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 Pub Number  Title  Date
NCES 2019112 Education Demographic and Geographic Estimates Program (EDGE): School Neighborhood Poverty Estimates, 2016-2017
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program developed school neighborhood poverty estimates to provide an indicator of the economic conditions in neighborhoods where schools are located. These spatially interpolated demographic and economic (SIDE) estimates apply spatial statistical methods to existing sources of income and poverty data developed by the U.S. Census Bureau to produce new indicators with additional flexibility to support educational research. The economic conditions of neighborhoods around schools may or may not reflect the neighborhood conditions of students who attend the schools. However, supplemental information about school neighborhoods may be useful to combine with student-level or school-level information to provide a clearer picture of the overall educational environment.
11/28/2019
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 2019052 Documentation to the 2016-17 Common Core of Data (CCD) Universe Files (2019-052)
These data files provide new data for the universe of public elementary and secondary schools and agencies in the United States in school year 2016–17.
1/16/2019
NCES 2018076 Education Demographic and Geographic Estimates Program (EDGE): School District Geographic Relationship Files User’s Manual
The NCES School District Geographic Relationship Files (GRFs) are tables that identify complete spatial associations between geographically defined school districts and other types of geographic areas. The GRFs were constructed from the Census Bureau’s Topologically Integrated Geographic Encoding and Referencing (TIGER) database and include associations between school districts and American Indian, Alaska Native, and Native Hawaiian areas (AIANNH), counties, Core Based Statistical Areas (CBSA), Consolidated Statistical Areas (CSA), New England City and Town Areas (NECTA), Zip Code Tabulation Areas (ZCTA), Urban Areas, Congressional Districts (CD), places, county subdivisions, Census tracts, and Census block groups.
11/28/2018
NCES 2018027 Education Demographic and Geographic Estimates Program (EDGE): School Neighborhood Poverty Estimates - Documentation
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program developed the spatially interpolated demographic and economic (SIDE) estimates to extract new value from existing sources of poverty data. SIDE uses geographic and statistical modeling to provide estimates of neighborhood poverty around specific geographic locations. The estimates provided in the School Neighborhood Poverty Estimates (SNP) files reflect economic conditions of neighborhoods where schools are physically located.
11/1/2018
NCES 2018099 School Attendance Boundary Survey (SABS) File Documentation: 2015-2016
The School Attendance Boundaries Survey (SABS) was an experimental survey conducted by the National Center for Education Statistics (NCES) with assistance from the U.S. Census Bureau to collect school attendance boundaries for regular schools in the 50 states and the District of Columbia. Attendance boundaries, sometimes known as school catchment areas, define the geographic extent served by a local school for the purpose of student assignments. School district administrators create attendance areas to help organize and plan district-wide services, and districts may adjust individual school boundaries to help balance the physical capacity of local schools with changes in the local school-age population. This document summarizes the final cycle of the experimental boundary collection. The 2015-16 SABS collection was intended to update boundaries collected during the 2013-2014 cycle and to supplement boundaries from additional districts not included in the previous collection.
5/1/2018
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 2018052 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2015-16
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2015-16.
12/26/2017
NCES 2017035 Education Demographic and Geographic Estimates Program (EDGE): Composite School District Boundaries File Documentation
The NCES Composite School District Boundaries combine the boundaries of three of the U.S. Census Bureau’s Topologically Integrated Geographic Encoding and Referencing (TIGER) school district layers (Elementary, Secondary, and Unified) into a single file. This simplifies the task of linking school district boundaries with other types of school district data by eliminating the need to join data to multiple boundary files. It also simplifies district-level mapping by providing wall-to-wall school district geographic coverage for all U.S. territory in a single file. This school district boundary file was developed from geographic shapefiles created by the U.S. Census Bureau and made available for download by the U.S. Department of Education’s National Center for Education Statistics (NCES) through its Education Demographic and Geographic Estimates (EDGE) program.
