount of coursework in methods of teaching reading and mathematics—were positively related to the teacher-reported frequency of various instructional practices that in turn were associated with higher achievement.

    Fifth Grade: Findings from the Fifth-Grade Follow-Up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (March 24, 2006)
    This report highlights children’s gains in reading and mathematics over their first 6 years of school, from the start of kindergarten to the time when most of the children are completing fifth grade. It also describes children’s achievement in reading, mathematics, and science at the end of fifth grade. Comparisons are made in relation to children’s sex, race/ethnicity, family characteristics (e.g., family type, poverty status, primary home language), the types of schools attended (i.e., public or private), and residential and school mobility. While all children showed progress, learning gaps persisted. Certain family background variables were found to be associated with reading and mathematics achievement, for example, poverty status and mother's highest level of education. Children living in poverty in all rounds of data collection scored lower in both reading and mathematics, on average, than students who moved into and out of poverty during the same period. Children whose mothers had not completed high school scored lower than children whose mothers had a bachelor's or higher degree. Boys were more likely than girls to score in the highest third of the distribution of mathematics achievement scores. It is the fifth in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.

    Characteristics of Schools, Districts, Teachers, Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey (March 23, 2006)
    The Schools and Staffing Survey (SASS) is the nation’s most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. This report introduces the data from the fifth administration (2003-04) of SASS. It is intended to give the reader an overview of the SASS data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. For example, one of the findings from the data is that 77 percent of public school districts required full standard state certification in the field to be taught when considering teaching applicants. Also, 82 percent of all public school teachers reported having 4 or more years of full-time teaching experience. These highlights, and others in the report, were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available in the 2003-04 SASS. In addition, complex interactions and relationships have not been explored.

    Finance Longitudinal Data Tool added to the Education Finance Statistics Center (EDFIN) Website (March 21, 2006)
    A new Finance Longitudinal Data Tool has been added to the Education Finance Statistics Center (EDFIN) website. The EDFIN site now has two searchable data tools. The Peer Search Tool allows comparisons of the finances of school districts with its peers based on the latest available fiscal data. Peers can be selected manually, or automatically based on total students, student/teacher ratio, percent children in poverty, district type, and locale code. The new Longitudinal Data Tool allows comparisons of fiscal and nonfiscal school district data over time from 1989-90 to 1999-2000.

    To access and use either of these finance tools please visit: http://nces.ed.gov/edfin/search/datatools.asp

    Call for Papers: 2nd IEA International Research Conference (March 20, 2006)
    The International Association for the Evaluation of Educational Achievement (IEA) is the sponsor of the several international comparative education assessments, including the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). Supported in part by NCES and the National Science Foundation, the IEA, in cooperation with the Brookings Institution in Washington DC, is hosting a research conference focused on greater understanding of the numerous roles that education plays in the development of nations and in shaping individuals. Individual paper proposals that utilize any of the IEA international assessment datasets are encouraged. The deadline for receipt of proposals is May 31, 2006. The conference will take place from November 9-11, 2006 in Washington, DC.

    Characteristics of Private Schools in the United States: Results From the 2003-2004 Private School Universe Survey (March 16, 2006)
    This report on the 2003-2004 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The number of teachers and students are reported by the same categories and the number of students is reported by grade level. In the fall of 2003, there were 28,384 private schools in the United States, enrolling 5,122,772 students, and employing 425,238 FTE teachers. Private school students represented approximately 10 percent of the total elementary and secondary enrollment in the United States in 2003-2004.

    Enrollment in Postsecondary Institutions, Fall 2004; Graduation Rates, 1998 & 2001 Cohorts; and Financial Statistics, Fiscal Year 2004 (March 13, 2006)
    This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2005 data collection, which included four components: Student Financial Aid for full-time, first-time, degree/certificate-seeking undergraduate students for the 2003-04 academic year, Enrollment for fall 2004 and 12-month counts for 2003-04, Graduation Rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 1998 at 4-year institutions or in 2001 at less-than-4-year institutions, and Finance for fiscal year 2004. These data were collected through the IPEDS web-based data collection system.

    Instructional Focus in First Grade (March 9, 2006)
    This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how often per week and how much time per day first-graders were instructed in subjects such as reading, mathematics, and science. The report also focuses in more detail on students’ in-class work on reading and language arts. The major findings of the report are that more than 90 percent of first-graders received daily instruction in reading and mathematics, while the most common length of time spent per day on reading is more than 90 minutes and on mathematics is between 31 and 60 minutes. The most common reading or language arts activities used in first grade classrooms were working on phonics and instruction in capitalization and punctuation.

    NCES Sponsored Workshop and Training Sessions (February 28, 2006)
    Just posted to the NCES website are information on six future NCES sponsored workshop and training sessions being held in May, June and July of 2006. Please visit http://nces.ed.gov/whatsnew/conferences/ to view dates, locations, agendas, and registration information for each. These conferences pertain to the following studies: the National Education Longitudinal Study of 1988 (NELS:88), the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS), and the National Assessment of Educational Progress (NAEP).

    NEW UPDATES! State Education Data Profiles  (February 15, 2006)
    Search for statewide information in elementary/secondary education, postsecondary education, public libraries and selected demographics for all states in the U.S. using a variety of NCES data sources. Newly added is state information from the National Assessment of Educational Progress.

    Call for Papers: The 2007 NICHD-NCES ECLS-B First Release Conference (February 3, 2006)
    The National Institute of Child Health and Human Development (NICHD) is sponsoring a 2-day Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) First Release Conference organized jointly by the National Institutes of Health (NIH) and the U.S. Department of Education's National Center for Education Statistics (NCES). The conference will be held March 31-April 1, 2007 in Bethesda, MD.
    This conference will provide an opportunity for investigators to share research findings using data from the 9-month and 2-year ECLS-B data collections. Papers that focus on child health outcomes of ethnic minorities, low-birth weight and very-low-birth weight births, cognitive development, and twins are particularly encouraged.
    NICHD will cover travel and per diem expenses for 8-12 different authors to present their studies. Abstract submissions are due July 15, 2006.

    Homeschooling in the United States: 2003 (February 2, 2006)
    This report uses the Parent and Family Involvement Survey of the 2003 National Household Education Surveys Program (NHES) to estimate the number and percentage of homeschooled students in the United States in 2003 and to describe the characteristics of these students and their families. In 2003, 31 percent of homeschooled children had parents who cited concern about the environment of other schools, such as safety, drugs, or negative peer pressure, as the most important reason for homeschooling, 30 percent had parents who said the most important reason was to provide religious or moral instruction, and 16 percent of homeschooled students had parents who said dissatisfaction with the academic instruction available at other schools was the most important reason. In addition, the report includes comparisons to an earlier study using data from the 1999 NHES to provide information about changes in the rate of homeschooling between 1999 and 2003 for different segments of the student population.

    The MIS 2006 Session Schedule and the Winter Forum 2006 Agenda are now available (February 1, 2006)
    The MIS 2006 Session Schedule and the Winter Forum 2006 Agenda are now available on the NCES website. To download, view and print the MIS 2006 Conference Brochure, MIS 2006 Session Schedule or Forum 2006 Winter Agenda as a pdf file, please visit:

    New Web Version of the Education Statistics Quarterly-Vol. 7 Issues 1&2 has been released on the NCES website. (January 26, 2006)
    A new web version of the Education Statistics Quarterly-Vol. 7 Issues 1&2 has been released on the NCES website. The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities.

    This is the final issue of the Quarterly being produced by NCES.

    You may also view various tables and figures from the Quarterly and other NCES publications by visiting our Tables & Figures Search Tool:
    http://nces.ed.gov/quicktables/

    Navigating Resources for Rural Schools (January 25, 2006)
    NCES has recently updated its rural education website, Navigating Resources for Rural Schools. The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the rural education research community. The revised website is a first stop in finding statistics on rural education data that NCES collects. The site starts with a basic overview of how locale is defined in various NCES data collections. The section on students shows tables on enrollment and participation rates, assessment, progress through school, and expenditures and revenues per student. The section on teachers includes statistics on their credentials, salaries, attrition, and student/teacher ratios. Course offerings are found with school discipline, technology, and other measures in the section on the school environment. Sections on community and financial support provide data on parents’ satisfaction and engagement with schools, as well as customary measures of fiscal resources.

    Public Elementary and Secondary Students, Staff, Schools, and School Districts: School Year 2003-04 (January 19, 2006)
    This report contains data from the Common Core of Data (CCD) non-fiscal 2003-04 state, local education agency, and school surveys. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported.

    Education Statistics Quarterly-Vol. 7 Issues 1&2 (January 17, 2006)
    The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. This is the final issue of the Quarterly being produced by NCES.

    1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03) Methodology Report (January 10, 2006)
    This report describes the procedures and results of the full-scale implementation of the B&B:93/03 study. Students who earned a bachelor's degree in 1992-93 were first interviewed in 1993 and then subsequently in 1994 and 1997. This is the final follow-up interview of the B&B:93 cohort, 10 years following completion of the bachelor's degree. The results of this study offer an opportunity to assess the value of a baccalaureate degree at a time when sample members are becoming established in their careers.

    Teacher Professional Development in 1999–2000: What Teachers, Principals, and District Staff Report (January 9, 2006)
    This report uses data from the 1999-2000 Schools and Staffing Survey to address how teacher professional development was organized and managed, what kinds of activities were available to teachers, and which ones they participated in. Major topics covered include planning and implementation of professional development, selection and evaluation of professional development activities and support for teacher professional development. In 1999-2000 most schools (92 percent) provided their teachers with time for professional development during regular contract hours. According to district staff, primary responsibility for deciding the content of professional development activities rests most commonly with district staff or principals rather than teachers or outside providers. In each topic area, more than one-half of all teachers who had participated thought that the activities were very useful.

    Parents’ Reports of School Practices to Provide Information to Families: 1996 and 2003 (January 9, 2006)
    This report focuses on parent-reported school information practices and examines these in relation to the frequency of parent involvement at their children's schools. In addition, these information practices are examined in relation to school, family, and student characteristics. Roughly 60 percent of children in both years had parents who reported that schools were very good a letting parents know how well students were doing in school between report cards, and had parents who thought their children's schools were very good at letting them know about volunteer activities at the schools. Approximately 40 percent of children in both years had parents who thought that their children's schools were very good at providing parents information about how to help their children learn better at home.

    Employees in Postsecondary Institutions, Fall 2004, and Salaries of Full-Time Instructional Faculty, 2004–05 (January 5, 2006)
    This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) Winter 2004–05 data collection, which included two required survey components: Employees by Assigned Position (EAP) for fall 2004 and Salaries (SA) for academic year 2004–05; the Fall Staff (S) component was optional for fall 2004. Title IV institutions in the U.S. employed over 3.3 million individuals in fall 2004, of which, 315,000 were employed in medical schools. About 1.2 million full-time professional employees were employed by Title IV institutions (except medical schools) in the U.S. in fall 2004. Of those, 51 percent had faculty status. Among the 183,000 full-time professional employees in medical schools, 45 percent had faculty status.

    Background Characteristics, Work Activities, and Compensation of Instructional Faculty and Staff: Fall 2003 (December 21, 2005)
    This publication is the second from the 2004 National Study of Postsecondary Faculty (NSOPF:04), a study of faculty and instructional staff in public and private not-for-profit 2-year-and-above postsecondary institutions in the United States. This report describes the background characteristics, work activities, and compensation of instructional faculty and staff in fall 2003, by employment status, institution type, and program area. The results show that the majority (57 percent) of instructional faculty and staff were employed full time in fall 2003. Women made up a larger proportion of part-time than full-time instructional faculty and staff (47 percent vs. 38 percent). The average basic salary from the institution for full-time instructional faculty and staff in all types of institutions was $66,800, and the average basic salary for part-time instructional staff was $11,000 in 2003.

    2003 National Assessment of Adult Literacy (NAAL) Results (December 15, 2005)
    The 2003 National Assessment of Adult Literacy (NAAL) measures the English literacy of America's adults (people age 16 and older living in households and prisons). NAAL builds on the previous national assessment of literacy completed in 1992. Results are reported in terms of scale score averages and literacy levels on three literacy scales: prose, document, and quantitative.

