Publications & ProductsSearch Results: (1-8 of 8 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 2022019 | Impact of the Coronavirus (COVID-19) Pandemic on Public and Private Elementary and Secondary Education in the United States (Preliminary Data): Results from the 2020-21 National Teacher and Principal Survey (NTPS)
The 2020–21 National Teacher and Principal Survey (NTPS) collected data on the impact of the coronavirus pandemic on public and private schools, principals, and teachers during the 2019–20 school year. The report presents selected findings, using preliminary data, from coronavirus-related questions that were focused on how schools adapted to the coronavirus pandemic during the spring of 2019–20. |
2/22/2022 |
| NCES 2020088 | Public-Use Data Files and Documentation (FRSS 109): 2018-19 Teachers' Use of Technology for School and Homework Assignments
This product contains data from a Fast Response Survey System (FRSS) survey titled "2018-19 Teachers' Use of Technology for School and Homework Assignments." This survey provides nationally representative data on public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that student access to technology outside of school has on homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic outbreak in 2020. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students. The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3–12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/language arts, social studies/social science, math, or science. Data were provided by approximately 2,900 teachers from sampled from 1,600 schools. Computers were defined to include desktop and laptop computers, as well as tablets with a virtual or physical keyboard. Smartphones were not included in the definition of computers, but separate information was collected for smartphones. Documentation provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, the data files and codebooks, and the file layout of the ASCII data file. The ASCII data and a SAS version of the data file are also provided. |
9/9/2020 |
| NCES 2020089 | Restricted-Use Data Files and Documentation (FRSS 109): 2018-19 Teachers’ Use of Technology for School and Homework Assignments
This product contains data from a Fast Response Survey System (FRSS) survey titled "2018-19 Teachers’ Use of Technology for School and Homework Assignments." This survey provides nationally representative data on public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that student access to technology outside of school has on homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic outbreak in 2020. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students. The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3–12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/language arts, social studies/social science, math, or science. Data were provided by approximately 2,900 teachers from sampled from 1,600 schools. Computers were defined to include desktop and laptop computers, as well as tablets with a virtual or physical keyboard. Smartphones were not included in the definition of computers, but separate information was collected for smartphones. Documentation provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, the data files and codebooks, and the file layout of the ASCII data file. The ASCII data and a SAS version of the data file are also provided. Note that the public use version of the data under NCES-2020088 has much of the same information. The restricted-use file has an NCES school ID and Census region information not included in the public-use data. |
9/9/2020 |
| REL 2019004 | Technology use in instruction and teacher perceptions of school support for technology use in Iowa high schools
A growing national consensus shows the need for educational systems to prepare students to succeed in working environments and society of the 21st century. Recognizing this need, Iowa school districts have invested in technology to assist in addressing the expectations of the Iowa Core Standards related to 21st century skills. The rural districts served by the Central Rivers Area Education Agency (Central Rivers AEA) and three high schools formed the Iowa Learning and Technology Networked Improvement Community (Iowa NIC) to promote effective use of these technology resources. To inform these improvement efforts, the Iowa NIC requested that REL Midwest conduct a descriptive research study to describe the extent to which teachers are using technology to support the development of 21st century skills and describe teacher perceptions and school supports related to technology integration. The study team obtained teacher survey data and school data from Central Rivers AEA. The study examined proportion of teachers emphasizing each of the four 21st century skills (that is, collaboration, communication, creativity, and critical thinking). In addition, the study performed tests to determine which groups of teachers (for example, by subject area taught) differed in their responses for a given topic area. The proportions of teachers asking students to use technology to support the development of 21st century skills differed across the four skills, as well as across subject areas taught and teacher experience. Specifically, half or nearly half of the teachers emphasized the use of technology for collaboration or critical thinking at least monthly. By contrast, less than a fourth of the teachers emphasized the use of technology for communication or creativity at least monthly. |
6/24/2019 |
| NCES 2019085 | Technology and K-12 Education: Advancing the NCES Ed Tech Equity Initiative
This infographic outlines the key steps NCES is taking to advance the NCES Ed Tech Equity Initiative. |
2/26/2019 |
| NCES 2019087 | Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Data Collection Priorities
This factsheet outlines the key subtopics NCES will prioritize in its ed tech equity data collections. |
2/26/2019 |
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