8/1/2017
REL 2017256 Impact of the Developing Mathematical Ideas professional development program on grade 4 students' and teachers' understanding of fractions
The purpose of this study was to assess the impact of the Developing Mathematical Ideas (DMI) professional development program on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions. The study was conducted during the 2014/15 school year. A total of 84 schools from eight school districts in three states (Florida, Georgia, and South Carolina) agreed to participate. Participants included 264 grade 4 teachers and their 4,204 students. The study utilized the "gold standard" methodology involving random assignment of schools to either DMI or the control condition. Teachers in the DMI condition participated in 24 hours of professional development on fractions during fall 2014. They attended eight 3-hour sessions conducted over four days (two 3-hour sessions per day; one day per month). DMI did not demonstrate any impact on student knowledge of fractions. Students of DMI teachers performed at almost the same level as those taught by control teachers; the difference was not statistically significant. The impact of the DMI on teachers’ knowledge of fractions was inconclusive. DMI teachers performed slightly better than teachers who did not participate in DMI, but the result was not statistically significant. It was, however, close to the threshold of statistical significance (p = .051).
3/15/2017
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
REL 2017183 Stated Briefly: How kindergarten entry assessments are used in public schools and how they correlate with spring assessments
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study examined how many public schools nationwide used kindergarten entry assessments (KEAs), and for what purposes; the characteristics of public schools that used KEAs; and whether the use of KEAs was correlated with student assessment scores in reading and mathematics in spring of the kindergarten year. Drawing on a nationally representative sample from the Early Childhood Longitudinal Study—Kindergarten Class of 2010—11 (ECLS—K:2011), the study examined responses to an ECLS—K:2011 administrator questionnaire that included a set of questions about schools' uses of KEAs. The sample consisted of 9,370 kindergarten students attending 640 public schools. Schools that used KEAs were compared to schools that did not in terms of enrollment, student body demographics, and other characteristics. In addition, multilevel regression models were used to compare students' kindergarten spring assessment scores in early reading and mathematics at schools that did and did not report KEA use, after controlling for fall assessment scores, student demographics, and school characteristics. Overall, 73 percent of public schools offering kindergarten classes reported that they used KEAs. Among schools using KEAs, 93 percent stated that individualizing instruction was one purpose, and 80 percent cited multiple purposes. Schools' reported use of KEAs did not have a statistically significant relationship with students' early reading or mathematics achievement in spring of the kindergarten year after controlling for student and school characteristics. Results from this study offer contextual information to state-level administrators as they select, develop, and implement KEAs. Future research could examine relationships between the nature and quality of KEA implementation and student outcomes.
10/12/2016
REL 2017182 How kindergarten entry assessments are used in public schools and how they correlate with spring assessments
This study examined how many public schools nationwide used kindergarten entry assessments (KEAs), and for what purposes; the characteristics of public schools that used KEAs; and whether the use of KEAs was correlated with student assessment scores in reading and mathematics in spring of the kindergarten year. Drawing on a nationally representative sample from the Early Childhood Longitudinal Study—Kindergarten Class of 2010—11 (ECLS—K:2011), the study examined responses to an ECLS—K:2011 administrator questionnaire that included a set of questions about schools' uses of KEAs. The sample consisted of 9,370 kindergarten students attending 640 public schools. Schools that used KEAs were compared to schools that did not in terms of enrollment, student body demographics, and other characteristics. In addition, multilevel regression models were used to compare students' kindergarten spring assessment scores in early reading and mathematics at schools that did and did not report KEA use, after controlling for fall assessment scores, student demographics, and school characteristics. Overall, 73 percent of public schools offering kindergarten classes reported that they used KEAs. Among schools using KEAs, 93 percent stated that individualizing instruction was one purpose, and 80 percent cited multiple purposes. Schools' reported use of KEAs did not have a statistically significant relationship with students' early reading or mathematics achievement in spring of the kindergarten year after controlling for student and school characteristics. Results from this study offer contextual information to state—level administrators as they select, develop, and implement KEAs. Future research could examine relationships between the nature and quality of KEA implementation and student outcomes.
10/12/2016
NCES 2016076 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014-15
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2014-15.
10/4/2016
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
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