    Transcript for Online Chat on 2003 National Assessment of Adult Literacy (NAAL) Results (December 15, 2005)
    Results from the 2003 National Assessment of Adult Literacy (NAAL) have just been released. 'A First Look at the Literacy of America’s Adults in the 21st Century,' presents key results—including changes in adult literacy since 1992 and performance by gender, race/ethnicity, age, language spoken before starting school, educational attainment, and employment status. Dr. Peggy G. Carr Associate Commissioner, Assessment Division, NCES hosted a live online chat on Dec. 15 for which the transcript is available.

    Student Achievement in Private Schools: NAEP 2000-2005 Results (December 12, 2005)
    The report provides results in reading, mathematics, science, and writing at grades 4, 8, and 12. The report focuses on students enrolled in Catholic as well as private schools overall. It also compares their performance to that of students in public schools. Private school students' average performance was usually higher than that of public school students. Black and Hispanic fourth-graders in all private schools combined had higher average mathematics scores in 2003 than in 2000. However, no significant differences in scores were found across the same time period for Black and Hispanic private school students in grade 4 reading or grade 8 mathematics.

    Revenues and Expenditures by Public School Districts (December 8, 2005)
    This publication contains data on revenues and expenditures per pupil made by school districts for school year 2002-03. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data.

    Yes, NCES Has a New Website (December 6, 2005)
    Yes, we have a new website. After five years without a major overhaul, we have redesigned the look and feel of nces.ed.gov. Hopefully you will agree the changes are for the better. We have added our newest information to the homepage and also restructured our menus to make finding what you are looking for easier. The biggest difference is the navigation bar across the top of every page that enables you to find items of interest no matter where you are on our site. Please take a few moments to click on those items and browse the menus that drop down. We hope the categories are intuitively organized. We are also in the process of redesigning the way we present publications and survey areas. An example of the new publication template can be found at http://nces.ed.gov/programs/crimeindicators/. We have also made available an RSS feed to help you keep abreast of all NCES news. We hope you like the changes we have made. There will certainly be some bugs popping up and we will correct them as we find them. We appreciate all constructive comments.

    NAEP 2005 Mathematics and Reading Trial Urban District (TUDA) Results (December 1, 2005)
    The 2005 NAEP Trial Urban District Assessments was administered as part of the regular NAEP assessment, with a range of 1,100 to 2,400 students per district per grade being sampled in each subject. NAEP results are reported in terms of both scale scores and percent at or above achievement levels. Scale scores for both reading and mathematics in the fourth and eighth grades are presented on a 0 to 500 point scale. These scores measure what students know and can do.

    Education Statistics Quarterly (November 28, 2005)
    The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.

    Indicators of School Crime and Safety, 2005 (November 20, 2005)
    This annual report by NCES and the Bureau of Justice Statistics examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information 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 Schools 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.

    Mark Schneider Confirmed as Commissioner of Education Statistics (November 10, 2005)
    The U.S. Senate confirmed Mark S. Schneider as Commissioner of Education Statistics. Dr. Schneider will oversee the National Center for Education Statistics, one of the four centers of the Institute of Education Sciences, for the remainder of a 6-year term expiring June 20, 2009. Dr. Schneider has been serving as Deputy Commissioner of the Institute's National Center for Education Research. He previously served as Professor and Chairman of the Department of Political Science at the State University of New York at Stony Brook. Earlier in his career, Dr. Schneider served as Vice President of the American Political Science Association. He received his bachelor's degree from City University of New York and his Ph.D. from the University of North Carolina. He later served as a Fulbright Hays Senior Fellow at Osmania University in Hyderabad, India.

    The Averaged Freshman Graduation Rate for Public High Schools (November 4, 2005)
    'The Averaged Freshman Graduation Rate for Public High Schools from the Common Core of Data: School Years 2001-02 and 2002-03' presents the averaged freshman graduation rate for public high school students for school years 2001-02 and 2002-03, based on data reported by state education agencies to the National Center for Education Statistics. Rates are included for the 50 states, District of Columbia, Puerto Rico, Department of Defense Dependents Schools (overseas) and four other jurisdictions.

    NCES Handbooks Online (October 28, 2005)
    The NCES Data Handbooks provide guidance on consistency in data definitions and maintenance for education data, so that such data can be accurately aggregated and analyzed. The online Handbook database provides the Nonfiscal Handbooks in a searchable web tool. This database includes data elements for students, staff, and education institutions. The handbook has just been updated with new and emerging terms and definitions.

    Statewide Education Data Profiles (October 24, 2005)
    Search for statewide information in elementary/secondary education, postsecondary education, public libraries and selected demographics for all states in the U.S. You can select up to 4 states to compare at a time. In addition to getting statewide data you will also get data on U.S. averages and the ability to dynamically graph the results. The data used for this data tool comes from many NCES sources and has just been updated with 2003 public library information and 2004-05 postsecondary education information.

    NAEP Release: Reading and Mathematics Results for Grades 4 and 8 (October 19, 2005)
    National and state-by-state results of the 2005 Nation's Report Card in reading and mathematics, detailing fourth and eighth grade achievement on the National Assessment of Educational Progress (NAEP) were just released. Findings since the previous assessment in 2003 show: * Fourth-grade students scored higher in both reading and mathematics. * Eighth-graders scored higher in mathematics, but reading scores decreased. * Many of the differences in achievement between Black or Hispanic students and their White counterparts have narrowed. * Most states did not see a change in reading scores for 4th or 8th graders. Read remarks by Grover Whitehurst, Director, Institute of Education Sciences and Acting Commissioner, National Center for Education Statistics.

    StatChat transcript on 2005 NAEP Mathematics and Reading Results (October 19, 2005)
    Read NCES Associate Commissioner Peggy Carr's chat transcript on the results of the 2005 NAEP mathematics and reading assessments.

    New NAEP Data Explorer (October 19, 2005)
    The new NAEP Data Explorer (NDE) enables you to create statistical tables and graphics to help you find answers. Explore the results of decades of assessment of students' academic performance, as well as information about factors that may be related to their learning.

    New Training Session Announced on the Use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Database (October 18, 2005)
    NCES will sponsor a 3-day advanced studies seminar on the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. ECLS-B is designed to support research on a wide range of topics pertaining to young children's cognitive, social, emotional, and physical development across multiple contexts (e.g., home, nonparental care, and school entry). This seminar is open to advanced graduate students and faculty members from colleges and universities nationwide and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations. The ECLS-B training seminar will be conducted from January 11-13, 2006 in Washington, DC. Support for travel and lodging will be provided to accepted applicants. The application deadline for the seminar is November 18, 2005.

    Digest of Education Statistics, 2004 (October 12, 2005)
    The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.

    NCES 19th Annual Management Information Systems Conference, 2006 (MIS 2006) (October 6, 2005)
    Come participate in the annual MIS Conference to meet and share experiences with other MIS education staff from states, local education agencies, the Federal Government, and various associations. Learn from conference sessions and events on tried, true, and emerging MIS issues; participate in roundtables; and see demonstrations on current issues in the field. There is no cost to register and attend this event which will take place in Orlando Florida, February 22-24 2006.

    Compare Public Libraries (September 23, 2005)
    Compare Public Libraries allows users to compare one library (the library of interest) with similar libraries (the comparison group). For example, a user may wish to compare one library's total circulation with the total circulation of a group of libraries with similar total expenditures. Once you complete your analysis you can view the results and download them as an Excel file. This data tool has just been updated with information for fiscal year 2003.

    U.S. Public School District Finance Peer Search (September 20, 2005)
    This data tool lets you compare the finances of a school district with its peers. Peer districts are districts which share similarities among these characteristics: total students; Student/Teacher Ratio; Percent Children in Poverty; District Type; and Locale Code. This data tool has just been updated to include 2002-03 fiscal data and 2003-04 non-fiscal data. When you complete your search you will be able to generate graphs and download excel spreadsheets with your results.

    Projections of Education Statistics to 2014 (September 9, 2005)
    This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund 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 2014. 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 2014.

    Build a Data Table Using Public Elementary/Secondary Data (September 7, 2005)
    This application enables users to create customized tables of CCD public school data using data from multiple years collected from five CCD surveys and a Census Special Tabulation. This tool is now newly updated with data from the 2003-04 school year.

    Youth Indicators, 2005: Trends in the Well-Being of American Youth - Now Web-Enabled (September 6, 2005)
    This report presents a selection of indicators that provide a broad perspective on youth; it uses trend data that cut across disciplines and agency lines; and it provides information on both positive and negative aspects of the youth experience. These indicators are examined in five sections: Demographics, School-Related Characteristics, Employment-Related Characteristics, Activities Outside of School and Work, and Health. Each indicator contains a table, figure, and brief descriptive text describing the types of comparisons one might reasonably make. This report has now been web-enabled for easy viewing.

    Search for Schools, Colleges and Libraries-UPDATED (September 2, 2005)
    Search for Schools, Colleges and Libraries has been updated with more recent data for both public and private schools. Conduct a search and get detailed information for schools.

    Status and Trends in the Education of American Indians and Alaska Natives (August 25, 2005)
    This report examines both the current conditions and recent trends in the education of American Indians and Alaska Natives using statistical measures. It presents a selection of indicators that illustrate the educational achievement and attainment of American Indians and Alaska Natives. Over the past 20 years, American Indians/Alaska Natives have made gains in key education areas, such as increased educational attainment. However, gaps in academic performance between American Indian/ Alaska Native and White students remain.

    Online Assessment in Mathematics and Writing: Reports From the NAEP Technology-Based Assessment Project (August 18, 2005)
    This document contains reports from the 2001 Math Online (MOL) study and the 2002 Writing Online (WOL) study, both field investigations in the National Assessment of Educational Progress (NAEP) Technology-Based Assessment Project, which explored the use of new technology in NAEP. In the MOL study, nationally representative samples of fourth- and eighth-grade students were administered a computer-based mathematics test and a test of computer facility, among other measures. In addition, at the eighth-grade level, a randomly parallel group of students was administered a paper-based test containing the same items as the computer-based test.

    Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2002-03 (August 12, 2005)
    This report presents information drawn from the Common Core of Data (CCD) Local Education Agency Universe survey about the 1 percent of the Nation’s school districts that serve 23 percent of all public school students. It includes information about the numbers of dropouts and high school completers, student participation in selected programs, the numbers of teachers, and revenues and expenditures in these districts.

    A Special Session of NCES Database Training for Research on American Indian/Alaska Native Students (August 12, 2005)
    In an effort to encourage research on American Indian/Alaska Native students, NCES will conduct a 4-day advanced studies seminar on the use of the NCES databases for education research and policy analysis on American Indian/Alaska Native students. This seminar, sponsored by the Office of Indian Education, will focus primarily on the NAEP database containing both achievement scores for 4th, 8th, and 12th graders from public and non-public schools in various subject areas, and background information on the students who were assessed and their learning environment. The seminar will also provide an overview of other NCES databases that contain information on American Indian/Alaska Native students.

    American Indian and Alaska Native Children (August 11, 2005)
    This report provides descriptive information about American Indian and Alaska Native (AIAN) children born in the United States in 2001. It presents information on characteristics of their families, on children's mental and physical skills, on children's first experiences in childcare, on the fathers of these children, and on their prenatal care. Read the U.S. Department of Education Press Release.

    Tabular Summary of Adult Education for Work-Related Reasons: 2002-03 (August 4, 2005)
    This report presents selected data on adults’ participation in work-related educational activities in the United States over a 12-month period from 2002-03. These data are from the Adult Education for Work-Related Reasons Survey of the 2003 National Household Education Surveys Program. Findings indicate that during the 12-month period between early 2002 and early 2003, 40 percent of adults in the United States took part in one or more formal adult educational activities for work-related reasons. Also, 58 percent of adults who participated in adult educational activities for work-related reasons participated in informal learning activities for work-related reasons.

    Latest Edition of Education Statistics Quarterly Now Web Enabled (August 3, 2005)
    The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. Many data tables are also included. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.

