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 Pub Number  Title  Date
NCES 2022144 Condition of Education 2022
The Condition of Education 2022 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/31/2022
NCES 2022046 2019 National Indian Education Study (NIES) Data Companion

The National Indian Education Study (NIES) is a special study funded by the Office of Indian Education (OIE). The study includes oversampling of American Indian / Alaska Native (AI/AN) students in public schools and Bureau of Indian Education (BIE) Schools. The study design includes students taking the 2019 National Assessment of Educational Progress (NAEP) operational assessment followed by a short survey questionnaire specific to AI/AN students about the role of AI/AN culture in students' lives and school experiences. Additionally, for teachers of the sampled AI/AN students there are surveys that collect information about teachers' backgrounds and instructional practices as they relate to the education of AI/AN students. (Note there also is a school administrator survey, however those data are unrelated to this data product.)

For both the student and teacher surveys, all of the questions were multiple choice, but a space was provided at the end of the survey for respondents to write in comments. There are two such write-in questions for each of the student and teacher surveys. The responses for these write-in questions are the purpose of this data product.

4/6/2022
NCES 2022036 NAEP 2019 NIES (Grades 4 and 8) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2019 National Indian Education Study (NIES) for use in the analysis of NAEP data by secondary researchers. NIES, which was administered as part of NAEP, 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. The data files include NAEP mathematics and reading assessment data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2019 mathematics or reading assessments, as well as NIES survey response data of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
4/6/2022
NCES 2022025 Teachers of Hispanic or Latino Origin: Background and School Settings in 2017‒18
This Data Point examines the background and school settings of teachers of Hispanic or Latino origin in public and private schools in the United States in school year 2017–18, by selected school and teacher characteristics.
3/3/2022
NCES 2022009 Digest of Education Statistics, 2020
The 56th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
2/10/2022
NCES 2022024 Black or African American Teachers: Background and School Settings in 2017-18
This Data Point examines the background and school settings of Black or African-American teachers in public and private schools in the Unites States in school year 2017–18, by selected school and teacher characteristics.
2/3/2022
NCES 2022152 2020-21 Common Core of Data (CCD) Universe Files
These files are the product of the CCD data collection for the 2020-21 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of student eligible for free and reduced-price lunches. Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
1/31/2022
WWC 2022005 Social Belonging Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Social Belonging interventions that support postsecondary success. Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions, but they all have in common a goal of influencing students' sense that they could be successful within a college setting. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college, and have no discernible effects on college enrollment.
1/19/2022
NCES 2021077 2020 Long-Term Trend Reading and Mathematics Assessment Results at Age 9 and Age 13
This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics administered during the 2019–20 school year to 9- and 13-year-old students. Long-term trend assessments were first administered in the early 1970s; results are available for 13 reading assessments dating back to 1971 and 12 mathematics assessments dating back to 1973. This report provides trend results in terms of average scale scores, selected percentiles, and five performance levels. Item maps for each age group illustrate skills demonstrated by students when responding to assessment questions. Scale score results are included for students by selected background characteristics (e.g., race/ethnicity, gender, and grade attended). Overall, the 2020 average scores in reading and mathematics for 13-year-olds were higher than the earliest assessments but declined since 2012. Scores for the lowest-performing students (at the 10th percentile) decreased from 2012 at both ages and subjects.
10/14/2021
NCES 2021122REV 2020-21 Common Core of Data (CCD) Preliminary Files

These files are the product of the CCD data collection for the 2020-21 school year. Data are reported at school and local education agency (LEA) levels as of October 1, 2020. The first preliminary files were released on April 2, 2021, and only contained school and LEA directory files (version 0a). Those data files were reviewed to verify that the data were within expected ranges, but did not undergo the full data quality follow-up process.

The revised SY 2020-21 CCD Preliminary Files include updated directory files (version 0b) as well as the preliminary membership files (version 0a).

  • School Level
    • Preliminary Directory (version 0b)
  • LEA Level
    • Preliminary Directory (version 0b)
    • Preliminary Membership (version 0a)
  • State Level
    • Preliminary Membership (version 0a)

The preliminary school- and LEA-level Directory data (version 0b) in this release reflects updates made on the version 0a during the data quality follow-up period. These 0b files replace the 0a files released in April 2021. The preliminary school and LEA directory files include basic identifying information for each public school and LEA, including the NCES identification numbers, location and mailing address and some limited attributes about the school or LEA, such as type, operational status, the lowest and highest grade offered, and whether a school is a charter school. However, the preliminary directory does not include information regarding the mode of instructional delivery (e.g., in person, virtual) being used at the school for the 2020-21 school year.

The preliminary LEA membership file includes the total student count for each entity, while the preliminary state membership includes student counts by grade, race/ethnicity, and sex. While the preliminary membership files have been reviewed to verify that the counts are within expected ranges, the data in this release has not yet undergone the full data quality follow-up process and may contain errors that have not yet been resolved. They are meant to provide data users with a timely release of basic membership data at the LEA and state levels. Illinois was not able to submit membership data as of the submission deadline. Due to the preliminary nature of the data, users should analyze the data with caution.

