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 Pub Number  Title  Date
NCES 2018160 The Summer After Kindergarten: Children’s Experiences by Socioeconomic Characteristics
This Statistics in Brief describes students’ summer nonparental care arrangements, program attendance (e.g., at summer camps or summer school), participation in activities with family members in a typical week, and places visited with family members. Participation in summer activities is compared by two socioeconomic characteristics—household poverty status and parents’ highest level of education—utilizing data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011).
5/22/2018
NCES 2018094 Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall fourth-grade achievement of the students who attended kindergarten for the first time in the 2010-11 school year and were in fourth grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of fourth grade are shown, both overall and by selected child and family characteristics.
3/27/2018
NCES 2018032 User’s Manual for the ECLS-K:2011 Kindergarten-Fourth Grade Data File and Electronic Codebook, Public Version
This public version of the kindergarten-fourth grade user’s manual focuses on the fourth-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2015 collection. It also describes the kindergarten-fourth grade data file structure and variables created from data collected in the fourth-grade round, as well as procedures used to make the data suitable for public release.
3/27/2018
NCES 2018033 ECLS-K:2011 Public-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/27/2018
NCES 2018034 User’s Manual for the ECLS-K:2011 Kindergarten-Third Grade Data File and Electronic Codebook, Public Version
This public version of the kindergarten-third grade user’s manual focuses on the third-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2014 collection. It also describes the kindergarten-fourth grade data file structure and variables created from data collected in the third-grade round, as well as procedures used to make the data suitable for public release.
3/27/2018
NCES 2018090 User's Manual for the ECLS-K:2011 Third-Grade Hearing Evaluations Component Restricted-Use Data File
This User’s Manual provides information on the hearing evaluations conducted on a subsample of study children in the spring third-grade round of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the evaluation components and data collection procedures used to evaluate children's hearing. It also describes the third-grade hearing evaluations component restricted-use data file structure and variables created from data collected during the evaluations. This manual is only available to users of the ECLS-K:2011 Third-Grade Hearing Evaluations Component Restricted-Use Data File (NCES 2018-091).
3/9/2018
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
NCES 2018100 National Household Education Surveys Program of 2016 Data File User's Manual
The 2016 National Household Education Surveys Program (NHES:2016) Data File User’s Manual provides documentation and guidance for users of the NHES:2016 data files, which include data from the Early Childhood Program Participation survey, the Parent and Family Involvement in Education survey, and the Adult Training and Education Survey. The survey program collected information about early childhood care, parental involvement in education, school choice, homeschooling, certifications and non-degree credentials, and adult training. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available.
2/9/2018
NCES 2018104 National Household Education Survey Programs of 2016 Public-Use Data Files
Three surveys were fielded in 2016 as part of the National Household Education Surveys Program: the Early Childhood Program Participation survey (ECPP), the Parent and Family Involvement in Education survey (PFI), and the Adult Training and Education Survey (ATES). Data files and documentation can be downloaded directly from the website. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available.
2/9/2018
NCES 2018105 National Household Education Surveys Program of 2016 Restricted-Use Data Files
The National Household Education Surveys Program (NHES): 2016 restricted-use files include the Early Childhood Program Participation (ECPP) file, the Parent and Family Involvement in Education (PFI) file, and the Adult Training and Education Survey (ATES) file. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available.
2/9/2018
NCEE 20174024 An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools
To date, efforts to include evidence-based instruction in large-scale reading programs have not generated meaningful improvements in student outcomes. To identify additional instructional practices that merit further evaluation, this evaluation brief provides an exploratory analysis of practices that are related to young students' growth in language skills and comprehension in listening and reading. The analysis is based on student test scores and observations of instructional practices in 1,035 classrooms in prekindergarten through grade 3 within 83 Title I schools during the 2011-2012 school year. Among the practices measured, those that were most consistently related to student growth include engaging students in defining new words, making connections between students' prior knowledge and the texts they read, promoting higher-order thinking, and focusing instruction on the meaning of texts.
8/16/2017
NCES 2017051 Status and Trends in the Education of Racial and Ethnic Groups 2017
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.
7/18/2017
NCES 2017144 The Condition of Education 2017
The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data. The 2017 Condition of Education report presents 50 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Also included in the report are 4 Spotlight indicators that provide more in-depth analyses on selected topics.
5/25/2017
REL 2017258 Stated Briefly: The relative effectiveness of two approaches to early literacy intervention in grades K-2
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-251). This randomized controlled trial of early literacy interventions examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K-2. Fifty-five schools located across Florida were randomly assigned to stand-alone or embedded interventions delivered daily throughout the school year for 45 minutes in small groups of four or five students. Students below the 30th percentile in reading-related skills and/or vocabulary were eligible for intervention. One-third of participating students were English language learners. Both interventions were implemented with high fidelity and, on average, students showed improvement in reading and language skills in both interventions. The stand-alone intervention significantly improved grade 2 spelling. However, impacts on other student outcomes were comparable. The two interventions had relatively similar impacts on reading and language outcomes among English learners and non-English learners, with the exception of some reading outcomes in kindergarten. Implications for future research are discussed.
4/4/2017
REL 2017244 Quality improvement efforts among early childhood education programs participating in Iowa’s Quality Rating System
The purpose of this study was to examine the use and outcomes of quality improvement activities among early childhood education programs participating in the Iowa Quality Rating System (Iowa QRS). The study summarized survey responses from 388 program administrators, describing how staff of programs in Iowa QRS participate in quality improvement activities such as training, coaching, and continuing education. The study also used logistic regression analysis to examine the relationship between quality improvement activities and increases in Iowa QRS ratings, in a subset of 146 programs that received Iowa QRS ratings at two different points in time. Survey responses indicated that almost all programs had staff participate in trainings and a majority of programs offered coaching, but participation in continuing education was less common. The most common topic of professional development was health and safety practices, followed by child development and classroom practices. Analysis results found that Iowa QRS ratings tend to increase across time, and programs that provide key staff with 15 or more training hours per year are more likely to increase ratings over time than programs that do not. The results also suggest that topics covered in professional development are important, with both positive and negative relationships observed between different professional development topics and rating outcomes. The study findings can help Iowa QRS administrators plan and allocate resources to support programs' quality improvement efforts. The findings also can help administrators in other states better understand the types of quality improvement activities to which programs are drawn naturally, as well as factors that may facilitate or impede programs' pursuit of quality.
3/9/2017
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