    Youth Indicators, 2005: Trends in the Well-being of American Youth (July 29, 2005)
    This report is a statistical compilation of data on the distribution of youth, their family structure, economic factors, school and extracurricular activities, health factors, and other elements that relate to the education of young people between the ages of 14 and 24. Where possible, trend data are provided as a historical context for interpretation. Highlights of the report include: The proportion of 16- to 24-year-olds who were dropouts declined from 12 percent in 1998 to 10 percent in 2003; College enrollment rates of 18- to 24-year-olds have increased from 26 percent in 1980 to 38 percent in 2003; and the violent crime victimization rate for young people 12 to 24 was lower in 2002 than in 1995. Read the Department of Education Press Release.

    Student Reports of Bullying (July 27, 2005)
    Using data from the 2001 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS), this report examines the prevalence and nature of bullying as reported by students ages 12 through 18 in relation to student characteristics, school characteristics, and criminal victimization. In addition, the report explores other behaviors that were reported by the bullied student, such as fear, avoidance behavior, weapon carrying, and academic grades.

    Education Statistics Quarterly (July 27, 2005)
    The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.

    UPDATED VERSION - Build a Table with Public Elementary/Secondary Data (July 19, 2005)
    The CCD Build a Table (BAT) tool allows users access to multi-year Common Core of Data (CCD), elementary/secondary public school information. Data tables can be created for schools, school districts, counties, states for school years 1986-87 through 2002-2003. This new updated release of BAT includes (1) much faster export to excel and between pages of data (2) ability to create reports with larger number of records and columns, and (3) increased categorical analysis options.

    NAEP 2004 Trends in Academic Progress (July 14, 2005)
    In 2004, NAEP administered the latest long-term trend assessment to approximately 75,000 students at ages 9, 13, and 17 in public and nonpublic schools throughout the nation. The long-term trend assessment was last administered in 1999. This has resulted in the release of 'The Nation’s Report Card – NAEP 2004 Trends in Academic Progress' (see Acting Commissioner Whitehurst's statement). This unique source of data reports on national trends in reading since 1971 and in mathematics since 1973 and is based on the 2004 NAEP long-term trend assessment (see Secretary Spellings' press release).

    Online Chat Transcript - The Nation’s Report Card: NAEP 2004 Trends in Academic Progress  (July 13, 2005)
    The Nation’s Report Card – NAEP 2004 Trends in Academic Progress has just been released. This unique source of data reports on national trends in reading since 1971 and in mathematics since 1973 and is based on the 2004 NAEP long-term trend assessment. The transcript from the July 14 online chat with Associate Commissioner, Dr. Peggy G. Carr is now available.

    State Education Data Profiles - Public Library Info Now Added (July 2, 2005)
    This popular data tool has now added public library information to with information in elementary/secondary education, postsecondary education and selected demographics for all states in the U.S. Besides being able to get state data you will also get data on U.S. averages and the ability to graph the results.

    2003-04 National Postsecondary Student Aid Study-Undergraduate Financial Aid Estimates for 2003-04 (July 1, 2005)
    This new report describes average tuition and fees, average total price of attendance, and the percentages of undergraduates receiving various types and combinations of financial aid and average amounts received, with a particular focus on grants and loans. The results show that 63 percent of all undergraduates enrolled in 2003-04 received some type of financial aid. About one-half (51 percent) of undergraduates received grants and about one-third (35 percent) took out student loans. The average amount of grants received was $4,000, and the average amount borrowed by undergraduates in 2003-04 was $5,800.

    Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten Through Twelfth Grade: 2003 (June 3, 2005)
    This Issue Brief describes the percentage of students in grades 12 or below who used computers or the Internet in 2003. The Brief highlights the fact that computer and Internet use is commonplace and begins early. Even before kindergarten, a majority of children in nursery school use computers and, and 23 percent use the Internet.

    Condition of Education 2005 (June 1, 2005)
    The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The 2005 edition includes a special analysis of the mobility of elementary and secondary school teachers and 40 indicators in six areas: (1) enrollment trends and student characteristics at all levels of education from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education.

    2004 National Study of Postsecondary Faculty (NSOPF:04) Report on Faculty and Instructional Staff in Fall 2003 (May 27, 2005)
    This publication is the first from the 2004 National Study of Postsecondary Faculty (NSOPF:04), a study of faculty and instructional staff employed in degree-granting public and private not-for-profit postsecondary institutions in the United States. This report describes the gender, race/ethnicity, tenure status, and income of all faculty and instructional staff, by employment status, institution type, and program area.

    Highlights from the 2003 International Adult Literacy and Lifeskills Survey (May 20, 2005)
    America’s adults performed worse than their counterparts in Bermuda, Norway, and Switzerland, but better than those in Italy, according to the results of the 2003 Adult Literacy and Lifeskills Survey (ALL). ALL reports on the literacy and numeracy skills of adults ages 16-65 in six countries. A second phase of ALL, in which additional countries are collecting data, is currently under way.

    Postsecondary Institutions in the United States: Fall 2002 and Degrees and Other Awards Conferred: 2001-02 (May 18, 2005)
    NCES publishes many E.D. TABs that focus on postsecondary education policy issues. E.D. TABs are a collection of tables, presented with minimal analyses. The tables now available present counts of institutions by selected institutional characteristics including tuition, fees, and other costs. Tables also present data on the number of degrees and other formal awards conferred during the period July 1, 2001 through June 30, 2002 by Title IV postsecondary institutions.

    Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2002-03 (May 16, 2005)
    This report presents selected findings composed of tables providing an overview of revenues and expenditures for public elementary and secondary education during the 2003 fiscal year. The tables present data on three topics: 1. Revenues-presents amount and percentage of local, state, and federal revenue, 2. Current expenditures-compares state spending on day-to-day expenditures, and 3. Total expenditures-highlights current expenditures plus facilities acquisition and construction, replacement equipment, other programs, and interest on debt.

    NCES Forum & Summer Data Conference, 2005 (STATS-DC 2005) (April 20, 2005)
    Come participate in the NCES Forum & Summer Data Conference, 2005 (STATS-DC 2005): Say It With Data, in Washington DC from July 25-29. Audience will include individuals from state education agencies (SEAs), local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives.

    New Reports Focus on Dual Credit and Dual Enrollment (April 6, 2005)
    Two new reports focus on the two issues of dual credit and dual enrollment. The first, Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03 is the first national survey to provide baseline data on dual credit and exam-based courses, including Advanced Placement (AP) and International Baccalaureate (IB) courses, for public high school students. The second, Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03 provides data from a nationally representative survey of Title IV degree-granting postsecondary institutions on the topic of dual enrollment of high school students. See the Department of Education Press Release.

    NCES Announces 3 New Workshop & Training Opportunities Using International Education Databases (March 22, 2005)
    NCES will sponsor new 2½-day training seminars on the use of three NCES international education databases (TIMSS, PISA, PIRLS). These seminars are aimed at faculty and advanced graduate students from colleges and universities. Education researchers and policy analysts with strong statistical skills from state and local education agencies and professional associations are also welcome. There is no fee to attend this seminar if you are accepted to participate. Additionally, NCES will provide training materials as well as computers for hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminar.

    Computer Technology in the Public School Classroom: Teacher Perspectives (March 11, 2005)
    This Issue Brief examines public school teacher views on technology in the classroom. Using data from the 2000–01 Teacher Follow-up Survey (TFS), the Brief reports on what types of technology teachers find essential and whether they consider technology sufficiently available in their classrooms. It also compares teacher opinions across various teacher characteristics. A majority of teachers (57 percent) considered their classroom technology sufficiently available.

    A Profile of the American High School Sophomore in 2002 (March 10, 2005)
    This report presents findings from the base year of the Education Longitudinal Study of 2002 (ELS:2002), a new longitudinal study of high school students. The report provides descriptive information about the experiences and characteristics of a nationally representative sample of 10th-graders who were studied in the spring term of the 2001-02 school year. It examines the cohort’s sociodemographic characteristics, school experiences, participation in extracurricular activities, time use, tested achievement in reading and mathematics, and educational expectations and plans. See the Department of Education Press Release

    Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 (March 2, 2005)
    This public school district survey is the first national survey to explore distance education courses for public elementary and secondary school students. The report provides national estimates of the number of districts and schools with students enrolled in distance education courses, as well as the number of enrollments in those courses. In addition, it examines the reported reasons for having distance education courses, the instructional level of the populations served, entities delivering the courses to students, and data pertaining to online courses. See the Department of Education Press Release

    Gender Differences in Participation and Completion of Undergraduate Education and How They Have Changed Over Time (March 1, 2005)
    This report draws on several publications and postsecondary datasets to provide a detailed account of gender differences in undergraduate education. Specifically, the analysis examined gender differences in rates of participation and completion of undergraduate education, focusing on changes over time in college enrollment, associate’s and bachelor’s degree awards, and the demographic and enrollment characteristics of undergraduate men and women. The analysis also examined trends in high school academic preparation, postsecondary persistence and degree completion, and early labor market outcomes among bachelor’s degree recipients.

    New Report on Internet Access in U.S. Public Schools and Classrooms: 1994-2003 (February 24, 2005)
    This report presents 10 years of data from 1994 to 2003 on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, support of computer hardware/software and websites, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students or teachers.

    NCES Announces 7 New Workshop & Training Opportunities (February 16, 2005)
    NCES will sponsor 3½-day workshops and training seminars on the use of various NCES databases. These seminars are open to advanced graduate students and faculty members from colleges and universities nationwide, and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations. There is no fee to attend this seminar if you are accepted to participate. Additionally, NCES will provide training materials as well as computers for hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminar.

    Education Statistics Quarterly Just Released (February 4, 2005)
    The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given period of time as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.

    Agenda for the 18th Annual MIS Conference Now Available (February 3, 2005)
    The agenda for the upcoming NCES 18th Annual Management Information Systems Conference, 2005 to be held in New Orleans from February 23-25 is now available in a grid format as a PDF file.

    New Data Tool - State Education Data Profiles (February 2, 2005)
    Search for statewide information in elementary/secondary education, postsecondary education and selected demographics for all states in the U.S. Besides being able to get state data you will also get data on U.S. averages and the ability to graph the results.

    Forum Unified Education Technology Suite (February 1, 2005)
    The Forum Unified Education Technology Suite presents a practical, comprehensive, and tested approach to assessing, acquiring, instituting, managing, securing, and using technology in education settings. It will also help individuals who lack extensive experience with technology to develop a better understanding of the terminology, concepts, and fundamental issues influencing technology acquisition and implementation decisions. This online resource combines and updates four previously existing NCES/Forum publications: Safeguarding Your Technology (1998), Technology @ Your Fingertips, Version 2.0 (2001), Technology in Schools (2002), and Weaving a Secure Web around Education (2003).

    Highlights From the Trends in International Mathematics and Science Study (TIMSS) 2003 (December 14, 2004)
    The Trends in International Mathematics and Science Study (TIMSS) 2003 is the third comparison of mathematics and science achievement carried out since 1995 by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies. In 2003, some 46 countries participated in TIMSS, at either the fourth- or eighth-grade level, or both. This summary highlights initial findings on the performance of U.S. fourth- and eighth-grade students relative to their peers in other countries on the TIMSS assessment.

    Indicators of School Crime and Safety: 2004 - Web Version Now Available! (December 13, 2004)
    Indicators of School Crime and Safety is designed to provide an annual snapshot of specific crime and safety indicators, covering topics such as victimization, fights, bullying, classroom disorder, teacher injury, weapons, and student perceptions of school safety. In addition to covering a wide range of topics, the indicators are based on information drawn from a wide range of sources, including surveys of students, teachers, and principals, and data collections by federal departments and agencies such as the National Center for Education Statistics (NCES), the Bureau of Justice Statistics (BJS), the Federal Bureau of Investigation (FBI), and the Centers for Disease Control and Prevention (CDC). This new web version includes the tables and figures used in compiling this report.

    International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the US Perspective (December 6, 2004)
    America's 15-year-olds performed below the international average in mathematics literacy and problem-solving, according to the latest results from the Program for International Student Assessment (PISA). The test, given in the spring of 2003, assesses the abilities of 15-year-old students from 41 countries (including 30 of the most developed) to apply learning to problems with a real-world context. The full report is now available.

