Search Results: (31-39 of 39 records)
|NCES 200106||Papers from the Early Childhood Longitudinal Studies Program Presented at the 2001 AERA and SRCD Meetings
This working paper contains papers presented at the spring 2001 meetings of the American Educational Research Association and the Society for Research on Child Development. All the papers either use data from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to answer questions about kindergartners and kindergartens in the U.S. or describe the design and development of the Early Childhood Longitudinal Study, Birth Cohort.
|NCES 2001309||Public School Finance Programs of the U.S. and Canada: 1998-99
This publication was undertaken by NCES in partnership with two private entities, the American Education Finance Association (AEFA), which contracted for the information collection, and the National Education Association (NEA), which funded the effort. Descriptions of each state or province funding system was compiled by education finance researchers from the University of Georgia and the University of Ottawa. The publication, is being made available only via the Internet at the NCES web site and on a CD-ROM. There is intense interest among the education finance research community for information describing state systems for financing local school districts. The descriptive information in this publication is designed to be useful to the education finance research community and fiscal policy analysts whose backgrounds and training are very diverse. The authors sought to balance the simplicity of the descriptions to make them understandable to a wide audience and, at the same time, technically correct. Some of the terms and concepts might be new to the reader who is unfamiliar with the arcane art of education state aid formulas. To true finance sophisticates, however, these descriptions may lack the abstruse detail to deploy similar formulas in other venues. It was not possible to include summary information in this publication. NCES hopes that such work may be published in the future. The papers in this publication were requested by the National Center for Education Statistics, U.S. Department of Education. They are intended to promote the exchange of ideas among researchers and policymakers, no official support by the U.S. Department of Education or NCES is intended or should be inferred.
|NCES 2000473||Increasing the Participation of Special Needs Students in NAEP: A Report on 1996 NAEP Research Activities
This report presents in-depth analyses of the effects on inclusion rates to increase the participation of special needs students in NAEP. It also contains an analysis of selected technical characteristics of experiences of students with disabilities and LEP students who participated in the NAEP 1996 national assessments in mathematics and science. This study grew out of concerns about the underrepresentation of students with special needs in the National Assessment of Educational Progress (NAEP) assessments. In the 1996 NAEP assessment samples, 10 percent of fourth graders, 9 percent of eighth graders, and 5 percent of twelfth gradrs were identified by their schools as students with disabilities. In the same assessment year, 4 percent of fourth graders and 2 percent of eighth and twelfth graders were identified by their schools as students with limited English proficiency. Schools participating in NAEP have been permitted to exclude individuals they identify as special needs students from the assessment, in accordance with criteria provided by the program at that time. At least half of all special needs students were excluded from NAEP assessments in 1992 and 1994. This exclusion has raised concerns that some special needs students who could be meaningfully assessed are being excluded from NAEP. There is an additional concern that variations across locales in exclusion practices may introduce biases in NAEP results.
|NCES 2000042||What are the Barriers to the Use of Advanced Telecommunications for Students with Disabilities in Public Schools?
This issue brief focuses on school reports of access to advanced telecommunications for students who receive special education and related services. Using data collected in the fall of 1996, it reports on whether students with disabilities are as likely as students without disabilities to attend schools where students have access to the Internet. The issue brief also examines potential barriers to using advanced telecommunications, such as an inadequate number of alternative input/output devices or other adaptations, and whether teacher training is provided.
|NCES 2000370||CD-ROM: Common Core of Data (CCD) School Years 1993-94 to 1997-98
The Common Core of Data (CCD97) CD-ROM (years 1993-94 through 1997-98) includes data from Schools, Agencies (e.g. school districts) merged with Census Fiscal (F33) data, State Nonfiscal data merged with State Fiscal data, and the 1990 Census Agency level data. Data on the CD-ROM includes such items as the number of schools, students, teachers, graduates, and dropouts, as well as students by free-lunch eligibility and race/ethnicity for public elementary and secondary schools.
|NCES 2000027||Participation in Adult Education in the United States: 1998-1999
This Brief provides the latest estimates of the level of adult participation in various education activities including participation in Adult Basic Education and English as a Second Language (ESL) programs, work related education activities, postsecondary credential programs, apprenticeship programs, and personal development classes. The Brief is based on data from the Adult Education component of the 1999 National Household Education Survey (NHES:1999).
|NCES 97472||SASS 1993-94: A Profile of Policies and Practices for Limited English Proficient Students: Screening Methods, Program Support, and Teacher Training
This report examines the following questions: (1) What is the distribution of LEP students across different types of K-12 public schools (e.g., school level, size, community type, geographic location)? (2) What screening methods do public schools use to identify LEP students? (3) What proportion of public schools provide (1) English as a second language and/or (2) bilingual education programs? What proportion of LEP students receive various kinds of instruction in public schools? and (4) What percentage of public school instructors with LEP students in their classes have received training in LEP instruction?
|NCES 97907||Are Limited English Proficient (LEP) Students Being Taught by Teachers with LEP Training? (Issue Brief)
Are public school teachers with LEP students in their classes trained in teaching LEP students? Are teachers with high percentages of LEP students in their classes more likely to have received LEP training than teachers with low percentages of LEP students? Since communication skills in English courses are so important, are teachers of English more likely to have received LEP training than teachers of other core subjects? Data from the 1993-94 Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES), are used to address these questions.
|NCES 96894||Focus on NAEP: Inclusion of Students from Special Populations
This is a short topical publication about how NAEP is trying to increase the number of students with disabilities or limited English proficiency who are assessed.
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