Publications & ProductsSearch Results: (1-15 of 32 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2023009 | 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. |
3/8/2023 |
| 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 |
| REL 2022109 | Teacher Shortages in New York State: New Teachers' Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District
New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. This study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. While the majority of new teachers earned certificates through the traditional in-state pathway, this varied somewhat by certification area. The proportion of teachers who earned certificates through the individual evaluation pathway was higher for the shortage certification area of career and technical education than for other certification areas. The most frequent certification area was the shortage certification area of special education, while the shortage certification areas of career and technical education and bilingual special education were among the least frequent. New York City district schools employed new teachers who earned certificates through the alternative in-state pathway at a higher rate than other types of high-need districts (rural, large city—not New York City, and other urban/suburban) as well as average- and low-need districts. New teachers employed in high-need districts had higher rates of retention in the same district for a second year than new teachers employed in average- and low-need districts. Just 5 percent of new teachers in New York State were uncertified. |
11/30/2021 |
| NCES 2021009 | Digest of Education Statistics, 2019
The 55th 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. |
2/25/2021 |
| NCES 2020009 | Digest of Education Statistics, 2018
The 54th 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. |
12/24/2019 |
| REL 2019008 | Factors related to teacher mobility and attrition in Colorado, Missouri, and South Dakota
This report describes teacher and school characteristics related to teacher movement within and out of public school systems in Colorado, Missouri, and South Dakota. Stakeholders in each of these states expressed interest in better understanding teacher mobility and attrition and related factors. The authors used administrative data provided by state education agencies to examine the characteristics related to the likelihood that teachers would move to different schools or leave state public school systems from 2015/16 to 2016/17. Results suggest that the likelihood of teachers either moving or leaving was most strongly related to age, years of experience in their schools or districts, special education teaching assignments, average salaries, school demographics and performance, and school state accountability designation. Information about factors that contribute to moving and leaving may help decision-makers improve the policy and practices aimed at attracting and keeping teachers. |
8/19/2019 |
| NCES 2018130 | Education Demographic and Geographic Estimates (EDGE) Program: American Community Survey Comparable Wage Index for Teachers (ACS-CWIFT)
The Comparable Wage Index (CWI) is an index that was initially created by the National Center for Education Statistics (NCES) to facilitate comparison of educational expenditures across locales (principally school districts, or local educational agencies—LEAs) or states (state educational agencies— SEAs). The CWI is a measure of the systematic, regional variations in the wages and salaries of college graduates who are not PK-12 educators as determined by reported occupational category. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. This documentation describes the creation of a CWI for teachers based primarily on the American Community Survey (ACS). The ACS, an ongoing survey conducted by the U.S. Census Bureau, has replaced the decennial census as the primary source of detailed demographic information about the U.S. population. It provides information about the earnings, age, occupation, industry, and other demographic characteristics for millions of U.S. workers. The ACS-CWIFT measures wage and salary differences for college graduates, using an analysis that is modeled after the baseline analysis used to construct the original CWI released by NCES in 2006. |
5/1/2019 |
| NCES 2018070 | Digest of Education Statistics, 2017
The 53rd 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. |
1/30/2019 |
| NCES 2017094 | Digest of Education Statistics, 2016
The 52nd 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. |
2/20/2018 |
| REL 2018284 | Teacher certification and academic growth among English learner students in the Houston Independent School District
This study assesses whether a teacher’s certification type (that is, being a certified bilingual teacher or a certified English as a second language [ESL] teacher) and route to certification—alternative, postbaccalaureate, traditional, or additional exam—correlate with academic growth and growth in English proficiency among English learner students in the Houston Independent School District (HISD). The student sample consisted of HISD students in grades 4 or 5 during the 2005/06–2014/15 school years who were classified as English learner students, participated in HISD's bilingual or ESL program in grades 4 or 5, and had Spanish as their home language. Data from the four most recent cohorts (2011/12–2014/15) were used for the analyses of mathematics and reading outcomes using the State of Texas Assessments of Academic Readiness (STAAR) assessment program. All cohorts were used for the analyses of the English proficiency outcomes using the Texas English Language Proficiency Assessment System assessment. The corresponding teacher sample consisted of HISD teachers who taught mathematics or reading to the student sample described. The study used student achievement models, sometimes called value-added specifications, to examine whether specific teacher certification types and routes were associated with larger achievement gains. For math, having a teacher with bilingual certification was associated with higher student growth in achievement in grade 4 but lower growth in achievement in grade 5 compared with having a teacher without bilingual or English as a second language certification. Having a teacher with bilingual certification through the alternative route was associated with the highest growth in achievement in grade 4 math. For reading, having a teacher with bilingual certification was associated with higher student growth in achievement in grade 4 compared with having a teacher without bilingual or English as a second language certification. Having a teacher with bilingual certification through the traditional route was associated with the highest growth in achievement in grade 4 reading. For English proficiency, having a teacher with bilingual certification through the postbaccalaureate route was associated with the highest student growth in grade 4. Having a teacher with bilingual certification through the alternative route was associated with the highest growth in English proficiency in grade 5. Given the inconsistent results, there are no clear implications for practice. Additional research might investigate alternate methods for identifying which teachers are effective. |
2/13/2018 |
| NCES 2016014 | Digest of Education Statistics, 2015
The 51st 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. |
12/8/2016 |
| NCES 2016006 | Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
4/28/2016 |
| REL 2016116 | Teacher retention, mobility, and attrition in Kentucky public schools from 2008 to 2012
The purpose of this descriptive study was to determine the rates of retention, mobility, and attrition for classroom teachers in Kentucky public schools, as well as how those rates might vary by various teacher and school characteristics. The study looks at retention, defined as teachers returning to their same classroom ("stayers"); mobility, when teachers change schools within the school system ("movers"); and attrition, when teachers leave the system ("leavers") from one year to the next. The study used data on teachers collected by the Kentucky Center for Education & Workforce Statistics on every teacher employed in PK-12 public schools in academic years 2008/09, 2009/10, 2010/11, and 2011/12. Data on schools were obtained from the National Center for Education Statistics Common Core of Data. The study found that the Kentucky teacher workforce was largely stable across the study period (2008-2012). Most teachers (85.6 percent, on average) stayed in the same school from one year to the next, 6.0 percent moved to a different school, and 8.4 percent left the public school system. The study revealed some variation in rates based on select teacher and school characteristics. In particular, teachers with the fewest years of experience, teachers in urban schools, and teachers in schools where more students are eligible for free or reduced price lunch were retained at the lowest rates. |
1/5/2016 |
| NCES 2015011 | Digest of Education Statistics, 2013
The 49th 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. |
5/7/2015 |
| NCES 2014015 | Digest of Education Statistics, 2012
The 48th 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. |
12/31/2013 |
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