    Indicators of School Crime and Safety: 2004 (November 29, 2004)
    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 (1992-2002), the School Crime Supplement to the National Crime Victimization Survey (1995, 1999, 2001, and 2003), the Youth Risk Behavior Survey (1993, 1995, 1997, 1999, 2001, and 2003), the School Survey on Crime and Safety (2000) and the School and Staffing Survey (1993-94 and 1999-2000).

    Trends in Educational Equity of Girls & Women: 2004 (November 19, 2004)
    This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences.

    Children Born in 2001 (November 18, 2004)
    This publication provides descriptive information about children born in the United States in 2001. It presents information on certain child and family characteristics, on children’s mental and physical skills, on children’s first experiences in child care, and on the fathers of these children. The report profiles data from a nationally representative sample of children at about 9 months of age both overall, and for various subgroups (i.e., male and female, children from different racial/ethnic groups, and children living in different types of families).

    Digest of Education Statistics, 2003 - Tables and Figures (November 11, 2004)
    The primary purpose of the Digest of Education Statistics is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by NCES. Tables and figures for 2003 are now available.

    IPEDS (Postsecondary Data) Executive Peer Tool (November 10, 2004)
    The IPEDS Executive Peer Tool allows access to 2003-04 data presented in the National Postsecondary Education Cooperative (NPEC) IPEDS Data Feedback Report for all postsecondary institutions and a comparison group of institutions. In addition to presenting the data a graphing component permits the creation of graphs for this data.

    Dropout Rates in the United States: 2001 (November 4, 2004)
    This report is the latest in a series of NCES reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2001, and includes time series data on high school dropout and completion rates for the period 1972 through 2001. In addition to extending time series data reported in earlier years, the report examines the characteristics of high school dropouts and high school completers in 2001. It shows that while progress was made during the 1970s and 1980s in reducing high school dropout rates and increasing high school completion rates, these rates have since stagnated.

    18th Annual Management Information Systems Conference, 2005  (October 14, 2004)
    Come join us at the 18th annual MIS Conference, Feb. 23-25 in New Orleans, to meet and share experiences with other MIS education staff from States, local education agencies, the Federal Government, and various associations. Learn from conference sessions and events on tried, true and emerging MIS issues; participate in roundtables; and see demonstrations on current issues in the field.

    New Job Opportunities Available at NCES (October 8, 2004)
    NCES would like to announce new position vacancies. Announcements for these vacancies can be found through the link provided.

    Early Childhood Longitudinal Study, Birth Cohort Advanced Studies Database Training Seminar  (October 6, 2004)
    NCES will sponsor a 3 1/2-day (January 10-13, 2005) advanced studies seminar on the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. The ECLS-B is designed to support research on a wide range of topics pertaining to young children's cognitive, social, emotional, and physical development and their health status across multiple contexts (e.g., home and child care). This seminar is open to advanced graduate students and faculty members from colleges and universities nationwide, and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations. There is no fee to attend this seminar. NCES will provide training materials as well as computers for the hands-on practice. NCES will also pay for transportation, hotel accommodations, and a

    A Decade of Undergraduate Student Aid: 1989-90 to 1999-2000 (September 13, 2004)
    Tuition increases and the broader availability of federal student loans were the major driving forces of change in undergraduate student financing during the 1990s. A Decade of Undergraduate Student Aid: 1989-90 to 1999-2000 uses data from four National Postsecondary Student Aid Studies (NPSAS) to look at changes in financial aid to students in four types of institutions: public 2-year; public 4-year; private not-for-profit 4-year; and private for-profit less-than-4-year. The study focuses on full-time, full-year undergraduates in the 50 states, District of Columbia, and Puerto Rico and includes information on grants, loans, and work-study aid. The report also discusses the 1992 Reauthorization of the Higher Education Act (HEA-92) and its effect on how federal financial aid was distributed over time.

    Report on Historically Black Colleges and Universities (September 13, 2004)
    A new NCES report on historically Black colleges and universities (HBCUs) shows that women made up 61 percent of enrollment at HBCUs in 2001, up from 53 percent in 1976. Total enrollment at HBCUs rose from 223,000 in 1976 to 290,000 in 2001, which was slower than the rate of increase overall of college and university enrollment. The report, 'Historically Black Colleges and Universities, 1976 to 2001' presents data on enrollment, degrees conferred, staff, finances, and student financial aid at historically Black colleges and universities (HBCUs) from 1976 to 2001. HBCUs are institutions established prior to 1964 whose principal mission is the education of Black Americans.

    Civics Education Study (CivEd) Questions Added to 'Explore Your Knowledge' (September 8, 2004)
    Questions from the Civics Education Study (CivEd) have been added to the popular 'Explore Your Knowledge' site in the NCES Students' Classroom. Ninth grade students from 28 countries took part in the 1999 CivEd study. This site now has 130 questions from different international studies conducted by NCES. See how you compare with students from around the world.

    2005 NAEP Secondary Analysis Grant Program  (September 1, 2004)
    For the 2005 NAEP Secondary Analysis competition, applicants may propose analyses using any currently available NAEP or High School Transcript Study (HSTS) data set. Applications must be submitted under one of the three program goals. Goal One encompasses projects that use the NAEP data to study issues related to educational improvement. Goal Two encompasses projects that develop tools and methodologies to assist users of the NAEP data. Goal Three encompasses projects that develop improvements to the estimation, analysis and reporting of the NAEP data. Please see "Requirements of the Proposed Research" in the application materials online for more information about the types of projects the Institute of Education Sciences [the Institute] seeks to fund.

    New Issue of Education Statistics Quarterly (August 19, 2004)
    The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES. This issue contains a complete annual index of NCES publications.

    Education Finance Statistics School District Peer Tool (August 19, 2004)
    The NCES Education Finance Statistics Center has updated the Public School District Finance Peer Search with School Year 2000-2001 financial data (the latest available fiscal data from NCES.) The Public School District Finance Peer Search permits you to compare the finances of a school district with its peers. Peer districts are districts which share similarities among such characteristics as total students; student teacher ratio; percent children in poverty; district type; and locale code. Aside from an automatic standard peer search, users can search for school districts by distance from a zip code, or can select school districts they wish to compare a school district to. Advanced users can select groups of school districts by a particular characteristic, such as percent of children in poverty (in School Year 2000-2001).

    1.1 Million Homeschooled Students in the United States in 2003 (August 3, 2004)
    This brief report uses data from the 2003 National Household Education Surveys Program (NHES) to estimate the number of homeschooled students in the United States in 2003 and to discuss the reasons parents decide to homeschool their children. The brief also shows that the number of homeschoolers (some 1.1 million students, or 2.2 percent of America’s school-age population, were homeschooled in 2003), and the proportion of the student population they represent, has increased since 1999.

    Compare Academic Libraries Updated with 2002 Data (July 16, 2004)
    NCES' Academic Libraries Survey (ALS) produces descriptive statistics on about 3,700 academic libraries in the 50 states, the District of Columbia, and the outlying areas of the United States. This includes data on the libraries in the entire universe of accredited degree-granting institutions of higher education and on the libraries in non-accredited institutions with a program of four years or more. This tool allows users to create reports which compare one library of interest to other libraries for fiscal year 2002.

    America’s Children in Brief: Key National Indicators of Well-Being, 2004 (July 16, 2004)
    Since 1997, the Federal Interagency Forum on Child and Family Statistics, of which the National Center for Education Statistics is part of, has published America’s Children: Key National Indicators of Well-Being, a report that includes detailed information on a set of key indicators of child well-being. NCES has once again provided information used in this annual report.

    Compare Public Libraries (July 15, 2004)
    Compare Public Libraries allows users to compare one library, the “library of interest,” with a group of similar libraries, “the comparison group.” For example, a user may wish to compare one library's total circulation with the total circulation of a group of libraries with similar total expenditures. This tool has a new look and it has been updated with 2002 data.

    School District Analysis System (SDAS) (July 14, 2004)
    This application allows users to view summary state and national tables of school district data from the 2000 School District Special Tabulation (STP2). The system is made up of a set of crosstabulations permitting users to specify pre-selected row topics and column topics. Column topics provide a unique distribution of school district data grouped by the indicated characteristics (e.g., percent minority, school district size, etc.). The enrollment column topic is essentially a rearrangement of the state and U.S. data provided in the Census 2000 data link.

    NCES Announces Employment Opportunities (July 9, 2004)
    NCES would like to announce several position vacancies. Announcements for these vacancies can be found through the link provided.

    Search for Schools, Colleges and Libraries Updated with 2002-03 Public School Data (July 2, 2004)
    Search for Schools, Colleges and Libraries lets you find public schools, private schools, public libraries and postsecondary institutions all from within the same search tool. Once you locate a school or library of interest you can find many interesting pieces of information about it. This tool has just been updated with 2002-03 data from about 94,000 public schools across the U.S.

    Public School and District Locators Updated with 2002-03 School Year Info (July 1, 2004)
    The information on these two locators come from the Common Core of Data (CCD) for the 2002-03 school year. This data is collected annually directly from State Education Agencies (SEAs). You can conduct searches by either using the public school locator, or the school district locator. Additionally, the Build a Table Tool which enables users to create customized tables of CCD public school data for states, counties, CBSA's, MSA's, districts, and schools, using data from multiple years collected from CCD surveys now includes the 2002-03 school year data.

    New Look for National Forum on Education Statistics Website (June 13, 2004)
    The Forum's mission is to develop and recommend strategies for building an education data system that will support local, state, and national efforts to improve public and private education throughout the United States. It is committed to improving the quality, comparability, and usefulness of elementary and secondary education data, while remaining sensitive to data burden concerns. This newly redesigned website was developed to make browsing for resources easier for both members and the general public.

    Full-day and Half-day Kindergarten in the United States (June 7, 2004)
    This report describes public and private kindergarten in the United States. It includes information about the schools that offer full-day and half-day kindergarten and the children who attend these programs. The composition and structure of public school full-day and half-day kindergarten classes and the instructional practices used by teachers in these classes are described. The report concludes with an analysis of the cognitive gains of public school children who attend full-day and half-day programs.

    Search for Public Libraries (June 2, 2004)
    Search for information about public libraries throughout the United States through this new data tool. The types of information you can retrieve about a public library system include: identifying information, organizational characteristics, staff, income and expenditures, size of library collection, library services offered, and electronic measures. The data currently available is for Fiscal Year 2002.

    Condition of Education 2004 (June 1, 2004)
    The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. 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 2004 print edition includes 38 indicators in six main areas and a special analysis on student financial aid in postsecondary education.

    College Opportunities On-Line (COOL) Adds Admissions Information (May 25, 2004)
    IPEDS COOL has the tools to help you search for a college. You can search for a college based on its location, program, or degree offerings either alone or in combination. The more criteria you specify, the smaller the number of colleges that will fit your criteria. Once you've found some colleges of interest, you can obtain important and understandable information on all of them. Just added to the suite of information that COOL presents is admissions information. Find out about the number of applicants, percent of applicants admitted, percent of admitted students enrolled and also SAT/ACT scores.

    Website on State Education Reforms Now Available (May 24, 2004)
    This website, which draws primarily on data collected by organizations other than NCES, serves as a general resource on State Education Reforms, describing major developments in state-level education policies. First based on the Overview and Inventory of State Education Reforms: 1990 to 2000, this site is updated periodically to incorporate new data. Currently, this site generally reflects information collected through 2002, and more recent data, before state implementation of the federal No Child Left Behind Act. Future updates to this site will reflect state implementation of that Act's requirements.

    New International Education Indicators Added to Website (May 13, 2004)
    International Education Indicators is a compilation of indicators from a multitude of data sources which provides a rich array of information on the current state of education internationally. They are intended to provide snapshots of the U.S. education system in comparison to systems in countries around the world. New indicators are always being added.

    Education Statistics Quarterly Gets New Online Look and Capabilities (May 3, 2004)
    The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released during a 3-month period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. The inventory of all volumes is now searchable by topic area.

    2000 High School Transcript Study Now Available (April 29, 2004)
    The NAEP High School Transcript Study (HSTS), a program of NCES, periodically surveys the curricula being offered in our nation's high schools and the course-taking patterns of high school students through a collection of transcripts. The 2000 transcript study was conducted from May through October of 2000 after the administration of NAEP. Transcripts were collected for 12th-grade students who graduated high school by the end of the collection period. Most students also participated in the NAEP assessments earlier that same year.

