Publications & ProductsSearch Results: (1-15 of 98 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2025008 | Teacher Certification, Retention, and Recruitment in Palau: Understanding Graduation Patterns of Teacher Education Students at Palau Community College
To strengthen teacher preparation in the Republic of Palau, Public Law 10-32 (enacted in 2018) requires all teachers in the country to hold an associate’s degree in education or in the subject area they will teach by the end of 2023. This policy change required many current teachers and those interested in the teaching profession to enroll in an associate’s degree program at Palau Community College (PCC), the country’s only postsecondary institution. To support policymakers’ understanding of how long it takes teachers and teacher candidates to meet the requirements of Public Law 10-32, this study examined the graduation patterns of teacher education students enrolled in associate’s degree programs at PCC. The results of this study will support PCC and the Palau Ministry of Education’s efforts to successfully train, retain, and recruit qualified teachers. |
12/2/2024 |
| NCEE 2024006 | How a Federal Grant Program Is Training and Supporting Educators of English Learners
Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students. To help improve educators' qualifications and classroom instruction for ELs, the National Professional Development (NPD) program has awarded grants for EL-focused educator professional development projects since 2002. This U.S. Department of Education–funded program allows grantees to serve the varied types of educators who work with ELs, including those preparing to join the educator workforce, and encourages grantees to focus on professional development topics and approaches supported by rigorous research evidence. In addition, the NPD program encourages grantees to engage in evaluation activities, including performance measurement and rigorous evaluations of project effectiveness, that may inform project improvement and contribute to evidence building. This study examines the extent to which NPD grantees implemented their projects in ways aligned with these program objectives, drawing primarily on a 2021 survey of all 2016 and 2017 NPD grantees. |
8/20/2024 |
| NCES 2024129 | What Do Teacher Education Pathways Look Like in Different Countries?
This Data Story describes teacher education pathways in the United States and international education systems, comparing options and requirements for teacher education, the advanced educational attainment of novice teachers, and novice teachers’ subject assignments. Data come from the Initial Teacher Preparation Study (ITPS) of 2016–18, the Teaching and Learning International Survey (TALIS) of 2018, and the Trends in International Mathematics and Science Study (TIMSS) of 2019. Data Story publications are presented in a thematic and engaging web environment that enables users to interact with data elements according to their interests in the topic area. |
6/4/2024 |
| NCES 2024032 | 2020-21 National Teacher and Principal Survey (NTPS), 2021-22 Principal Follow-up Survey (PFS), and 2021-22 Teacher Follow-up Survey (TFS) Restricted-Use Data Files
This DVD contains the 2020-21 National Teacher and Principal Survey (NTPS), 2021-22 Principal Follow-up Survey (PFS), and 2021-22 Teacher Follow-up Survey (TFS) Restricted-Use Data Files. They are provided in multiple formats and accompanied by User's Manuals. |
4/30/2024 |
| NCES 2023056 | 2020-21 National Teacher and Principal Survey (NTPS) and 2021-22 Principal Follow-up Survey (PFS) Restricted-Use Data Files
This DVD contains the 2020-21 National Teacher and Principal Survey (NTPS) and 2021-22 Principal Follow-up Survey (PFS) Restricted-Use Data Files. They are provided in multiple formats and accompanied by User's Manuals. |
11/17/2023 |
| 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 2022003 | Restricted-Use Data Files and Documentation (FRSS 110): 2019-20 Public School Use of Educational Technology for Instruction
This product contains data from the Fast Response Survey System (FRSS) survey titled “Use of Educational Technology for Instruction.” The restricted-use data file and related data documentation provide nationally representative data from elementary and secondary public schools about their use of technology for teaching and learning during the 2019–20 school year. Data were collected in the spring of 2020 from approximately 800 schools. Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences. More specifically, schools were asked about their technology resources and ways that these resources were used to teach. Data reflect questions about whether schools have computers for each student, if students can take school-provided computers home, the number of computers in the school and where they are in the school, the quality of computers and software used for teaching and learning, how well internet connections work in the parts of the school used for teaching, and online resources used for teaching and learning at the school. Data also include answers to questions about challenges teachers face using technology for teaching, how teachers are trained to use technology for teaching, the types of staff who work with teachers to make better use of technology for teaching and learning, and how student learning is affected by the use of educational technology. Respondents were principals or other school staff who knew how technology was used at the school for teaching and learning. 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-2022011 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. |
4/14/2023 |
| NCES 2022011 | Public-Use Data Files and Documentation (FRSS 110): 2019-20 Public School Use of Educational Technology for Instruction
