Publications & ProductsSearch Results: (1-15 of 73 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2023013 | 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. |
8/16/2023 |
| 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 |
| NCES 2021019 | Program for the International Student Assessment (PISA) 2018 Public Use File (PUF)
The PISA 2018 Public Use File (PUF) consists of data from the PISA 2018 sample. Statistical confidentiality treatments were applied due to confidentiality concerns. The PUF can be accessed from the National Center for Education Statistics website at http://nces.ed.gov/surveys/pisa/datafiles.asp. For more details on the data, please refer to chapter 9 of the PISA 2018 Technical Report and User Guide (NCES 2021-011). |
7/8/2021 |
| NCES 2021020 | Technical Report and User Guide for the 2016 Program for International Student Assessment (PISA) Young Adult Follow-up Study
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA YAFS 2016, as well as with information on how to access the PISA YAFS 2016 data. |
7/8/2021 |
| NCES 2021022 | Program for the International Student Assessment Young Adult Follow-up Study (PISA YAFS) 2016 Public Use File (PUF)
The PISA YAFS 2016 Public Use File (PUF) consists of data from the PISA YAFS 2016 sample. PISA YAFS was conducted in the United States in 2016 with a sample of young adults (at age 19) who participated in PISA 2012 when they were in high school (at age 15). In PISA YAFS, students took the Education and Skills Online (ESO) literacy and numeracy assessments, which are based on the Program for the International Assessment of Adult Competencies (PIAAC). It contains data for individuals including responses to the background questionnaire and the cognitive assessment. Statistical confidentiality treatments were applied due to confidentiality concerns. For more details on the data, please refer to chapter 8 of the PISA YAFS 2016 Technical Report and User Guide (NCES 2021-020). |
7/8/2021 |
| NCES 2021047 | Program for the International Student Assessment (PISA) 2018 Restricted-Use Files (RUF)
The PISA 2018 Restricted Use File (RUF) consists of restricted-use data from PISA 2018 for the United States. The data file and documentation includes the data file, a codebook, instructions on how to merge with the U.S. PISA 2018 public-use dataset (NCES 2021-047), and a cross-walk to assist in merging with other public datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details https://nces.ed.gov/surveys/pisa/datafiles.asp. For more details on the data, please refer to chapter 9 of the PISA 2018 Technical Report and User Guide (NCES 2021-011). |
7/8/2021 |
| REL 2021089 | Understanding Access to and Participation in Dual Enrollment by Locale and Income Level
By providing students with an opportunity to take college courses and earn college credits while in high school, dual enrollment programs effectively increase college access, enrollment, and degree attainment. Such programs might be particularly beneficial for high school students who might be less likely to go to college, including students from rural areas and low-income households. Given the comparatively rural geography of the Regional Educational Laboratory (REL) Central region, stakeholders need a comprehensive resource for understanding dual enrollment access and participation in their states in order to support the identification of strategies to expand opportunities for college and career preparation. This report presents information on patterns in dual enrollment access and participation for the 2017/18 school year in the REL Central states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) and the region as a whole and compares these state and regional patterns with national patterns. The report also reveals how dual enrollment access and participation varied with school characteristics, including school locale (city, suburban, town, or rural) and percentage of students from low-income households. The study found that dual enrollment access and participation were higher in the REL Central region than nationally. Additionally, students in rural and city locales tended to have lower dual enrollment access than did their peers in town and suburban locales. In contrast, dual enrollment participation was generally higher for students in rural and town locales than for their peers in city locales. In some states, however, both dual enrollment access and participation were higher in rural and town schools than in city schools. The study also found that in the REL Central region and nationally, schools serving higher percentages of students from low-income households had higher dual enrollment access and participation than did schools serving lower percentages of students from low-income households. Education leaders can use the study findings to advance progress toward state and district postsecondary readiness goals and to inform the development of supports or incentives related to dual enrollment. |
5/24/2021 |
| 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 |
| REL 2021044 | Participation in State-Funded Prekindergarten in Oklahoma
Oklahoma offers state-funded prekindergarten (preK) to all 4-year-old children. The Regional Educational Laboratory (REL) Southwest Early Childhood Education Research Partnership members in Oklahoma requested more comprehensive evidence on disparities in student participation in state-funded preK by student characteristics and geographic locale. Such disparities in participation can indicate challenges in access to or use of the program. Using administrative records from the Oklahoma State Department of Education, REL Southwest calculated the percentages of first-time public school kindergarten students who participated in Oklahoma’s state-funded preK program in the prior year for five cohorts (2014/15 through 2018/19). In addition to describing unadjusted participation rates, the study also used multivariate statistical models to estimate relationships between student characteristics, the local availability of preK options (measured as estimated travel time), and students’ participation in state-funded preK. Across the five years examined, 74 percent of public school kindergarten students had attended state-funded preK in the prior year. Participation varied across the state, and a substantially greater percentage of students in rural districts participated than students in nonrural (that is, urban or suburban) districts. In addition, the study identified groups of students by student characteristics that participated less often, including students eligible for free lunch, Black/African American students, and Pacific Islander students. The study also examined relationships between participation and geographic measures of access to early learning and care. Students who lived further from a state-funded preK site were less likely to participate, and students who lived further from a Head Start Center were more likely to participate in state-funded preK. The differences in student participation across geographic areas and student characteristics indicate an opportunity for policies and strategies to promote greater awareness of, and enrollment in, state-funded preK or other early learning and care opportunities. |
12/16/2020 |
| 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 |
| NCES 2019106 | School Choice in the United States: 2019
School Choice in the United States: 2019 uses data from multiple surveys to describe the landscape of school choice. The report discusses the changes over time in enrollment in traditional public, public charter, and private schools, as well as changes in the number of students who were homeschooled. It includes information on the characteristics of students enrolled in public and private schools, as well as characteristics of students who were homeschooled. |
9/25/2019 |
| NCES 2019038 | Status and Trends in the Education of Racial and Ethnic Groups 2018
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 examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education. |
2/20/2019 |
| 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 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. |
7/17/2018 |
1 - 15
Next >>
Page 1
of 5