    Before- and After-School Care, Programs, and Activities of Children (April 13, 2004)
    This new report provides insight into the complex and varied ways kindergarten through eighth graders in the nation spend their time out of school. Some spend time in with relative or a nonrelative in a home setting. Others spend time in center- or school-based programs or organized activities that are aimed toward their enrichment or enjoyment. Still others are responsible for themselves during out-of-school time. Children also experience patchworks of arrangements in order to meet the contingencies of availability, cost, etc.

    The High School Sophomore Class of 2002: A Demographic Description (April 12, 2004)
    This new report presents the first findings from the Base Year of the Education Longitudinal Study of 2002 (ELS:2002). This E.D. Tabs report summarizes the sociodemographic and educational characteristics of the sophomore class of 2002. These characteristics are captured in a series of student- and school-level classification variables. At the student level, these variables are: sex, age, race/ethnicity, language minority status, family composition, parental education, student’s expectations, and tested achievement. Also included are three characteristics of each student’s school: sector, metropolitan status, and region in which schools are located.

    NCES Forum & Summer Data Conference, 2004  (March 26, 2004)
    Registration and proposal submissions are now open for the annual NCES Forum & Summer Data Conference, 2004 (STATS-DC 2004). The theme for the conference this year is 'New Partnerships in Data Development.' The audience will include individuals from state education agencies, local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives.

    The High School Transcript Study: A Decade of Change in Curricula and Achievement, 1990-2000  (March 25, 2004)
    This new NCES report presents findings from the 2000 High School Transcript Study (HSTS 2000) and examines the trends and changes in high school curriculum and student coursetaking patterns for the past decade. This publication allows policymakers, researchers, education agencies, and the public to examine the current status of the curricula being offered in public and non-public high schools. The HSTS 2000 collected 20,931 transcripts of students graduating from 277 American high schools. Results from the HSTS 2000 are presented with respect to earned course credits, grade point average, and education achievement, as measured by the National Assessment of Educational Progress 2000 Mathematics and Science assessments. In addition, results are compared across the four High School Transcript Studies between 1990 and 2000 (HSTS 1990, HSTS 1994, HSTS 1998, and HSTS 2000).

    NCES Announces Several New Training and Workshop Opportunities (March 19, 2004)
    NCES has announced a new slate of training seminars to take place from May-August, 2004. Sessions will be conducted on several of the popular NCES databases including: NAEP, NELS:88, ELS:2002, NHES, PIRLS, SASS, ECLS-K, and Ed Finance. These free training opportunities are open to advanced graduate students and faculty members from colleges and universities nationwide, and to researchers, education practitioners, and policy analysts from federal, state and local education agencies and professional associations.

    2001-02 Private School Data Now Accessible Through Data Base Applications (March 18, 2004)
    The data for these search applications comes from the 30,377 schools that responded to the 2001-2002 Private School Universe Survey (PSS) conducted by the U.S. Department of Education’s National Center for Education Statistics. Information on many characteristcis of the nation's private schools can be found through this application and the one found at the NCES Students' Classroom.

    Postsecondary Institution Graduation Rates Now Available in IPEDS COOL (March 3, 2004)
    IPEDS COOL (College Opportunities On-Line) is your direct link to information on nearly 7,000 colleges and universities in the United States. Now available for the first time are the graduation rates for postsecondary institutions based on all first-time full-time degree or certificate-seeking undergraduate students that began in the stated cohort year. Graduation rate information is further broken down by bachelor’s degree-seeking students, gender and race/ethnicity. IPEDS COOL helps you find out about a specific postsecondary institution or set of institutions. You can name the institution and obtain information about them. Or you can search for an institution based on its location, program, or degree offerings either alone or in combination. The more criteria you specify, the smaller the number of institutions that will fit your criteria.

    New Website for School Survey on Crime & Safety (February 27, 2004)
    The School Survey on Crime and Safety (SSOCS) collects information on crime and safety from U.S. public school principals. SSOCS was administered in the spring of 2000 and is being administered again in the spring of 2004. SSOCS is a nationally representative, cross-sectional survey of 3,000 public elementary and secondary schools. Data are collected on such topics as frequency and types of crimes at school, frequency and types of disciplinary actions at school, perceptions of other disciplinary problems, and descriptions of school policies and programs concerning crime and safety.

    Agenda Now Available for MIS 2004 Conference (February 19, 2004)
    The agenda is now available for the NCES 17th Annual Management Information Systems Conference, 2004 (MIS 2004): Every Student Counts. This conference will take place at the Renaissance Portsmouth Hotel in Portsmouth, VA February 25-27. Conference sessions are presented by states, local education agencies, the Federal Government, and various associations.

    NCES Welcomes New Commissioner! (February 4, 2004)
    Robert Lerner was appointed by President George W. Bush to be the Commissioner to the National Center for Education Statistics (NCES) on December 26, 2003. As Commissioner, he will serve a six-year term.

    Projections of Education Statistics to 2013 - Now Web Enabled (January 27, 2004)
    Projections of Education Statistics to 2013 is the 32nd report in a series begun in 1964. This report provides revisions of projections shown in Projections of Education Statistics to 2012 and Projections of Education Statistics to 2011. It includes statistics on elementary and secondary schools and degree-granting institutions. Included are projections of enrollment, graduates, teachers, and expenditures to the year 2013.

    The Classification of Secondary School Courses (CSSC) Now Online (January 16, 2004)
    The Classification of Secondary School Courses (CSSC) provides a general inventory of courses taught nationwide at the secondary school level (grades 9 through 12). The basic unit of instruction in the CSSC is the individual COURSE. Vocational, academic, and general courses are offered for credit and included in this listing. The (CSSC) was designed to describe course offerings in secondary education and to provide a coherent means for classifying these courses. This provides school administrators, state and local education planners, and research scientists a resource to convert course offerings, information from transcripts, master teaching schedules, and other sources into formats appropriate for analysis and practical application. NCES uses the CSSC to classify courses transcribed from the high school transcript.

    Six NCES Employees Say Goodbye (December 31, 2003)
    Six NCES employees are retiring or otherwise leaving NCES as of December 31, 2003. The six are: Lance Ferderer, Debra Gerald, Charlene Hoffman Martha Hollins, Debra Martinez, and Beth Young. NCES thanks them for past service and wishes them all the best in future endeavors.

    NCES Handbooks Online (December 19, 2003)
    This new web application combines the NCES Student, Staff, and Institution Handbooks in an interactive format that allows users to find individual data element definitions or create their own customized elementary/secondary data handbooks. The Online Handbook is complete, flexible, and able to produce a wide range of standard or customized reports.

    Indicators of School Crime and Safety: 2003 - Now Available in Web Version (December 18, 2003)
    An easy to use web version of Indicators of School Crime and Safety: 2003 has just been released. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. This report examines crime occurring in school as well as on the way to and from school. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.

    NAEP 2003 Urban District Reading and Mathematics Results Released (December 17, 2003)
    NCES has released results from the NAEP 2003 Trial Urban District Reading and Mathematics Assessments, which present major findings of students scoring at or above three achievement levels in nine urban school districts. Data from District of Columbia, routinely part of NAEP state assessments, are included in the results. In 2003, the number of participating students per district ranged from 1,515 to 2,978 at the fourth grade and from 1,125 to 1,956 at the eighth grade. NAEP began assessing students in large urban districts in 2002, when it reported results in reading and writing for four districts and the District of Columbia. The 2003 results show trends in performance since the 2002 reading assessment and offer numerous sam

    Education Statistics Quarterly (December 16, 2003)
    The Quarterly offers an accessible, convenient overview of all NCES products released in a given period. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.

    Just Released - Remedial Education at Degree-Granting Postsecondary Institutions (November 25, 2003)
    This report provides national estimates on the prevalence and characteristics of remedial courses and enrollments in degree-granting institutions in fall 2000 and changes from fall 1995. The report compares data from the 1995 and 2000 surveys on remedial course offerings, student participation in remedial programs, institutional structure of remedial programs, and the delivery of remedial courses through distance education.

    Projections of Education Statistics to 2013 (November 24, 2003)
    This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund 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 2013.

    International Education Week - Nov. 17-21 (November 17, 2003)
    During the week of November 17, the U.S. Department of Education celebrates International Education Week. As part of its Congressional mandate, the NCES supports international comparisons in education to collect and report reliable and timely data on a variety of subjects. The recently re-designed International Comparisons in Education site provides access to NCES' international education projects, including international indicators of particular interest to the U.S. education community.

    NAEP 2003 Reading and Mathematics Results Released (November 13, 2003)
    NCES has released results from the NAEP 2003 Reading and Mathematics Assessments, which present major findings of students scoring at or above three achievement levels for the nation and the states. In 2003, NAEP administered the assessments to approximately 343,000 students in grades 4 and 8 in schools throughout the nation. The results show trends in performance since the 2002 reading and 2000 mathematics assessments and offer numerous sample questions and student responses. Read a transcript of the Nov. 13 live StatChat held to discuss the 2003 reading and mathematics results.

    New Report on Public High School Dropouts and Completers (November 10, 2003)
    NCES has released 'Public High School Dropouts and Completers from the Common Core of Data: School Year 2000-01.' This report presents state-level public high school dropout and completion rates from the Common Core of Data. The report uses an annual event dropout rate and a 4-year high school completion rate and presents data for the 2000-01 school year.

    NCES Release Two New Reports on Internet Access (October 29, 2003)
    Two new reports on Internet access have been released by NCES. 'Internet Access in U.S. Public Schools and Classrooms: 1994-2002' presents data on Internet access in U.S. public schools from 1994 to 2002 by school characteristics. It provides trend analysis on the progress of public schools and classrooms in connecting to the Internet and on the ratio of students to instructional computers with Internet access. The other, 'Computer and Internet Use by Children and Adolescents in 2001' uses data from the September Computer and Internet Use supplement to the 2001 Current Population Survey to examine the use of computers and the Internet by American children and adolescents between the ages of 5 and 17.

    NCES Releases Two New Reports on Crime in Schools (October 22, 2003)
    NCES has released, 'Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety.' This report presents the first analysis of the 2000 School Survey on Crime and Safety (SSOCS). SSOCS is a nationally representative sample of public elementary and secondary school principals. Principals were asked about the amount of crime and violence, disciplinary actions, prevention programs and policies, and other school characteristics. In addition to this report NCES also has released, 'Indicators of School Crime and Safety: 2003.' This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. It examines crime occurring in school as well as on the way to and from school. Data on crime away from school are also presented.

    School District Demographic System - New Updates (October 16, 2003)
    The NCES School District Demographic System (SDDS) version 2.0 is now available. The latest release of SDDS adds 3 new universes of Census Bureau School District Tabulation data. The new universes are Children's Own, Households with Children and Parents with Children. This dataset is one of the largest special tabulations developed from the 2000 census and includes more than one billion demographic estimates. The tabulation provides more than 100,000 unique demographic characteristics per school district. The tabulation creates one of the largest, most current sources of children's demographics available from the U.S. Census Bureau. In addition to new data, the SDDS Map Viewer has also been enhanced to allow more "Adjust Legend" options and 35 more available demographic selections to overlay on the school district maps. The image size of the map has also

    Status and Trends in the Education of Blacks (October 14, 2003)
    Status and Trends in the Education of Blacks draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make statistical information about the educational status of Blacks easily accessible to a variety of audiences.

    New Data and Features Added to the NCES Build A Table Tool  (October 10, 2003)
    The number of years of data has been expanded to include the 1995-1996 and 1996-1997 CCD School, Local Education Agency (LEA), LEA Finance and State (fiscal and nonfiscal) to the NCES Build A Table Tool for public elementary and secondary education. These additional years now provide the ability for online longitudinal analysis of elementary and secondary data for school years 1995-1996 through 2001-2002. The Build a Table tool has also been enhanced to allow users to save custom created table specifications.

    New Datasets for Data Analysis System (DAS) Online Now Available (October 9, 2003)
    The Data Analysis System (DAS) Online is a web application that allows you to produce tables and correlation matrices from NCES data sets, mainly postsecondary data. All datasets have a consistent interface and command structure. You can create programming instruction files, run tables, and view output using a web browser. You can also import a Table Parameter File (TPF) or Correlations Parameter File (CPF), modify it, and run the new file online. There are currently 21 datasets available.

