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 Pub Number  Title  Date
NCES 2023085 Families’ Participation in School Choice and Importance of Factors in School Choice Decisions in 2019
This data point explores the types of schools that children attend, whether parents consider more than one school for their child, and the reasons parents report as being important when they consider schools for their children. It uses data from the 2019 administration of the National Household Education Surveys (NHES) Parent and Family Involvement in Education (PFI) questionnaire. This data point provides information specifically about those children who were enrolled in a school. First, it provides an overview of the percentages of students who were enrolled in four different types of schools: public assigned schools, public chosen schools, private religious schools, and private nonreligious schools. Next, among families that considered more than one school for their child, this publication explores reasons why families chose the schools they did.
6/17/2024
NCES 2024151 2022-23 Common Core of Data (CCD) Universe Files, Version 1a
These files are the product of the CCD data collection for the 2022–23 school year. Data are reported at state, district, and school levels and include staff full-time equivalent by professional category, as well as student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of students eligible for free and reduced-price lunch. Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies, as well as several CCD indicators by state, are also available.
1/31/2024
NCES 2024043 Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2021-22
The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2021–22 School Survey on Crime and Safety data collection.
1/17/2024
NCES 2024039 Teacher Attrition and Mobility Results From the 2021–22 Teacher Follow-up Survey to the National Teacher and Principal Survey
This report presents selected findings from the Current and Former Teacher Data Files of the 2021–22 Teacher Follow-up Survey (TFS). The TFS is a longitudinal component of the National Teacher and Principal Survey (NTPS). The 2021–22 TFS was conducted as a follow up to the 2020–21 NTPS to provide attrition and mobility information about teachers in K–12 public and private schools. The purpose was to assess how many teachers from the 2020–21 school year still worked as a teacher in the same school during the 2021–22 school year (“stayers”), how many had moved to become a teacher in another school (“movers”), and how many had left the teaching profession (“leavers”).
12/13/2023
NFES 2023086 Forum Guide to Data Quality
The Forum Guide to Data Quality provides best practices from districts and states for maintaining quality data as these agencies regularly review and revise their methods for working with data, as well as their expectations for all staff who are responsible for education data and their quality. This resource is intended to help districts and states seeking to improve or further develop their policies and practices related to data quality.
11/29/2023
NCES 2023056 2020-21 National Teacher and Principal Survey (NTPS) and 2021-22 Principal Follow-up Survey (PFS) Restricted-Use Data Files
This DVD contains the 2020-21 National Teacher and Principal Survey (NTPS) and 2021-22 Principal Follow-up Survey (PFS) Restricted-Use Data Files. They are provided in multiple formats and accompanied by User's Manuals.
11/17/2023
NCES 2023032 Equity in Education Dashboard
The Equity in Education Dashboard website contains key findings and trends on educational equity in the United States from a variety of data sources.
9/14/2023
NCES 2023122 2022-23 Common Core of Data (CCD) Preliminary Directory Files
On August 31st, the National Center for Education Statistics released the 2022-23 Common Core of Data (CCD) Preliminary Directory Files. These files are the product of the CCD data collection for the 2022-23 school year. Data are reported at district and school levels as of October 1, 2022. The preliminary directory files include basic identifying information for each public school and local education agency (LEA), including the NCES identification numbers, location and mailing address and some limited attributes about the school or LEA, such as type, operational status, the lowest and highest grades offered, and whether a school is a charter school. This release is meant to provide data users with a more timely release of basic information for school and LEA.
8/31/2023
NCES 2023015 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
8/16/2023
NCES 2023014 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.
8/16/2023
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 2023046 Principal Attrition and Mobility: Results From the 2021–22 Principal Follow-up Survey to the National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the Public and Private School Principal Status Data Files of the 2021–22 Principal Follow-up Survey (PFS). The PFS is a longitudinal component of the National Teacher and Principal Survey (NTPS).
7/31/2023
NCES 2022003 Restricted-Use Data Files and Documentation (FRSS 110): 2019-20 Public School Use of Educational Technology for Instruction
This product contains data from the Fast Response Survey System (FRSS) survey titled “Use of Educational Technology for Instruction.” The restricted-use data file and related data documentation provide nationally representative data from elementary and secondary public schools about their use of technology for teaching and learning during the 2019–20 school year. Data were collected in the spring of 2020 from approximately 800 schools. Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences. More specifically, schools were asked about their technology resources and ways that these resources were used to teach. Data reflect questions about whether schools have computers for each student, if students can take school-provided computers home, the number of computers in the school and where they are in the school, the quality of computers and software used for teaching and learning, how well internet connections work in the parts of the school used for teaching, and online resources used for teaching and learning at the school. Data also include answers to questions about challenges teachers face using technology for teaching, how teachers are trained to use technology for teaching, the types of staff who work with teachers to make better use of technology for teaching and learning, and how student learning is affected by the use of educational technology. Respondents were principals or other school staff who knew how technology was used at the school for teaching and learning. Documentation provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, the data files and codebooks, and the file layout of the ASCII data file. The ASCII data and a SAS version of the data file are also provided. Note that the public-use version of the data under NCES-2022011 has much of the same information. The restricted-use file has an NCES school ID and Census region information not included in the public-use data.
4/14/2023
NCES 2022011 Public-Use Data Files and Documentation (FRSS 110): 2019-20 Public School Use of Educational Technology for Instruction

This product contains data from the Fast Response Survey System (FRSS) survey titled “Use of Educational Technology for Instruction.” The public-use data file and related data documentation provide nationally representative data from elementary and secondary public schools about their use of technology for teaching and learning during the 2019–20 school year. Data were collected in the spring of 2020 from approximately 800 schools. Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences.

More specifically, schools were asked about their technology resources and ways that these resources were used to teach. Data reflect questions about whether schools have computers for each student, if students can take school-provided computers home, the number of computers in the school and where they are in the school, the quality of computers and software used for teaching and learning, how well internet connections work in the parts of the school used for teaching, and online resources used for teaching and learning at the school. Data also include answers to questions about challenges teachers face using technology for teaching, how teachers are trained to use technology for teaching, the types of staff who work with teachers to make better use of technology for teaching and learning, and how student learning is affected by the use of educational technology. Respondents were principals or other school staff who knew how technology was used at the school for teaching and learning.

The documentation file provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, codebook, and the file layout of the ASCII data file. A copy of the ASCII data file is provided in the raw data file. Documentation, the ASCII data, a SAS version of the data file, and code to build the SAS version are provided in the SAS file.

4/14/2023
NCES 2023055 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.
3/16/2023
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