Publications & ProductsSearch Results: (1-15 of 116 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2024181 | U.S. Results From the 2023 International Computer and Information Literacy Study (ICILS) Web Report
The U.S. Results From the 2023 International Computer and Information Literacy Study (ICILS) Web Report describes results from the 2023 International Computer and Information Literacy Study (ICILS). This study is the third cycle of a computer-based international assessment sponsored by the International Association for the Evaluation of Educational Achievement. ICILS is designed to measure eighth-grade students’ capacities to use information communications technologies (ICT) productively for a variety of different purposes, beyond a basic use of digital technology and consists of two assessments: one required, computer and information literacy (CIL), and one optional, computational thinking (CT). The United States participated in both components in 2018 and 2023. The U.S. Results From the 2023 ICILS Web Report provides selected results from the study, comparing U.S. students’ skills and experience using technology in 2018 and 2023 and U.S. students’ skills internationally. It also provides contextual data on factors that may influence students’ CIL and CT skills. |
11/12/2024 |
| NCES 2024103 | PISA 2022 Financial Literacy Results
Financial literacy is offered as an optional domain in PISA. In PISA, the assessment of financial literacy focuses on students’ ability to understand and engage with financial concepts and risks and apply their knowledge to real-life situations. The US participated in 2022 as well as the initial assessment in 2012, 2015, and 2018. |
6/27/2024 |
| 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 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 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 |
| 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 2022047 | Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. public-use data files and documentation
The TIMSS 2019 U.S. public-use data files and documentation include the following at grades 4 and 8: student, teacher, and school data in ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. Additionally, analogous eTIMSS with PSI files include the data files for eTIMSS that contain additional data for the students that were administered problem-solving inquiry tasks (PSIs). The TIMSS 2019 U.S. public-use student, teacher, and school data files include U.S. specific variables that are not part of the U.S. data files in the IEA’s TIMSS 2019 international database. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049. |
10/17/2022 |
| NCES 2022048 | Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. restricted-use data files and documentation
The TIMSS 2019 U.S. restricted-use data files and documentation include the following at grades 4 and 8: student and school data in ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. The TIMSS 2019 U.S. restricted-use student and school data files include U.S. specific variables that are not part of the TIMSS 2019 U.S. public-use data files or the U.S. data files in the IEA’s TIMSS 2019 public-use international database. They include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. student and school data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049. |
10/17/2022 |
| NCES 2022041 | Changes Between 2011 and 2019 in Achievement Gaps Between High- and Low-Performing Students in Mathematics and Science: International Results From TIMSS
This Statistics in Brief (SiB) uses data from the 2011 and 2019 Trends in International Mathematics and Science Study (TIMSS), and explores how achievement gaps between high- and low-performing 4th- and 8th-grade students in the U.S. and other education systems have changed over time. Achievement gaps are defined as the differences in scores between students at the 90th percentile of performance (high-performing) and those at the 10th percentile of performance (low-performing); they are also known as “score gaps.” The SiB focuses on two questions for each grade and subject: (1) In which education systems did score gaps between high- and low-performing students change (widen or narrow) between 2011 and 2019? (2) Is the widening or narrowing of score gaps between 2011 and 2019 driven primarily by changes in the scores of high-performing students, low-performing students, or both? |
10/12/2022 |
| 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 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 |
| 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 2021029 | 2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19
This Research and Development report provides data on the literacy and numeracy performance of U.S. young adults at age 19, as well as examines the relationship between that performance and their earlier reading and mathematics proficiency in PISA 2012 at age 15. It also explores how other aspects of their lives at age 19—such as their engagement in postsecondary education, participation in the workforce, attitudes, and vocational interests—are related to their proficiency at age 15. |
6/15/2021 |