    NCES Forum and 17th Annual Management Information Systems Conference, 2004 (MIS 2004)  (October 7, 2003)
    Come join us at the NCES Forum and 17th Annual Management Information Systems Conference, 2004 (MIS 2004): Every Student Counts, in Portsmouth, Virginia from February 25-27, 2004. This free conference is your opportunity to meet and share experiences with other MIS education staff from States, local education agencies, the Federal Government, and various associations. Learn from conference sessions and events on tried, true and emerging MIS issues, participate in roundtables, and see demonstrations on current issues in the field.

    International Education Indicators Website Now Available (September 23, 2003)
    NCES has just launched the International Education Indicators website. This site provides indicators compiled from NCES international publications and is organized by the following subject areas: Context of Education; Preprimary and Primary Education; Secondary Education; Higher Education; and, Education and the Labor Force. The indicators include comparisons between the United States and other industrialized nations with large economies - particularly those that are viewed as our major economic competitors, for example, the Group of Eight (G8) countries: Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. NCES will continually update the indicators as new data becomes available.

    Public Library Fiscal 2001 Data Now Available In Library Locator (September 3, 2003)
    The information in this locator comes from the NCES Public Libraries Survey for Fiscal Year 2001. The types of information you can retrieve about a public library include: identifying information, organizational characteristics, paid FTE staff, operating income and expenditures, size of library collection, library services offered, and electronic measures. This data can also be accessed in the NCES Students' Classroom Find Your Library, and through the Public Library Peer Comparison Tool.

    Digest of Education Statistics 2002 - Now on Web (August 14, 2003)
    The web edition of The Digest of Education Statistics 2002 is now available. The Digest provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.

    QuickTables and Figures Adds Indicators from Condition of Education (August 1, 2003)
    This search tool lets you locate all tables/figures/charts published in the inventory of NCES' "Education Statistics Quarterly"; the NEDRC (National Education Data Resource Center) Postsecondary Table Library; and the newest addition, the Condition of Education. New tables are constantly being added to this database. Close to 2,700 recently published tables, graphs & figures are now available through this search tool.

    Condition of Education - Now Web Enabled (July 23, 2003)
    The Condition of Education web site is an integrated collection of the indicators and analyses published in The Condition of Education for 2003, 2002, 2001, and 2000. For each indicator there are links to the supporting documents (charts, tables, standard error tables, and supplemental notes). You can also download the indicator and corresponding supporting materials in PDF format. Some indicators may have been updated since they first appeared in print.

    NAEP Releases Results for the 2002 Trial Urban District Assessment in Reading and Writing (July 22, 2003)
    NCES has released results from the NAEP 2002 Trial Urban District Assessment in reading and writing. This is the first time NAEP has gathered and reported assessment data at the school district level. Approximately 14,265 students in grades 4 and 8 were assessed in Atlanta, Chicago, Houston, Los Angeles and New York City. Results for the District of Columbia (4,606 students assessed), taken from the 2002 state results reported earlier this year, are included in the district comparisons.

    Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001  (July 18, 2003)
    This report presents data on distance education at postsecondary institutions. NCES used the Postsecondary Education Quick Information System (PEQIS) to provide current national estimates on distance education at 2-year and 4-year Title IV-eligible, degree-granting institutions. Data were collected on a variety of topics related to distance education, including the number and proportion of institutions offering distance education courses during the 2000–2001 12-month academic year, distance education enrollments and course offerings, and distance education degree and certificate programs. The U.S. Department of Education conducted a live interactive audio webcast on this release on Friday, July 18, 2003 11:30am EDT.

    Education Statistics Quarterly - New Issue Released! (July 11, 2003)
    The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.

    NAEP 2002 Writing Results Released (July 10, 2003)
    NCES has released results from the NAEP Writing Assessment 2002, which presents major findings of students scoring at or above three achievement levels for the nation. In 2002, NAEP administered the writing assessment to approximately 277,000 students in grades 4, 8, and 12 throughout the nation. The results show trends in performance since the 1998 writing assessment and offer numerous sample questions and student responses. The Commissioner's remarks about the release is also available.

    Digest of Education Statistics 2002 (June 24, 2003)
    The Digest of Education Statistics, 2002 has been released on the web. The 2002 edition of the Digest is the 38th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, achievement, dropouts, graduates, educational attainment, finances, federal funds for education, libraries, and international comparisons of education. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).

    1999-2000 District Fiscal Data Released in Web Tools (June 23, 2003)
    The 1999-2000 school district finance data was released in NCES web tools. The Education Finance Statistics Center's Finance Peer Search Tool has been updated with the new data. The District Locator allow the user to retrieve information on public districts from CCD's databases. Data include address information and basic information on students, staff, finance and 2000 Census data. Additionally, the Build a Table Tool enables users to create customized tables of CCD public school data for states, counties, MSA's, districts and schools using data from multiple years.

    NAEP 2002 Reading Results Released (June 19, 2003)
    NCES has released NAEP Reading Assessment 2002, which presents major findings of students scoring at or above achievement levels for the nation. In 2002, NAEP administered the reading assessment to approximately 270,000 students in grades 4, 8, and 12 throughout the nation. Trends in performance are illustrated with sample questions and student responses from the assessment.

    Status and Trends in the Education of Hispanics - Report Now Web Enabled (June 13, 2003)
    Status and Trends in the Education of Hispanics examines the current condition and recent trends in the educational status of Hispanics in the United States. It draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. This popular report now has many sections and tables web enabled for easy reference.

    New Web Site for Education Longitudinal Study of 2002 Released (June 10, 2003)
    This new web site contains information pertaining to the Education Longitudinal Study of 2002. ELS:2002 is a longitudinal survey that will monitor the transitions of a national sample of young people as they progress from tenth grade to, eventually, the world of work. ELS:2002 will obtain information not just from students and their school records, but also from students' parents, their teachers, their librarians and the administrators of their schools.

    NAEP State Profiles Updated With 2001-02 Statewide School Year Data  (June 6, 2003)
    State Profiles present key data about each state's student and school population and its NAEP testing history and results. The profiles provide easy access to all NAEP data for participating states and links to the most recent state report cards for all available subjects. This tool has just been updated to reflect additional state date elements collected via NCES' Common Core of Data (public elementary/secondary), for the 2001-2002 school year.

    Two New Publications on U.S. Public Schools Now Available (June 2, 2003)
    Two new publications about U.S. Public Schools have now been web enabled for easier access. They are:Public School Student, Staff, and Graduate Counts by State, School Year 2001-02, and, Overview of Public Elementary and Secondary Schools and Districts: School Year 2001-02. Both of these publications provide a wealth of information for the 2001-02 school year.

    The Condition of Education 2003 (May 29, 2003)
    NCES has just released "The Condition of Education 2003." This report summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in 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 2003 print edition includes 44 indicators in six main areas. This edition also includes a special analysis on the reading achievement and classroom experiences of kindergarteners and 1st graders.

    Trends in the Use of School Choice: 1993 to 1999  (May 13, 2003)
    This new report examines data from three cycles of the National Household Education Surveys Program (1993, 1996, and 1999) in which children's parents were asked if their children attended their assigned public schools, public schools that they had chosen, private schools that are church-related, or private schools that are not church-related, and about their satisfaction and involvement with those schools. The report provides information about trends in the use and users of public schools of choice and private schools, and outcomes of these choices-parent satisfaction and involvement, and students' plans for postsecondary education. The release of the report coincided with an Education Department Workshop on Expanding School Choice under No Child Left Behind.

    2001-02 Public School Data Released (May 8, 2003)
    The 2001-02 public school data was released in reports, data files, and web tools. The CCD, a program of the National Center for Education Statistics, is a comprehensive, annual, national statistical database of information concerning all public elementary and secondary schools (approximately 95,000) and school districts (approximately 17,000). The Public School and District locators allow the user to retrieve information on public schools and districts from CCD's databases. Data include address information and basic information on students, staff, finance and 2000 Census data. Additionally, the Build a Table Tool enables users to create customized tables of CCD public school data for states, counties, MSA's, districts and schools using data from multiple years.

    New Web Site for the Fast Response Survey System (FRSS)  (May 6, 2003)
    The FRSS was designed to meet the data needs of Department of Education analysts, planners, and decision makers when information could not be collected quickly through traditional NCES surveys. Data collected through FRSS surveys are representative at the national level, drawing from a universe that is appropriate for each study. FRSS collects data from local education agencies, public and private elementary and secondary schools, elementary and secondary school teachers and other school staff, as well as other educational organizations and participants. This new web site includes access to many publications in an easy to use web format as well as downloadable data files.

    The Postsecondary Education Quick Information System (PEQIS) Unveils New Web Site (May 6, 2003)
    NCES established PEQIS to collect timely data on focused postsecondary education issues needed for program planning and policy development with a minimum burden on respondents. In addition to obtaining information on emerging issues quickly, PEQIS surveys are also used to assess the feasibility of developing large-scale data collection efforts on a given topic or to supplement other NCES postsecondary surveys. This new web site includes access to many publications in an easy to use web format.

    New Updates to the K-12 Practitioners Web Site  (April 24, 2003)
    The K-12 Practitioners Web Site provides education practitioners with links and information tailored to their particular areas of interest. NCES produces a wide array of reports with a broad range of statistical information on education in the U.S. Perhaps more importantly, NCES also develops many web-based tools that make finding and using data easy. This site provides easy access to these and other NCES resources and to others developed by the U.S. Department of Education.

    Status and Trends in the Education of Hispanics  (April 15, 2003)
    Status and Trends in the Education of Hispanics draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make information about the educational status of Hispanics easily accessible to a variety of audiences.

    NCES Forum & Summer Data Conference, 2003 (STATS-DC 2003) (April 14, 2003)
    Conference information and on-line registration is now available for the NCES Forum & Summer Data Conference, 2003. The Forum on Education Statistics will be held July 21-23 and the NCES Data Conference, entitled STATS-DC 2003: Data Changing our World, will be held July 23-25 in Washington DC. This is a conference of elementary and secondary education data users and providers. The audience will include individuals from state education agencies, local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives.

    International Comparisons in Fourth-Grade Reading Literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001  (April 8, 2003)
    This report describes the reading literacy of fourth-graders in 35 countries, including the United States. The report provides information on a variety of reading topics, but with an emphasis on U.S. results. Included in the report are comparisons of average scores across the 35 countries on two reading subscales and a combined reading scale, as well as achievement broken out by sex, internationally.

    NCES Education Statistics Quarterly (April 2, 2003)
    The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES. This issue contains a complete annual index of NCES publications.

    Teaching Mathematics in Seven Countries: Highlights From the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching (March 26, 2003)
    The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examines classroom teaching practices through in-depth analysis of videotapes of eighth-grade mathematics lessons. The TIMSS 1999 Video Study provides rich descriptions of mathematics teaching as it is actually experienced by eighth-grade students in seven countries. In addition to the United States, participating countries include Australia, the Czech Republic, Hong Kong SAR, Japan, the Netherlands, and Switzerland. Students in these countries were generally among the top-performing students on the TIMSS 1995 mathematics assessment and, in particular, outperformed their U.S. counterparts. The web publication includes embedded video clips. A live StatChat on this report, conducted by the U.S. National Research Coordinator and report coauthor Patrick Gonzales, was held on Thursday, March 27, 2003 at 2 p.m. EST. (7 p.m. GMT). The transcript is now available.

    Classification of Instructional Programs (CIP 2000) - Now In Web Version (March 13, 2003)
    The purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity. The 2000 edition presents an updated taxonomy of instructional program classifications and descriptions. CIP 2000 is now available on the web in a searchable, downloadable data base. The data base permits a full-text search of the CIP and contains all of the tables in the CIP publication including the crosswalk table between the 1990 CIP and the CIP:2000. These tables can be down loaded into an Excel or Access file. In addition to the CIP, the data base includes crosswalks between the CIP:2000 instructional program codes and the several occupational classification systems such as the SOC and O’Net.

