Publications & ProductsSearch Results: (1-15 of 86 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2024144 | Condition of Education 2024
The Condition of Education 2024 is an annual report mandated by the U.S. Congress and is designed to help policymakers and the public monitor the condition and progress of education in the United States. Topics range from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. |
5/30/2024 |
| NCES 2023144REV | Condition of Education 2023
The Condition of Education 2023 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress. |
5/24/2023 |
| 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 2022144 | Condition of Education 2022
The Condition of Education 2022 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress. |
5/31/2022 |
| REL 2022134 | California’s Special Education Local Plan Areas: Funding Patterns, Inclusion Rates, and Student Outcomes
California requires each school district to belong to a Special Education Local Plan Area (SELPA) for special education planning and governance. The California Department of Education (CDE) and the State Board of Education (SBE) are interested in the impact on the surrounding small and midsized districts when large districts become single-district SELPAs. Given one of the original motivations of SELPAs was economies of scale, the state wanted to examine the association between different SELPA types and district configurations and outcomes, including SELPA funding patterns, inclusion rates of students receiving special education services in the general education environment, and academic outcomes for students receiving special education services. This study examined those differences using publicly available data. The findings provide mixed evidence for the possible implications of large districts leaving multidistrict SELPAs to form single-district SELPAs. The study found no meaningful association between different SELPA and district configurations and academic outcomes for students with disabilities—including graduation and dropout rates—and proficiency rates in math and English language arts and on the alternative assessment. Several meaningful differences with regard to funding and inclusion were found. For example, when comparing multidistrict SELPAs with and multidistrict SELPAs without a large district, multidistrict SELPAs without a large district received larger per pupil apportionments and had higher inclusion rates. Also, when comparing small districts in multidistrict SELPAs with and multidistrict SELPAs without a large district, inclusion rates were higher for preK students and lower for K–12 students in SELPAs without a large district. The larger amount of per pupil special education funding in multidistrict SELPAs without a large district may help to alleviate some concern about the impact of large districts separating from surrounding small and midsized districts to become their own SELPAs. The CDE and the SBE may want to further examine which regionalized programs are implemented by SELPAs of different compositions and how they benefit small districts. Further research could consider more complex analyses to better understand the outcomes that may be due specifically to membership in a single-district versus a multidistrict SELPA. |
12/27/2021 |
| NCES 2021144 | Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress. |
5/25/2021 |
| NCES 2020144 | The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress. |
5/19/2020 |
| 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 |
| 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 2018083 | ECLS-K:2011 Restricted-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 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 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. |
5/31/2018 |
| NCEE 20184011 | Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. A Summary of Key Findings from the National Longitudinal Transition Study 2012
The National Longitudinal Transition Study 2012 (NLTS 2012) is the third study conducted over several decades to examine the characteristics, experiences, and post-high school outcomes of a nationally representative sample of youth with disabilities and is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act 2004 (IDEA 2004). The evaluation brief summarizes key findings from previously released report volumes describing youth with an individualized education program (IEP) and their activities in school in relation to other students without an IEP (Volume 1), across the federally defined disability groups (Volume 2), and over time (Volume 3). The brief indicates that, although their engagement and use of school supports have increased over the past decade (2003-2012), high school youth with an IEP are more socioeconomically disadvantaged and less likely to have experiences and expectations associated with success after high school than were other students in 2012. Among the disability groups in 2012, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were found to be most at-risk for not transitioning successfully beyond high school. The report volumes are available at https://ies.ed.gov/ncee/pubs/20184007/ |
5/15/2018 |
| 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 |
| NCEE 20184007 | Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 3: Comparisons Over Time
The third report volume from the National Longitudinal Transition Study 2012 (NLTS 2012) presents information on the changes over time in the characteristics and high school experiences of secondary students participating in special education. NLTS 2012 is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act 2004 (IDEA 2004) and is the third longitudinal study conducted by the U.S. Department of Education over several decades focused on youth with an individualized education program (IEP) supported by IDEA. This third volume compares survey data in 1987, 2003, and 2012 from the three NLTS, focusing on 15- to 18-year olds with an IEP overall and in 12 federal disability groups. Where comparable data are available, the volume also examines trends for 19- to 21-year olds who are still enrolled in high school. Findings from the third volume suggest that, over the past decade (2003-2012), youth with an IEP have become more engaged in school and increased their use of school supports. At the same time, youth with an IEP are less likely than in the past to take some key steps to prepare for their transition to adult life. Among students with an IEP, youth with emotional disturbance and youth with intellectual disability experienced more positive changes over the past decade than youth in other disability groups. |
2/7/2018 |
| REL 2018288 | Special education enrollment and classification in Louisiana charter schools and traditional schools
This study is an exploratory analysis of the enrollment rates of students with individualized education programs (IEPs) in the charter school and traditional school sectors. It also examines factors associated with variation in classification and enrollment rates of students with IEPs across these school sectors in the four educational regions of Louisiana with three or more charter schools. Those areas are Region 1, which includes New Orleans; Region 3, which includes Jefferson and five other parishes near New Orleans; Region 5, which includes Ouachita and five surrounding parishes in the northeast corner of the state; and Region 8, which includes Baton Rouge. In the 2013/14 school year, 77 percent of charter students in Louisiana attended school in one of these four regions. The study found that the enrollment rate of students with IEPs was lower in public charter schools than traditional public schools in the four Louisiana educational regions in the study from 2010/11 through 2013/14. This gap, however, declined from 2.5 percentage points in 2010/11 to 0.5 percentage points in 2013/14. For three of the four study years the gap was largest in schools serving grades K–5, and for all four study years it was smallest in schools serving grades 9–12. In 2013/14 the special education enrollment rate was higher for charter schools than traditional schools at the high school level (a 2.0 percentage point difference). The gap varied by disability type, as enrollments were higher in charter schools for students with emotional disturbance but higher in traditional schools for students with most other disabilities. Charter school enrollment was not clearly associated with the likelihood of being newly classified as requiring an IEP. However, charter school enrollment was associated with an increased likelihood of being declassified as requiring an IEP, though less than 1 percent of students with an IEP in both charter schools and traditional schools were declassified over the study period. The gap in the declassification rate of 0.04 percentage points favoring charter school declassifications over the four years of the study was too small to explain the 2 percentage point reduction in the charter school special education enrollment gap. The exploratory results signal that, by the 2013/14 school year, charter schools in Louisiana were serving students with IEPs in the high school grades at rates similar to or higher than traditional schools in the state. The findings suggest that public charter schools are less successful at attracting and enrolling students with IEPs into their schools in the early elementary grades. Finally, these findings confirm those of prior studies that charter schools declassify students as no longer requiring special education services at higher rates than do traditional schools, but those rates of declassification remain less than 1 percent over a four-year period. |
1/23/2018 |
| WWC IRSWSN680 | Self-Regulated Strategy Development
Students with a Specific Learning Disability
This What Works Clearinghouse (WWC) intervention report summarizes the research on Self-Regulated Strategy Development (SRSD), an intervention for grades 2 through 12 that is designed to improve students' academic skills through a six-step process that teaches specific academic strategies and self-regulation skills. The SRSD model can be used in individual, small group, or whole classroom settings, and is especially appropriate for students with learning disabilities. The intervention begins with teacher direction and ends with students independently applying the strategy, such as planning and organizing ideas before writing an essay. Based on the research, the WWC found that SRSD has potentially positive effects on writing achievement for students with a specific learning disability. |
11/14/2017 |
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