6/28/2021
NCES 2021029 2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19
This Research and Development report provides data on the literacy and numeracy performance of U.S. young adults at age 19, as well as examines the relationship between that performance and their earlier reading and mathematics proficiency in PISA 2012 at age 15. It also explores how other aspects of their lives at age 19—such as their engagement in postsecondary education, participation in the workforce, attitudes, and vocational interests—are related to their proficiency at age 15.
6/15/2021
NCES 2021144 Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/25/2021
NCES 2021018 The National Indian Education Study 2019

The National Indian Education Study (NIES) utilizes the National Assessment of Educational Progress (NAEP) and contextual questions to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.

This report provides:
  • an in-depth look at the findings from the student, teacher, and school administrator survey questions that were focused on AI/AN culture and language;
  • information about the achievement of AI/AN students at grades 4 and 8 on the NAEP reading and mathematics assessments—for the nation as well as for 15 states with relatively large proportions of AI/AN students;
  • an examination of contextual factors that are associated with higher- and lower-performing AI/AN students; and
  • an exploration of composite variables (i.e., variables built upon multiple discrete student survey questions) related to AI/AN cultural knowledge, interest in reading about cultures (both their own and others), engagement at school, and perceptions about effort in school.

Results are reported for three mutually exclusive categories of schools as well as for an overall category:

  • low density public schools (where less than 25 percent of all the students in the school were AI/AN);
  • high density public schools (where 25 percent or more of all the students in the school were AI/AN);
  • Bureau of Indian Education (BIE) schools; and
  • all AI/AN students (includes all AI/AN students sampled throughout the nation in public, private, BIE, and Department of Defense schools).

The survey results presented in this report are focused primarily on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 7,000 fourth-graders and 6,300 eighth-graders participated in the NIES 2019 student survey. Teachers and school administrators also completed surveys.

Average scores in NAEP reading and mathematics for AI/AN fourth- and eighth- graders from earlier NAEP assessments in 2005, 2007, 2009, 2011, and 2015 are compared to their average reading and mathematics scores in 2019.

The NIES survey questions, as well as the report itself, were created in close collaboration with the NIES Technical Review Panel (TRP). The NIES TRP is composed of AI/AN educational stakeholders from across the country.

5/18/2021
REL 2021088 Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification
This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient. Alaska is one of several states where Indigenous students make up a large segment of the EL population. Drawing on Alaska state data from 2011/12 to 2018/19, this study found that roughly a quarter of Alaska Native kindergarten students statewide were classified as EL students. Alaska Native EL students are a diverse group. The Alaska Native EL students in the study spoke 24 different home languages and had varied demographic and education characteristics. Compared with non–Alaska Native EL kindergarten students, Alaska Native EL students had lower English proficiency levels and higher rates of economic disadvantage in a cash-based economy (defined in box 1). The percentage of kindergarten students who were Alaska Native EL students was highest in schools that were rural, schools that had higher rates of economic disadvantage, and schools that employed fewer English as a second language teachers. In interviews, four district leaders shared that identification, classification, service provision, and reclassification practices were the same for Alaska Native EL students as for other Alaska EL students. These interviewees shared that limited financial and human resources compromised the quality and availability of EL supports. However, a review of 26 district EL Plans of Service revealed that less than a third of districts described policies and services directed specifically toward Alaska Native EL students, including heritage language programs, community outreach, and collaboration between Alaska Native education programs and EL programs. Statewide, EL reclassification rates were low for all EL students but especially low among Alaska Native EL students. By the end of grade 7, only 11 percent of Alaska Native EL students had been reclassified compared with 30 percent of non–Alaska Native EL students. This report identifies implications for Alaska, and for other states serving Indigenous EL students, for ensuring that EL education policy, funding, and service provision support Alaska Native and other Indigenous EL students equitably and with excellence.
5/18/2021
NCES 2021025 The 2018 NAEP Oral Reading Fluency Study

The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This statistical report presents detailed information about the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first completed the NAEP fourth-grade reading assessment. Then they read four short passages out loud to assess their oral reading fluency (i.e., the ability to read text aloud with speed, accuracy, and proper expression) as well as two kinds of word lists to assess their foundational skills (i.e., word reading and phonological decoding). Both the NAEP reading tasks and oral reading tasks were administered to students digitally, with student responses recorded on tablets.

The results indicate that for an estimated 1.3 million public school fourth-graders (36 percent) who performed below the NAEP Basic achievement level in reading in 2018, and in particular for an estimated 420,000 fourth-graders whose performance placed them in the lowest third of the below NAEP Basic level, fluent reading of connected text, such as paragraphs, is a major challenge. The challenge with fluency and foundational skills is particularly pronounced among Black and Hispanic students. These students read a passage at half the rate of a NAEP Proficient fourth-grader; misread 1 out of every 6 words, which are more likely to be content words that are important for comprehension, not function words (e.g., the, and, on); focus on individual words or phrases instead of the meanings of sentences and passages; read in a monotone voice, indicating lack of text comprehension; and show little knowledge of spelling-sound correspondence.

4/27/2021
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