    NCES Announces Sponsorship of Several Training Sessions on the Use of its Data Sets (March 11, 2003)
    NCES is pleased to announce the sponsorship of six new 3 1/2-day seminars on the use of several of its data sets. For qualified and accepted applicants there is no fee to attend these seminars. NCES will provide training materials as well as computers for the hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminars. These seminars, to be held in the Washington D.C. metro area, will include sessions for NAEP, NHES, ECLS-K, PIRLS, Education Finance and NELS:88. More training sessions will be announced shortly. All of these data sets are explained in much more detail as are the specifics of each of these training seminars. For more information on these seminars and for application instructions, look under "Upcoming Workshops & Training" where you will find links to all of the training sessions.

    IPEDS College Opportunities On-Line Adds 2002-03 Price Information (March 6, 2003)
    IPEDS College Opportunities On-Line (COOL) is your direct link to nearly 7,000 colleges and universities in the United States. COOL was just updated with academic year price information for 2002-03. If you are thinking about a large university, a small liberal arts college, a specialized college, a community college, a career or technical college or a trade school, you can find information about them all here. COOL helps you find out about a specific college or set of colleges, if you have some in mind. You can name the colleges and obtain information about them.

    New Updates on Search for Schools, Colleges and Libraries (March 3, 2003)
    The popular "Search for Schools, Colleges and Libraries" has just added a new component for colleges. You can now get summary information on all colleges in your search before linking to the complete information contained in the IPEDS COOL postsecondary information data base.

    Census 2000 Data Now Mapped to School District Boundaries (February 21, 2003)
    Census 2000 school district demographics are now available by school district boundaries. View demographic data about children and their living environment, by school district, from Census 2000 data from PL1-SF1 and SF3 data sets.

    TIMSS Adds New Features to Web Site (February 20, 2003)
    The TIMSS web site has changed to reflect not only its new name-Trends in International Mathematics and Science Study-but to provide users with updated and new information. In addition to new search capabilities for publications, the site now offers downloadable materials designed specifically for educators to use in mathematics and science lessons and assessments.

    Data Analysis System (DAS) Online for Postsecondary Education  (February 1, 2003)
    The NCES Data Analysis System (DAS) is a software application that allows you to produce tables and correlation matrices from NCES data sets, mainly postsecondary data. There is a separate DAS for each data set, but all have a consistent interface and command structure. Each DAS runs in two modes-Tables and Correlations-and is available in both a Windows- and web-based format. There are currently 21 DAS applications in the Windows format and 5 applications in the Web format.

    IPEDS Postsecondary Institution Peer Analysis System - NEW UPDATES! (January 23, 2003)
    The Integrated Postsecondary Education Data System (IPEDS) Peer Analysis System is a tool designed to enable a user to easily compare data from a postsecondary institution of the user’s choice to a group of peer institutions, also selected by the user. This is done by generating reports using selected IPEDS variables of interest.

    NCES Education Statistics Quarterly (January 15, 2003)
    The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.

    Public School District Finance Peer Search, Updated with New Data (January 6, 2003)
    This search lets you compare the finances of one school district with its peers. Peer districts are districts which share similarities among these characteristics: total students; student/teacher ratio; Percent Children in Poverty; District Type; and Locale Code. The Peer Search facility uses the most current finance data (FY1999) in combination with non-fiscal data from the corresponding school year.

    Proposal Submission Deadline Approaches for MIS 2003 (December 18, 2002)
    Proposals to conduct sessions and demonstrations at the 16th Annual MIS Conference, being co-hosted by the Utah State Department of Education and NCES, are due Friday, December 20. Topics are invited from all sources, but the major focus will be on data models and data standards with an emphasis on accountability. The conference will take place in Salt Lake City from February 26-28, 2003.

    4th Grade Math and Science Questions Added to Explore Your Math/Science Knowledge in The Student's Classroom (December 5, 2002)
    The NCES Students' Classroom has just added 4th grade math and science questions to its popular interactive feature, "Explore Your Knowledge." You can now test your Mathematics and Science knowledge and see how your answers compare to 4th & 8th grade students from countries around the world. All you have to do is select a subject, grade and the number of questions you would like to be asked. In addition to the answers you will also learn other interesting tidbits about the subject you chose and about the countries. These questions all come from The Third International Mathematics and Science Study (TIMSS) which collected 4th grade (1995) and 8th-grade (1999) level data in 38 countries to provide information about mathematics and science achievement of U.S. students compared to those in other nations. More questions, subjects and grade levels are always being added so come back often.

    Projections of Education Statistics to 2012 - Now Web Enabled (November 22, 2002)
    This publication provides projections to the year 2012 for key education statistics. It includes statistics on enrollment and graduates in elementary and secondary schools and degree-granting institutions. 56 tables and 44 figures are included in the report.

    Indicators of School Crime and Safety: 2002 (November 12, 2002)
    This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. For example, In 2000, students ages 12 through 18 were victims of about 1.9 million total crimes of violence or theft at school. A joint effort by the Bureau of Justice Statistics and NCES, the report examines crime occurring in school as well as on the way to and from school. This report was discussed via a live question and answer chat with Tom Snyder, project director, on Monday 11/18. The transcript of that live web chat is now available.

    Newly Revised NCES Statistical Standards Now Available! (November 1, 2002)
    This publication contains the 2002 revised statistical standards and guidelines for NCES. These standards and guidelines are intended for use by NCES staff and contractors to guide them in their data collection, analysis, and dissemination activities. They are also intended to present a clear statement for data users regarding how data should be collected in NCES surveys, and the limits of acceptable applications and use.

    Explore Your Math/Science Knowledge in The Student's Classroom (November 1, 2002)
    The NCES Students' Classroom has added an exciting new interactive feature, "Explore Your Knowledge." You can now test your Mathematics and Science knowledge and see how your answers compare to 8th grade students from countries around the world. All you have to do is select a subject and the number of questions you would like to be asked. In addition to the answers you will also learn other interesting tidbits about the subject you chose and about the countries. These questions all come from The Third International Mathematics and Science Study (TIMSS) conducted in 1999 which collected 8th-grade level data in 38 countries to provide information about mathematics and science achievement of U.S. students compared to those in other nations. We will be adding more questions; subjects and grade levels in the future from NCES' International Studies so come back often.

    Are America's School Safe? Students Speak Out: 1999 School Crime Supplement  (October 3, 2002)
    This report presents the most recent information from students regarding school crime and violence. The data presented in the report are from the 1999 School Crime Supplement to the National Crime Victimization Survey. Students between the ages of 12 and 18 were asked about experiencing criminal victimization, availability of drugs and alcohol, presence of street gangs, presence of weapons, experiencing hate-related words and graffiti, bullying, avoiding school, and fear of attending school.

    What Students Pay for College (October 1, 2002)
    The report, "What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000" examines the most recent trends in the net price of college attendance (price includes tuition, living expenses and other nontuition costs), analyzing changes in various measures of net price between 1992-93 and 1999-2000. Price changes are reported for full-time students attending different types of institutions, and trends are reported for low- middle- and high-income students.

    Education Statistics Quarterly - Summer 2002 Issue Released! (September 27, 2002)
    The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.

    Search for Public School Districts - New Info Added! (September 26, 2002)
    The information on this locator has just added much in the way of new data. Recently added information includes high school completion information, fiscal data, and census data. The data comes from the Common Core of Data (CCD) for the 2000-01 school year, Census data from 2000, fiscal data from 1998-1999, and High School completers data from 1999-2000.

    Internet Access in U.S. Public Schools and Classrooms: 1994-2001  (September 17, 2002)
    This report presents data on Internet access in U.S. public schools from 1994 to 2001 by school characteristics. It provides trend analysis on the progress of public schools and classrooms in connecting to the Internet and on the ratio of students to instructional computers with Internet access. For the year 2001, this report also presents data on the types of Internet connections used; student access to the Internet outside of regular school hours; laptop computer loans; and operating systems, memory capacity and disk space found most frequently on instructional computers. See the U.S. Department of Education Press Release

    Hispanic Serving Institutions: Statistical Trends from 1990 to 1999  (September 16, 2002)
    This report, the first from NCES to focus exclusively on Hispanic Serving Institutions (HSIs), tracks 335 degree-granting institutions that met the 25 percent Hispanic enrollment criterion in 1999. This report provides a statistical overview of the growth in HSI enrollment and degrees during the 1990s. It also presents an overview of HSI staff in 1999 and changes in faculty salaries from the middle to the end of the decade.

    Common Core of Data (CCD) Unveils New Website Look (September 3, 2002)
    NCES' Common Core of Data (CCD) has just completed a major redesign of their website. CCD is a comprehensive, annual, national statistical database of information concerning all public elementary and secondary schools (approximately 95,000) and school districts (approximately 17,000). The CCD contains much useful data in databases and downloadable files. NCES has developed powerful application tools to assist everyone from the casual browser to the serious researcher to search for and extract the information they need.

    Reporter's Back to School Guide to National Education Data (August 28, 2002)
    This guide has been prepared to assist reporters who need information to put local education stories into national context. It provides links to national data with accompanying plain-English analyses from the Condition of Education that are easy for reporters to access on this web site. This guide to data and analyses provides information on several of the most commonly sought topics in education.

    Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2000-01  (August 20, 2002)
    This publication provides descriptive information about the 100 largest school districts in the United States. Almost one in every four public school students in this nation is served by one of these large districts. They are distinguished from the average district by characteristics, in addition to sheer size, such as pupil-teacher ratios, high school graduates, and minority enrollment as a proportion of total enrollment.

    Projections of Education Statistics to 2012 (August 20, 2002)
    This annual publication provides projections for key education statistics. It includes statistics on enrollment and graduates in elementary and secondary schools and degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment and graduates for the past 14 years and projections to the year 2012. 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 2012.

    Public High School Dropouts and Completers: 1998-99 and 1999-2000  (August 13, 2002)
    This report presents state-level public high school dropout and completion rates from the Common Core of Data. The report uses an annual event dropout rate and a four-year high school completion rate and presents data for school years 1998-99 and 1999-2000.

    Public Library Locator Updated with Data for 2000 (August 5, 2002)
    The Public Library Locator helps you find information about a public library or libraries when you know some information about it. The information in this locator has just been updated with fiscal year 2000 data. In addition to this locator tool the popular NCES Students' Classroom option, Find Your Library" also reflects data for 2000.

    Build Your Own Table With CCD Public School Data (July 25, 2002)
    The Common Core of Data (CCD) is the Department of Education's primary database on public elementary and secondary education in the United States. CCD is a comprehensive, annual, national statistical database of all public elementary and secondary schools and school districts. This new tool enables users to create on-line customized tables of CCD public school data for states, counties, MSA's, districts, and schools, using data from multiple years.

    Just Released! Search for U.S. Private Schools (July 16, 2002)
    The data for this new search tool comes from the 29,939 schools that responded to the 1999-2000 Private School Universe Survey (PSS) conducted by NCES. This new and powerful school search makes finding information for private schools fast and easy. Available information includes: type of school, affiliation, association membership, students by grade, race/ethnicity, student/teacher ratio.

    Conference Agenda and Session Abstracts for Summer 2002 Forum and Data Conference (July 15, 2002)
    The agenda and session abstracts for the NCES Forum & Summer Data Conference, 2002 (STATS-DC 2002) "Common Data, Common Goals," is now available. This conference takes place in Washington D.C. from July 22 - 26.

    America's Children: 2002 (July 12, 2002)
    America's Children: Key National Indicators of Well-Being, 2002, developed by the Federal Interagency Forum on Child and Family Statistics (representing 20 federal agencies of which NCES is one), is the sixth annual synthesis of information on the status of the Nation's most valuable resource, our children. This report presents 24 key indicators of the well-being of children. These indicators are monitored through official Federal statistics covering children's economic security, health, behavior and social environment, and education. The report also presents data on eight key contextual measures and includes a special feature showing children of at least one foreign-born parent.

