Search Results: (16-24 of 24 records)
|NCES 2013043||Progress in International Reading Literacy Study (PIRLS) 2011: U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. PIRLS 2011 datafile 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 2011 public-use datafile is included.
A User Guide to the data is included in the U.S. TIMSS and PIRLS 2011 Technical Report, which is available online separately (publication number 2013046).
|NCES 2014024||Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context-First Look at PISA 2012
First Look at PISA 2012 reports average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. Results for the three U.S. states are also reported.
|NCES 2013046||U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide
The U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading Literacy Study (PIRLS) 2011, along with information designed to facilitate access to the U.S. TIMSS and PIRLS 2011 data.
|NCES 2013469||2011 NAEP-TIMSS Linking Study: Linking Methodologies and Their Evaluations
The 2011 NAEP-TIMSS linking study conducted by the National Center for Education Statistics (NCES) was designed to predict Trends in International Mathematics and Science Study (TIMSS) scores for the U.S. states that participated in 2011 National Assessment of Educational Progress (NAEP) mathematics and science assessment of eighth-grade students. The purpose of conducting the 2011 NAEP-TIMSS linking study was two-fold. The study was conducted to see whether it is possible to predict TIMSS scores for the states that did not participate in the TIMSS assessment. Secondly, the study was conducted to identify a method among various methodologies suggested in the literature for linking two assessments that are somewhat different.
This 2011 NAEP-TIMSS linking methodology paper was prepared to supplement the reading of U.S. States in a Global Context: Results From the 2011 NAEP-TIMSS Linking Study, NCES 2013-460.
|NCES 2011472||NAEP-TIMSS Linking Study
This brochure describes the linking study for NAEP and TIMSS results using 2011 grade 8 mathematics and science.
|NCES 98499||Linking the National Assessment of Educational Progress (NAEP) and The Third International Mathematics and Science Study (TIMSS): A Technical Report
This report is the technical documentation behind an earlier released report, "Linking the National Assessment of Educational Progress (NAEP) and The Third International Mathematics and Science Study (TIMSS): Eighth-Grade Results", which concerns the linking of NAEP results to TIMSS results for grade 8 mathematics and science. The purpose of this report is not to provide scores, but to describe the methods used to undertake such a link using the available data. The specific direction of the link was to link NAEP to TIMSS, thereby providing predicted TIMSS results for given NAEP results. A major goal of the link is to enable comparisons between states and countries.
|NCES 97595||Public Attitudes Toward Secondary Education: The United States in an International Context
In this report, survey results from the United States are compared with results from the eleven other countries that participated in the survey: Austria, Belgium, Denmark, Finland, France, the Netherlands, Portugal, Spain, Sweden, Switzerland, and the United Kingdom. Comparsions are presented for questions on six topics: (1) the importance of subjects taught in schools; (2) the importance of schools developing certain personal and social qualities or aptitudes in students; (3) confidence that the subjects are taught well; (4) confidence that schools have a major effect on the development of personal and social qualities; (5) the important practices to emphasize in order for schools to achieve their goals; and (6) the importance of decision making at the school level.
|NCES 96160||Education in States and Nations: Indicators Comparing U.S. States with Other Industrialized Countries in 1991
An education indicators report allowing not only state to state and country to country comparisons, but state to country comparisons as well. This report makes use of data collected through the OECD International Indicators of Education Systems Project and published in "Education at a Glance" (2nd Ed.), as well as other sources.
|NCES 93237||Education in States and Nations: Indicators Comparing U.S. States with the OECD Countries in 1988
An indicators report parallelling the data presented in the OECD publication "Education at a Glance". The U.S. data presented by OECD will be broken in a way which allows cross state comparisons.