This product contains data from the Fast Response Survey System (FRSS) survey titled “Use of Educational Technology for Instruction.” The public-use data file and related data documentation provide nationally representative data from elementary and secondary public schools about their use of technology for teaching and learning during the 2019–20 school year. Data were collected in the spring of 2020 from approximately 800 schools. Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences. More specifically, schools were asked about their technology resources and ways that these resources were used to teach. Data reflect questions about whether schools have computers for each student, if students can take school-provided computers home, the number of computers in the school and where they are in the school, the quality of computers and software used for teaching and learning, how well internet connections work in the parts of the school used for teaching, and online resources used for teaching and learning at the school. Data also include answers to questions about challenges teachers face using technology for teaching, how teachers are trained to use technology for teaching, the types of staff who work with teachers to make better use of technology for teaching and learning, and how student learning is affected by the use of educational technology. Respondents were principals or other school staff who knew how technology was used at the school for teaching and learning. The documentation file 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, codebook, and the file layout of the ASCII data file. A copy of the ASCII data file is provided in the raw data file. Documentation, the ASCII data, a SAS version of the data file, and code to build the SAS version are provided in the SAS file. |
4/14/2023 |
| NCEE 2023002 | Federal Support for Attracting, Training, and Retaining Educators: How Districts Receiving Teacher and School Leader Grants Use Their Funds
Ensuring students' equitable access to talented educators remains a national priority. Congress established the Teacher and School Leader (TSL) Incentive competitive grant program in 2015 to help address this goal, providing financial support to selected school districts to improve their systems for hiring, supporting, and retaining educators, particularly in high-need schools. Grantees can use TSL funds flexibly to improve their basic infrastructure for generating and managing data or on strategies that use these data to improve their educator workforce. This report provides the first comprehensive review of the activities 2017 TSL grantee districts prioritized with their TSL funds and how well these activities aligned with key aspects of the program. The report is based on interviews conducted near the end of the initial 3-year grant period for the 24 districts that were part of the 2017 TSL cohort and is part of a broader evaluation of TSL required by Congress. |
3/21/2023 |
| 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 2023003 | 2020-21 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2020-21. National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Public School, and Public School Teacher, Private School Principal, Private School, Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual. |
2/28/2023 |
| NCES 2022113 | Characteristics of 2020–21 Public and Private K–12 School Teachers in the United States: Results From the National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2020–21 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files. |
12/13/2022 |
| 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. |
11/30/2021 |
| REL 2021100 | Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program
A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. This study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher–mentor pairs; and how participation in various aspects of the program was related to new teacher retention after the first year. The study found that over 40 percent of new teachers spent at least 10 hours a month meeting with their mentor but that more than 25 percent spent less than half that much time in mentoring meetings. There were also large differences by race/ethnicity in the proportions of new teachers who reported spending time on specific topics: White new teachers were almost twice as likely as Black new teachers to report spending substantial time on classroom management. New teacher retention was related to the amount of time new teachers spent meeting with their mentor, to whether new teachers reported spending substantial time with their mentor addressing classroom management, and to the racial/ethnic alignment of new teacher–mentor pairs. |
9/16/2021 |
| REL 2021113 | Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools
Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK–2 teachers. The P–2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students’ independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative’s standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers’ and administrators’ participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative’s core professional development sessions. Interviews with select district, network, and school leaders; instructional support coaches; and teachers suggest that several aspects of the initiative’s professional development were valuable, most notably the opportunities for teachers to deepen their understanding of the initiative’s professional development, receive feedback through observation and school-based coaching, and learn from one another. But instructional support coaches’ limited capacity, due to competing responsibilities, was a challenge. District leaders might consider increasing the number of coaches available and limiting their competing priorities so they can focus on the initiative. |
9/15/2021 |
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