    Three National Postsecondary Student Aid Study (NPSAS) Reports are Released (June 25, 2002)
    NCES released three new reports from the 1999-2000 NPSAS. Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1999–2000 which describes the diversity of undergraduates enrolled in 1999–2000 by examining student characteristics, such as gender, race/ethnicity, age, citizenship, immigration status, parenthood, and disability status. As well as two student financing reports, Student Financing of Undergraduate Education: 1999–2000 and Student Financing of Graduate and First-Professional Education, 1999–2000: Profiles of Students in Selected Degree Programs and Their Use of Assistantships.

    Fourth- and Eighth-Graders Score Higher: NAEP 2001 Geography Report Released (June 21, 2002)
    A new report released today by the U.S. Department of Education's National Center for Education Statistics (NCES) shows that average Geography scores of the nation's fourth and eighth graders, while low, have improved from 1994. Lower-performing students at grades four and eight showed an increase in average scale scores, whereas no overall changes were seen for 12th graders. According to the National Assessment of Educational Progress (NAEP) survey, The Nation's Report Card: U.S. Geography 2001, the improvements for fourth-and eighth-graders were seen among students scoring in the tenth and 25th percentiles of performance.

    2000 Census School District Mapping Application Now Available (June 12, 2002)
    This mapping application provides an easy-to-use, interface to the state, county and school district information. It includes many powerful tools and capabilities which enable you to get to the information you desire. The Map Viewer primarily provides the following features: 1.View maps of the Unified, Secondary or Elementary School Districts Data for a State. 2. View details about a School District Profile by choosing a School District from the map. 3.Compare two School District Profiles by selecting the School Districts from the map.

    New Updates to K-12 Practitioners' Circle (June 10, 2002)
    This site is intended to provide education practitioners with links and information tailored to their particular areas of interest. It is organized specifically for local education practitioners, including K-12 teachers and support staff, administrators, policymakers, librarians, community members and parents.

    Education Statistics Quarterly - Spring 2002 Issue Released! (June 10, 2002)
    The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.

    School and School District Information for 2000-01 Now Available (June 4, 2002)
    NCES has just released the 2000-01 Common Core of Data (CCD). This includes information on all public schools and school districts in the U.S. The release includes: a report, "Overview of Public Elementary and Secondary Schools and Districts: School Year 2000-01" and data files. Additionally, new and powerful school search and school district search tools are ready to use. These tools make finding the information fast and easy. Available information includes: type of school (special education, vocational education, charter, magnet); students by grade, race/ethnicity and gender; free lunch eligibility; and classroom teachers and agencies such as: student, staff, and graduate counts.

    Just Released! Condition of Education 2002 (June 1, 2002)
    The Condition of Education summarizes important developments and trends in education using the latest available data. This indicator report is intended for a general audience of readers who are interested in 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 2002 print edition includes 44 indicators in six main areas.

    Two 1999-2000 SASS Reports Released (May 31, 2002)
    The first two reports using 1999-2000 Schools and Staffing Survey (SASS) data have been released and are available online. They are: Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools: and, Qualifications of the Public School Teacher Workforce: The Prevalence of Out-of-Field Teaching 1987-88 to 1999-2000.

    Digest of Education Statistics, 2001- Now Web Enabled (May 17, 2002)
    The Digest of Education Statistics, 2001 provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. The 430 tables are available to view on the web, or they can be downloaded as Excel, Lotus or pdf files.

    Improvements Seen in Results at Grades 4 and 8 for Nations' Report Card: 2001 U.S. History  (May 9, 2002)
    A new report released today from the U.S. Department of Education's National Center for Education Statistics (NCES) shows that average scores of the nation's fourth, eighth, and twelfth graders are low but have shown improvements in the fourth and eighth grade from 1994. Lower-performing students at grade four and lower- and higher-performing students at grade eight showed an increase in average scale scores, whereas no overall changes were seen for 12th graders. All of the questions are available to view. Following the release, there was an online StatChat during which time Associate Commissioner Peggy Carr answered questions

    Classification of Instructional Programs (CIP): 2000, Just Released (May 8, 2002)
    The CIP is the accepted federal government statistical standard on instructional program classifications. Additionally, the 2000 edition has been adopted as the standard field of study taxonomy by Statistics Canada. This much anticipated revision of CIP is its third revision. It was originally published in 1980 and was revised in 1985 and 1990. It was developed to facilitate NCES’ collection and reporting of postsecondary degree completions by major field of study using standard classifications that capture the majority of reportable program activity.

    Public Comment Period for 2002 Draft NCES Statistical Standards Now Open (May 1, 2002)
    Draft revised Statistical Standards and Guidelines for NCES are now available for public comment. These standards guide NCES and their contractors in data collection, analysis, and dissemination activities. The comment period is May 1 - June 17, 2002.

    Find Data Tables, Fast and Easy - Newly Expanded (April 25, 2002)
    Over 1,000 current tables are yours for the searching at Quick Tables and Figures. Using this search tool allows you to locate all tables/figures published in the inventory of NCES' Education Statistics Quarterly; the NEDRC (National Education Data Resource Center) Table Library; and many NCES publications. Tables from NCES publications and data sets are constantly being added to this data base

    Many New Updates in the NCES Students' Classroom (April 3, 2002)
    NCES' popular Students' Classroom has just completed many new updates. A new monthly Math Teaser, a newly added Featured Report, and some great new submissions by student writers are just a few of the additions. Try these and the many other features you will find in the Classroom.

    Register Now! NCES Forum & Summer Data Conference, 2002  (March 21, 2002)
    NCES' Forum & Summer Data Conference, 2002 (STATS-DC 2002) "Common Data, Common Goals" will be held July 22-26, 2002 in Washington DC. This annual conference of elementary and secondary education data users and providers attracts an audience of individuals from state education agencies, local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives. Pre-registration and proposal submission is now available.

    Find NCES Data Tables Quick and Easy! (March 11, 2002)
    NCES' Quick Tables and Figures has now been updated to include hundreds of new tables. In addition to the tables that are part of the inventory of NCES' Education Statistics Quarterly new tables have been added from several sources. These include all of the tables in the NEDRC Table Library as well as tables from several publications. Tables from NCES publications and data sets are constantly being added to this data base.

    NCES Announces Seven New Training Seminars on the Use of Data (March 8, 2002)
    NCES is pleased to announce the sponsorship of seven new 3 1/2-day seminars on the use of several of its data sets. For qualified and accepted applicants there is no fee to attend these seminars. NCES will provide training materials as well as computers for the hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminars. These seminars, to be held in the Washington D.C. metro area, will include sessions for NAEP, SASS, NHES, ECLS-K, PISA, NELS:88, and Finance. All of these data sets are explained in much more detail as are the specifics of each of these training seminars. For more information on these seminars and for application instructions, look under "Upcoming Workshops & Training" where you will find links to all of the sessions.

    Early Childhood Report, Just Released! (March 7, 2002)
    This report, "Children's Reading and Mathematics Achievement in Kindergarten and First Grade" examines the relationship of children's early literacy skills and resources at the start of kindergarten to their reading and mathematics achievement at the end of kindergarten and first grade. It describes these relationships for children from different race/ethnic backgrounds and for boys and girls. It is the third in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.

    Education Statistics Quarterly: Winter 2001 Issue - Just Released! (March 6, 2002)
    The NCES Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. This issue contains a complete annual index of NCES publications.

    Agenda and Session Descriptions Now Available for MIS 2002 (March 5, 2002)
    The full conference agenda for MIS 2002, co-sposored by NCES and the New Mexico Department of Education, complete with session abstracts is now available. The conference will take place March 11-13 at the Hilton Albuquerque.

    JUST RELEASED! Digest of Education Statistics, 2001 (March 1, 2002)
    The Digest of Education Statistics released annually, provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.

    Study of College Costs and Prices, 1988-89 to 1997-98 (February 16, 2002)
    This report presents the findings of a study mandated by Congress as part of the 1998 Amendments to the Higher Education Act. The study examines the relationship between costs and prices at groups of public and private not-for-profit institutions, and explores the potential association between financial aid and tuition, using data primarily from the Integrated Postsecondary Education Data System (IPEDS) for the years 1988-89 through 1997-98.

    Public Library Search Results Adds Many New Features (February 15, 2002)
    The search results for public library information in "Search for Schools, Colleges and Libraries" has added many exciting new features. Results now include graphs with trend results for key figures, and also per capita statistics. This information is available for over 9,000 central public library outlets.

    College Search Tools Updated With 2001 Price & Degree Info (February 14, 2002)
    IPEDS College Opportunities On-Line is your direct link to over 9,000 colleges and universities in the United States. The database has just been updated to include price information for 2001 and degree information for the 2000-2001 school year. If you are thinking about a large university, a small liberal arts college, a specialized college, a community college, a career or technical college or a trade school, you can find them all here. For a different look you might also like to try the College Search found on the popular NCES Students' Classroom.

    NCES Releases New RFP on Postsecondary Education Descriptive Analysis Reports (February 13, 2002)
    These reports and tabular analyses will draw on several large and complex data collections: national longitudinal surveys; linked cross-sectional surveys; census data; and administrative record surveys shall be used to conduct data analyses, produce reports, prepare graphic materials, create and maintain a data library, and convene meetings and panels of experts. The RFP has a closing date of March l3, 2002.

    15th Annual Management Information Systems Conference (MIS2002)  (February 12, 2002)
    The 15th Annual MIS Conference, Run the Numbers in the Land of Enchantment, is only 4 weeks away! This year's conference is taking place in Albuquerque, New Mexico from March 11-13, 2002. You can register (there is no registration fee) for the meeting online. If you have not yet called the hotel to reserve your room please do so right away. The conference room block will drop this Friday, February 15 at which time the cost of a room will increase. Additional information about making your hotel reservation or about the meeting and its agenda, is available at the link above.

    NCES Releases RFP for National Study of Faculty and Students (January 28, 2002)
    The National Study of Faculty and Students [NSoFaS] is designed to collect information on nationally representative samples of faculty, instructional staff and students. The study consists of two main components. The faculty and instructional staff component will be similar in scope to prior National Study of Postsecondary Faculty (NSOPF) data collections. The student survey component will be similar to prior National Postsecondary Student Aid Study (NPSAS) data collections, plus include state-representative samples of students enrolled at public 2-year, public 4-year, and private not-for-profit 4-year in 12 states. The closing date of the RFP is March 1, 2002.

    Public Library Locator Updated with Latest Available Data (January 25, 2002)
    The Public Library Locator will help you find information about a public library or libraries when you know some information about it. The information in this locator comes from the fiscal year 1999 NCES Public Library Survey. In addition to the locator tool the Public Library Peer Comparison Tool has also been updated with the most recently available data. Or try searching for a public library by using the popular NCES Students' Classroom option.

    The NEDRC Table Library Displays Specially Created Tables (January 23, 2002)
    The NEDRC Table Library displays tables created for users. These tables are based on analyses of NCES data including: the National Postsecondary Student Aid Study, the Beginning Postsecondary Students Longitudinal Study, the National Study of Postsecondary Faculty, the Baccalaureate and Beyond Longitudinal Study, and the Integrated Postsecondary Education Data System. You can also request new tables through the NEDRC Table Library.

    K-12 Practitioners' Circle Newly Updated (January 15, 2002)
    This site is intended to provide education practitioners with links and information tailored to their particular areas of interest. It is organized specifically for local education practitioners, including K-12 teachers and support staff, administrators, policymakers, librarians, community members and parents.

    Students' Classroom - Many New Updates (January 11, 2002)
    The popular NCES Students' Classroom is full of new and exciting updates. If you haven't stopped by lately you will find several new Math Teasers; a brand new Education Quiz; an updated list of Publications of interest; a new Featured Report; a new look to our Probability Tool; and of course all of the regular features. Stop by and try things out.

    Cooperative System Fellows Program - New Dates Announced (January 8, 2002)
    The Cooperative System Fellows Program consists of a free twice yearly 1-week training and technical assistance program delivered on-site at NCES for approximately 30 local/state/higher education/library participants. The next session will take place May 6-10, 2002. See How to Apply for application information.

    Public School District Finance Peer Search  (January 3, 2002)
    The public school district finance peer search is intended to compare the financial and demographic characteristics of a single school district with a set of its peers. It displays the information in graphical format in the form of bar charts and pie charts as well as in numeric format. It is intended for simple research and comparisons. This tool has been updated with 1997-98 information which is the latest available NCES finance data.

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