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|NCES 2022080||A Retrospective Look at U.S. Education Statistics
This commemorative guide is intended to provide a better understanding 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. Statistics covered in the report include enrollment in elementary and secondary schools; high school graduates and graduation rates, and postsecondary student costs and finances. Readers can browse these profiles online and download PDFs of individual profiles.
|NCES 2022718||Documentation for the 2017-18 National Teacher and Principal Survey
The 2017-18 National Teacher and Principal Survey (NTPS) collected data on public and private elementary and secondary schools across the nation. The Documentation report provides information about all phases of the NTPS, from survey questionnaire revisions to survey data collection and all phases of data processing.
|REL 2023141||Early Progress and Outcomes of a Grow Your Own Grant Program for High School Students and Paraprofessionals in Texas
The Texas Education Agency launched the Grow Your Own (GYO) grant program in 2018 to encourage districts to develop or expand existing high-quality education and training courses for high school students and to support district-employed paraprofessionals (including instructional aides and long-term substitute teachers) to pursue certifications that would allow them to enter full-time teaching roles. This study aimed to help state education leaders in Texas understand the progress of districts in implementing the GYO program and the early outcomes of participants. This study analyzed data from 2015/16 through 2020/21 for districts that received GYO funding in the first two grant cycles and districts in the same geographic locales within the same regions that did not receive GYO funding (comparison districts). The study found that the majority of districts awarded a GYO grant were in rural areas and small towns. GYO districts were more likely to have a smaller enrollment and had a higher average percentage of Hispanic students than comparison districts. The findings suggest that the program appeared to meet the Texas Education Agency’s goal of providing opportunities to students and paraprofessionals in rural and small school settings and students of color to participate in GYO activities. The study also found that the percentage of students completing education and training courses in GYO districts was low (about 10 percent) during the grant years, and the percentage was similar in comparison districts before and after the grant awards. A disproportionate share of students who completed education and training courses in GYO districts were female. Although it is too soon to tell whether the GYO program will, over time, increase the size and diversity of the state’s teacher pool, leaders at the Texas Education Agency can use these early findings to both understand the progress of districts in achieving the GYO grant program aims and help identify aspects of the program that might need further investigation.
|NCES 2022241||Baccalaureate and Beyond (B&B:16/20): A First Look at the 2020 Employment and Education Experiences of 2015–16 College Graduates
This report describes outcomes of 2015–16 bachelor’s degree earners 4 years after graduation. Outcomes include enrollment and employment status, federal student loan debt and repayment, earnings and other job characteristics, financial well-being, and teaching status.
|NCES 2022251||Baccalaureate and Beyond (B&B:16/20): A First Look at the 2020 Experiences of 2015–16 College Graduates During the COVID-19 Pandemic
This report describes the experiences of 2015–16 bachelor’s degree earners during the coronavirus (COVID-19) pandemic, 4 years after graduation. Findings include professional and personal experiences during the COVID-19 pandemic, federal student loan repayment, employment status and characteristics, changes to work arrangements, and unemployment compensation during the COVID-19 pandemic.
|NCES 2022108||Documentation for the 2015-16 National Teacher and Principal Survey
The 2015-16 National Teacher and Principal Survey (NTPS) collected data on public elementary and secondary schools across the nation. The Documentation report provides information about all phases of the NTPS, from survey questionnaire revisions to survey data collection and all phases of data processing.
|NCES 2022026||Qualifications of Public School Mathematics and Computer Science Teachers in 2017‒18
This report examines the education and certification qualifications of public school mathematics/computer science teachers by selected school characteristics during school year 2017–18. Data are reported separately for teachers of high school and middle school grades.
|NCEE 2022006||Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices
Helping teachers become more effective in the classroom is a high priority for school leaders and policymakers. This study examined one promising strategy for improving teachers’ effectiveness: providing individualized coaching using videos of teachers’ instruction for reflection, practice, and feedback. The coaching focused on general, rather than subject specific, teaching practices. About 100 elementary schools were randomly divided into three groups: one where teachers received five highly structured cycles of focused, professional coaching during a single school year, one where teachers received more coaching (eight cycles), and one that continued with its usual strategies for supporting teachers. The study compared teachers’ experiences and their students’ achievement across the three groups to determine the effectiveness of the two versions of the coaching.
|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.
|NCES 2022025||Teachers of Hispanic or Latino Origin: Background and School Settings in 2017‒18
This Data Point examines the background and school settings of teachers of Hispanic or Latino origin in public and private schools in the United States in school year 2017–18, by selected school and teacher characteristics.
|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.
|NCES 2022009||Digest of Education Statistics, 2020
The 56th 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.
|NCES 2022024||Black or African American Teachers: Background and School Settings in 2017-18
This Data Point examines the background and school settings of Black or African-American teachers in public and private schools in the Unites States in school year 2017–18, by selected school and teacher characteristics.
|REL 2022109||Teacher Shortages in New York State: New Teachers' Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District
New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. This study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. While the majority of new teachers earned certificates through the traditional in-state pathway, this varied somewhat by certification area. The proportion of teachers who earned certificates through the individual evaluation pathway was higher for the shortage certification area of career and technical education than for other certification areas. The most frequent certification area was the shortage certification area of special education, while the shortage certification areas of career and technical education and bilingual special education were among the least frequent. New York City district schools employed new teachers who earned certificates through the alternative in-state pathway at a higher rate than other types of high-need districts (rural, large city—not New York City, and other urban/suburban) as well as average- and low-need districts. New teachers employed in high-need districts had higher rates of retention in the same district for a second year than new teachers employed in average- and low-need districts. Just 5 percent of new teachers in New York State were uncertified.
|REL 2022110||Additional Certification for Teachers in New York State: Teachers’ Experience and Employment Location, Certification Pathways, and Certification Areas
New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is for certified teachers to earn additional certificates qualifying them to fill positions in shortage areas. This study explored patterns in how experienced teachers (those with at least one year of teaching experience in New York State public schools) in 2015/16 earned additional certificates between October 2015 and October 2017. These patterns included which teachers earned additional certificates, their certification pathways, and their additional certification areas. The study found that about 5 percent of teachers in New York State in 2015/16 earned additional certificates during the two-year period. A larger proportion of teachers who earned additional certificates during that period were employed in New York City district schools and charter schools than in other types of districts or schools. Teachers who earned additional certificates were less experienced than those who did not earn additional certificates. More teachers earned additional certificates in shortage areas than in nonshortage areas, except for administration, a nonteaching certification area. Special education was the most common shortage certification area in which experienced teachers earned additional certificates. More than half of teachers who earned additional certificates did so through the traditional in-state pathway, while about a third did so through the individual evaluation pathway.
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