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 Pub Number  Title  Date
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 2021021 TIMSS 2019 U.S. Highlights Web Report
The Trends in International Mathematics and Science Study (TIMSS) 2019 is the seventh administration of this international comparative study since 1995, when it was first administered. TIMSS is administered every 4 years and is used to compare the mathematics and science knowledge and skills of 4th and 8th-graders over time. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2019, there were 64 education systems that participated in TIMSS at the 4th grade and 46 education systems at the 8th grade.

The focus of this web report is on the mathematics and science achievement of U.S. students relative to their peers in other education systems in 2019. Changes in achievement over the last 24 years, focusing on changes since 2015 and 1995, are also presented for the U.S. and several participating education systems. In addition, this report describes achievement gaps within the United States and other education systems between top and bottom performers, as well as among different student subgroups.

In addition to numerical scale results, TIMSS also reports the percentage of students reaching international benchmarks. The TIMSS international benchmarks provide a way to understand what students know and can do in a concrete way, as each level is associated with specific types of knowledge and skills.
12/8/2020
NCES 2021056 Education, Employment, and Earnings: Expectations of 2009 Ninth-Graders in 2016
This Statistics in Brief examines the educational, employment, and salary expectations of the 2009 ninth-grade cohort. It also explores their ranking of aspects of a job, such as teamwork or job security, compared to salary. This report draws on data from the High School Longitudinal Study of 2009 (HSLS: 09) Second Follow-Up, conducted in 2016.
10/15/2020
NFES 2020132 Forum Guide to Exit Codes
The Forum Guide to Exit Codes provides best practice information for tracking data about when students transferred, completed high school, dropped out, or otherwise exited an education agency. This resource defines exit codes and reviews their use in an education agency; provides an updated, voluntary, common taxonomy for exit codes; discusses best practices and methods for addressing specific challenges in exit codes data collection; features case studies that highlight different education agencies’ approaches to and experiences with exit coding.
9/29/2020
NCES 2020072 Highlights of the 2018 Program for International Student Assessment (PISA) Financial Literacy Assessment
This web-based report presents the 2018 results of the PISA financial literacy assessment. The United States, along with 19 other economies, participated in this optional assessment. The United States has now administered financial literacy in PISA in three successive cycles: 2012, 2015, and 2018.

This web report focuses on the results of the 2018 PISA financial literacy assessment from a U.S. perspective, providing average and trend scores for U.S. students by a number of demographic variables, including gender, race/ethnicity, and poverty status.

This web report can be accessed directly by going to https://nces.ed.gov/surveys/pisa/pisa2018 and selecting "Financial Literacy."
5/7/2020
WWC 2020011 The eMINTS Comprehensive Program
This What Works Clearinghouse (WWC) intervention report summarizes the research on the eMINTS Comprehensive Program, which aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. The program’s goals include supporting teachers in using classroom technology to implement high-quality, inquiry-based learning, in which students develop understanding and knowledge of content matter by engaging in meaningful investigations that require reasoning, judgement, and decision making. Based on the research, the WWC found that, in grades 4-8, eMINTS may increase students’ math achievement and may result in little or no change in students’ literacy achievement.
4/9/2020
NCES 2020051 U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look
“U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look” expands upon the results described in NCES’ initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items.

This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
12/24/2019
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 2020166 Highlights of U.S. PISA 2018 Results Web Report
This web report provides key comparative information on the reading, mathematics, and science literacy performance of 15-year-old students in the United States and 77 other participating education systems. The Program for International Student Assessment (PISA) is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on students as they are nearing the end of compulsory schooling. PISA is conducted every 3 years, with 2018 being the latest round.

In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed. In addition to national average scores, PISA also provides insight into the percentage of students who reach each of the PISA proficiency levels.
12/3/2019
NCES 2019115 Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016: U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. PIRLS and ePIRLS 2016 datafiles to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. PIRLS and ePIRLS 2016 public-use datafile is included.

A User Guide to the data is included in the U.S. PIRLS and ePIRLS 2016 Technical Report and User’s Guide, which is available online separately (publication number 2019113).
8/27/2019
NCES 2019430 Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders: 2013
Advanced Placement (AP), International Baccalaureate (IB), and dual-enrollment courses are generally regarded as academically rigorous courses for high school students. These Web Tables provide the most recent national statistics on the availability of these academically rigorous courses and programs, the percentage of graduates who earn high school credits in them, and the postsecondary outcomes of students who earned varying numbers of such credits. They use nationally representative survey and transcript data collected in the High School Longitudinal Study of 2009 (HSLS:09).
8/1/2019
NCES 2019050 ECLS-K:2011 Public-Use Kindergarten-Fifth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This public-use data file includes data from every round of data collection: 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; the spring of 2015, when most of the students were in fourth grade, and the spring of 2016, when most of the students were in fifth 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.
7/12/2019
NCEE 20194005 Do Charter Middle Schools Improve Students' College Outcomes?
A study from the National Center for Education Evaluation and Regional Assistance (NCEE) obtained college enrollment and completion data for students who — more than a decade ago — entered lotteries to be admitted to 31 charter middle schools across the United States. College outcomes were compared for 1,723 randomly selected "lottery winners" and 1,150 randomly selected "lottery losers". The study found that being admitted to a charter middle school did not affect college outcomes. Also, there was not a consistent relationship between a charter school's impact on middle school achievement and the school's impact on college outcomes.
4/25/2019
NCES 2019100 ECLS-K:2011 Restricted-Use Kindergarten-Fifth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This restricted-use data file includes data from every round of data collection: 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; the spring of 2015, when most of the students were in fourth grade, and the spring of 2016, when most of the students were in fifth 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.
2/22/2019
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
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