Publications & ProductsSearch Results: (1-15 of 676 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2024184 | TIMSS 2023 U.S. Highlights Web Report
This web report highlights the U.S. results from the eighth round of the Trends in International Mathematics and Science Study (TIMSS) in 2023. Given every 4 years since 1995, TIMSS collects data on the mathematics and science performance of 4th- and 8th-graders in the United States and a wide range of participating countries. In 2023, participants included 63 education systems with data at the 4th grade and 45 at the 8th grade. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries, thus the results reflect students’ school-based learning. The focus of this web report is on the mathematics and science performance of U.S. students relative to their peers in other education systems in 2023 and over time. Notably, it describes changes in performance since 2019—prior to the COVID-19 pandemic—as well as since the earliest administration of TIMSS, nearly 30 years ago. |
12/4/2024 |
| 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 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 2022080REV | A Retrospective Look at U.S. Education Statistics
This commemorative guide provides an overview of the history and use of federal education statistics that have been collected and reported by the federal education statistics agency (now the National Center for Education Statistics) since 1868. The “statistical profiles” in this report use updated historical trend data from 120 Years of American Education: A Statistical Portrait to offer an in-depth look at what each statistic measures, how it has been collected over the years, and what the data reveal about the statistic. First published with nine statistical profiles in November 2022, the report was updated in April 2024 to include additional content. Examples of statistics covered in the report include elementary and secondary student enrollment and achievement; high school graduates and graduation rates, and postsecondary student costs, degrees conferred, and finances. Readers can browse these profiles online and download PDFs of individual profiles. |
4/25/2024 |
| NCES 2023115 | Highlights of PISA 2022 U.S. Results
This web report provides key comparative information on the reading, mathematics, science, and financial literacy performance of 15-year-old students in the United States and 80 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 2022 being the latest round. In PISA 2022, the major domain was mathematics literacy, although reading, science, and financial 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. |
12/5/2023 |
| 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 2023131 | MGLS:2017 Restricted Access Use Data Files (RUF)
MGLS data offers information on the characteristics and cognitive outcomes of students who were enrolled in the 6th grade in public schools in the 2017-2018 school year and two years later in spring of 2020 when most students were in the 8th grade. The MGLS data are organized into student and school folders, each containing .txt data, data input files for SAS, SPSS, Stata and R survey software packages. A .csv version of the data is also provided. |
8/16/2023 |
| 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 2023054 | PIRLS 2021 U.S. Highlights Web Report
The Progress in International Reading Literacy Study (PIRLS) is an international comparative study that measures 4th-grade reading performance every 5 years. PIRLS provides valuable information on the reading literacy of students in the United States and how their reading performance compares to that of students in other parts of the world. The study also surveys students’ attitudes toward reading and their reading habits. In addition, students’ principals answer questions about students’ school experiences. The United States has participated in every administration of PIRLS since its inception in 2001. A total of 65 education systems participated in the 2021 PIRLS assessment. This web report presents descriptive data from PIRLS 2021 on school operations during COVID-19, student reading performance and attitudes, and school reading resources. |
5/16/2023 |
| 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 |
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