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 Pub Number  Title  Date
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 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 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 2023009 Digest of Education Statistics, 2021
The 57th 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.
3/8/2023
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
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.
2/10/2022
REL 2021104 Using High School and College Data to Predict Teacher Candidates' Performance on the Praxis at Unibetsedåt Guåhan (University of Guam)

Policymakers and educators on Guåhan (Guam) are concerned about the persistent shortage of qualified K-12 teachers. Staff at the Unibetsedåt Guåhan (University of Guam, UOG) School of Education, the only local university that offers a teacher training and certification program, believe that more students are interested in becoming teachers but that the program's admissions requirements--in particular, the Praxis® Core test, which consists of reading, writing, and math subtests--might be a barrier. Little is known about the predictors for passing the Praxis Core test. This makes it difficult to develop and implement targeted interventions to help students pass the test and prepare for the program.

This study examined which student demographic and academic preparation characteristics predict passing the Praxis Core test and each of its subtests. The study examined two groups of students who attempted at least one subtest within three years of enrolling at UOG: students who graduated from a Guåhan public high school (group 1) and all students, regardless of the high school from which they graduated (group 2). Just over half the students in each group passed the Praxis Core test (passed all three subtests) within three years of enrolling at UOG. The pass rate was lower on the math subtest than on the reading and writing subtests. For group 1, students who earned credit for at least one semester of Advanced Placement or honors math courses in high school had a higher pass rate on the Praxis Core test than students who did not earn any credit for those courses, students who earned a grade of 92 percent or higher in grade 10 English had a higher pass rate on the reading subtest than students who earned a lower grade, and students who earned a grade higher than 103 percent in grade 10 English had a higher pass rate on the writing subtest than students who earned a lower grade. For group 2, students who did not receive a Pell Grant (a proxy for socioeconomic status) had a higher Praxis Core test pass rate than students who did receive a Pell Grant, students who earned a grade of B or higher in first-year college English had a higher Praxis Core test pass rate than students who earned a lower grade, and male students had a higher pass rate on the reading and math subtests than female students.

The study findings have several implications for intervention plans at both the secondary and postsecondary levels. Although students must pass all three Praxis subtests to be admitted to the teacher preparation program at the School of Education, examining student performance on each subtest can help stakeholders understand the content areas in which students might need more support. In the long term preparing more prospective teachers for the Praxis Core test might increase program enrollment, which in turn might increase the on-island hiring pool.

7/19/2021
REL 2021095 Examination of the Validity and Reliability of the Kansas Clinical Assessment Tool

Although national assessments for evaluating teacher candidates are available, some state education agencies and education preparation programs have developed their own assessments. These locally developed assessments are based on observations of teaching and other artifacts such as lesson plans and student assignments. However, local assessment developers often lack information about the validity and reliability of data collected with their assessments. The Council for the Accreditation of Educator Preparation (CAEP) has provided guidance for demonstrating the validity and reliability of locally developed teacher candidate assessments, yet few educator preparation programs have the capacity to generate this evidence.

The Regional Educational Laboratory Central partnered with educator preparation programs in Kansas to examine the validity and reliability of the Kansas Clinical Assessment Tool (K-CAT), a newly developed tool for assessing the performance of teacher candidates. The study was designed to align with CAEP guidance. The study found that cooperating teachers reported that the K-CAT accurately represented existing teaching performance standards (face validity). Two skilled raters found that the content of the K-CAT was mostly aligned to existing teaching performance standards (content validity). In addition, K-CAT scores for the same teacher candidate, provided by cooperating teachers and supervising faculty, were positively related (convergent validity). K-CAT indicator scores showed internal consistency, or correlations among related indicators, for standards and for the tool overall (reliability). K-CAT scores showed small relationships with teacher candidate scores on other measures of teaching performance (criterion-related validity).

7/7/2021
NCES 2021009 Digest of Education Statistics, 2019
The 55th 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.
2/25/2021
NCES 2017072REV2 Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2015–16 National Teacher and Principal Survey Public School Teacher Data File.
11/24/2020
NCES 2020142REV Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
9/21/2020
NCES 2020321 2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
8/13/2020
NCES 2020009 Digest of Education Statistics, 2018
The 54th 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.
12/24/2019
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