Search Results: (16-30 of 230 records)
|NCES 2020015||NAEP Mathematics 2019 District Snapshot Reports
Each district that participated in the NAEP 2019 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 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.
|NCES 2020016||NAEP Reading 2019 District Snapshot Reports
Each district that participated in the NAEP 2019 reading 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 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.
|NCES 2020157||Statewide Longitudinal Data Systems (SLDS) Survey Analysis
Statewide Longitudinal Data Systems grant-funded projects represent one of the most developed and systemic K–12 education data projects in U.S. history. This report reviews what types of K-12 data elements are included in state systems, data linking with other systems, and how the data are used for reporting and decision making.
|NCES 2020460REV||Profile of Very Low- and Low-Income Undergraduates in 2015–16
This Statistics in Brief focuses on two groups of low-income undergraduate students enrolled in U.S. postsecondary institutions in 2015–16: very low- and low-income students, defined as those whose family incomes fell below 50 percent and between 50 and 100 percent, respectively, of the federal poverty level for their family size. This report compares these students’ demographic and enrollment characteristics, financial aid, and price of attendance with those of students whose family incomes were above the federal poverty level. This report draws on data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16).
|NCES 2019064||Student Victimization in U.S. Schools: Results From the 2017 School Crime Supplement to the National Crime Victimization Survey
This report uses data from the 2017 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) 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 and alcohol at school, student reports of bullying, and fear and avoidance behaviors of crime victims and nonvictims at school.
|NCES 2018163||College Majors and Careers: Job Relatedness and Compensation of 1992–93 and 2007–08 Bachelor’s Degree Recipients 4 Years After Graduation
This Statistics in Brief examines the distribution of college majors between the classes of 1992–93 and 2007–08. The brief also explores how the relatedness of 2007–08 bachelor's degree recipients' jobs to their college major differ from that of 1992–93 bachelor's degree recipients, four years after receiving their bachelor's degrees.
|NCES 2017165||Barriers to Parent-School Involvement for Early Elementary Students
This Statistics in Brief examines the level of parents’ involvement in activities in their children’s schools and the specific types of activities in which they participated when their children were enrolled in second grade. The report also describes the types of barriers to participation that parents face.
|NCES 2018061||Why Didn’t Students Complete a Free Application for Federal Student Aid (FAFSA)? A Detailed Look
This Statistics in Brief builds on prior NCES publications to provide an updated and detailed look at why students, or their parents, reported that they did not complete the FAFSA.
|NCES 2019427||Military Service and Educational Attainment of High School Sophomores After 9/11: Experiences of 2002 High School Sophomores as of 2012
This Statistics in Brief examines 2002 high school sophomores’ entrance into military service through 2012, up to 8 years after most graduated from high school in 2004. The report provides estimates regarding the timing of military service; the demographic and academic characteristics of those who served in the military; the relationship between students’ expectations for a military career and subsequent military service; the relationship between students’ military service and that of their parents; and the postsecondary enrollment, fields of study, degree attainment, and financial aid of students with and without military service. The report draws on data from the Education Longitudinal Study of 2002 (ELS:2002).
|NCES 2019404||What High Schoolers and Their Parents Know About Public 4-Year Tuition and Fees in Their State
This Statistics in Brief describes high school student perceptions of the cost of college using data from the High School Longitudinal Study of 2009 (HSLS:09). The analyses examine the accuracy of students' and parents' estimates of public 4-year college tuition and mandatory fees in their states by comparing their estimates with actual tuition and fee amounts obtained from the Integrated Postsecondary Education Data System (IPEDS). The report also examines students' perceptions about college affordability and their plans to enroll in college.
|NCES 2018086||English Language Program Participation Among Students in the Kindergarten Class of 2010–11: Spring 2011 to Spring 2012
This Statistics in Brief examines differences in the student and school characteristics of kindergartners who participated in instructional programs designed to teach English language skills and students who did not participate in such programs in the kindergarten class of 2010–11. The brief then examines the characteristics of the English language program (e.g., English as a second language, bilingual education, and dual-language education) that participating students were receiving in spring 2011 and changes in participation in these programs between spring 2011 and spring 2012. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), a longitudinal study that was designed to follow the same children from kindergarten through fifth grade.
|NCES 2018428||Working Before, During, and After Beginning at a Public 2-Year Institution: Labor Market Experiences of Community College Students
This Statistics in Brief report describes the employment of students attending public 2-year institutions before they enrolled in postsecondary education for the first time, as well as while they were enrolled in their first year. The report also examines how employment is related to these students’ postsecondary experiences and employment outcomes after exiting postsecondary education. The analyses use data from the 2012/14 Beginning Postsecondary Student Longitudinal Study (BPS:12/14), a nationally representative study of first-time postsecondary students who were interviewed up to 3 years after they began postsecondary education.
|NCES 2018149||Participants in Subbaccalureate Occupational Education: 2012
This Statistics in Brief report examines how many students participate in subbaccalaureate occupational education, the characteristics of these students, their fields of study, and the types of postsecondary institutions in which they enroll.
|NCES 2018435||Four Years Later: 2007–08 College Graduates' Employment, Debt, and Enrollment in 2012
This Statistics in Brief examines the employment, education debt, and additional postsecondary enrollment experiences of a cohort of students 4 years after they received their bachelor’s degrees in 2007–08.
|NCES 2018010||Trends in Subbaccalaureate Occupational Awards: 2003 to 2015
This report uses data from the Integrated Postsecondary Education Data System (IPEDS) to examine trends occupational education at the subbaccalaureate level.
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