Search Results: (1-15 of 448 records)
|Building Blocks Intervention Report
This What Works Clearinghouse intervention report summarizes the evidence on Building Blocks, a mathematics curriculum that seeks to develop preschool children’s knowledge of mathematics using activities that are intentionally sequenced based on the developmental progression of children’s mathematical learning. The research provides moderate evidence that Building Blocks improves mathematics achievement. This assessment is based on three studies that meet WWC standards.
|Highlights of PISA 2022 U.S. Results
This web report provides key comparative information on the reading, mathematics, and science literacy performance of 15-year-old students in the United States and 80 other participating education systems. The Program for International Student Assessment (PISA) is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on students as they are nearing the end of compulsory schooling. PISA is conducted every 3 years, with 2022 being the latest round. In PISA 2022, the major domain was mathematics literacy, although reading and science literacy were also assessed. In addition to national average scores, PISA also provides insight into the percentage of students who reach each of the PISA proficiency levels.
|Pre-K Mathematics Intervention Report
This What Works Clearinghouse intervention report summarizes the evidence on a supplemental curriculum entitled "Pre-K Mathematics." The supplemental curriculum is designed to develop informal mathematical knowledge and skills in preschool children. Specific mathematical concepts and skills from each unit are taught in the classroom through teacher-guided, small-group activities using concrete manipulatives. The research provides strong evidence that Pre-K Mathematics improves mathematics achievement, although the intervention had uncertain effects on outcomes in the language domain, reading & literacy related domain, social-emotional learning domain, and self-regulation domain. This assessment is based on five studies that meet WWC standards.
|Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) Assessment Item Level File (ILF), Read Me
This ReadMe provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) Assessment Item Level File (ILF)(NCES 2023-014) made available to researchers under a restricted use only license. Other supporting documentation includes MGLS_Math_and_Reading_Items_User_Guide.xlsx, MGLS_MS1_Math_Item_Images.pdf, MGLS_MS2_Math_Item_Images.pdf, MGLS_MS1_MS2_Reading_Sample_Item_Type_Images.pdf, MGLS_MS1_MS2_EF_HeartsFlowers_Instructions.pptx, and MGLS_MS2_EF_Spatial_2-back_Instructions.pptx
|MGLS 2017 Assessment Item Level Files (ILF)
The Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) measured student achievement in mathematics and reading along with executive function. The MGLS:2017 ILF contains the item level data from these direct measures that can be used in psychometric research for replicating or enhancing the scoring found in the MGLS:2017 RUF or in creating new scores. The Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) Assessment Item Level File (ILF) contains two .csv files representing the two rounds of data collection: the MGLS:2017 Main Study (MS) Base Year (MS1) and the Main Study Follow-up (MS2) files.
|User’s Manual for the MGLS:2017 Data File, Restricted-Use Version
This manual provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) restricted-use school and student data files (NCES 2023-131). An overview of MGLS:2017 is followed by chapters on the study data collection instruments and methods; direct and indirect student assessment data; sample design and weights; response rates; data preparation; data file content, including the composite variables; and the structure of the data file. Appendices include a psychometric report, a guide to scales, field test reports, and school and student file variable listings.
|Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
|Digest of Education Statistics, 2021
The 57th 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.
|NAEP Mathematics 2022 State and District Snapshot Reports
Each state/jurisdiction and district that participated in the NAEP 2022 mathematics assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state or 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 by gender, race/ethnicity, and eligibility for free/reduced-price lunch. Each state/jurisdiction Snapshot report includes a map comparing the 2022 average score to other states/jurisdictions; and each district Snapshot report includes a table comparing the 2022 average score to other participating districts.
|2022 NAEP Mathematics Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 mathematics assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
|Changes Between 2011 and 2019 in Achievement Gaps Between High- and Low-Performing Students in Mathematics and Science: International Results From TIMSS
This Statistics in Brief (SiB) uses data from the 2011 and 2019 Trends in International Mathematics and Science Study (TIMSS), and explores how achievement gaps between high- and low-performing 4th- and 8th-grade students in the U.S. and other education systems have changed over time. Achievement gaps are defined as the differences in scores between students at the 90th percentile of performance (high-performing) and those at the 10th percentile of performance (low-performing); they are also known as “score gaps.” The SiB focuses on two questions for each grade and subject: (1) In which education systems did score gaps between high- and low-performing students change (widen or narrow) between 2011 and 2019? (2) Is the widening or narrowing of score gaps between 2011 and 2019 driven primarily by changes in the scores of high-performing students, low-performing students, or both?
|Program for the International Assessment of Adult Competencies (PIAAC) County-level Estimation for Age and Education Groups Methodology Report
This is the third methodology report on Program for the International Assessment of Adult Competencies (PIAAC) Small Area Estimation (SAE) published by the National Center for Education Statistics in PIAAC Cycle I. The first report was written to describe the methodology used for the purpose of creating model-based estimates of average scores and high, middle, and low proficiency levels of adult skills for all states and counties in the U.S. The second report described the statistical models to produce the same types of estimates for state-level age and education groups. This report describes the methodology used to produce the county-level estimates by age and education groups.
|2022 Long-Term Trend Reading and Mathematics Age 9 Highlights Report
This report describes selected results from the age 9 2022 long-term trend (LTT) reading and mathematics assessments. The report focuses on the comparison of a nationally representative sample of age 9 students who took the assessments in the winter of the 2019-2020 school year with those who took the assessments in the winter of 2021-2022 school year. The report provides insight into the performance of age 9 students in reading and mathematics, as well as data from students and school administrators about the widespread disruptions in learning that occurred during the 2020−2021 and 2021−2022 school years. In addition, the report provides links to data tables comparing 2022 performance in LTT reading and mathematics across all administrations dating back to the early 1970s.
|Program for the International Assessment of Adult Competencies (PIAAC)
State-level Estimation for Age and Education Groups Methodology Report
This is the second methodology report on Program for the International Assessment of Adult Competencies (PIAAC) Small Area Estimation (SAE) published by the National Center for Education Statistics in PIAAC Cycle I. The first report was written to describe the methodology used for the purpose of creating model-based estimates of average scores and high, middle, and low proficiency levels of adult skills for all states and counties in the U.S. This report further describes the statistical models to produce the same types of estimates for state-level age and education groups.
|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.