• Other Publications
  • The Nation’s Report Card: State Science 2000 Reports
  • Paving the Way to Postsecondary Education: K-12 Intervention Programs for Underrepresented Youth
  • Directory of Public Elementary and Secondary Education Agencies: 1998-99
  • Selected Papers in School Finance: 2000-01
  • Mini-Digest of Education Statistics: 2000
  • The Condition of Education 2001 in Brief
  • 11th Federal Forecasters Conference: Papers and Proceedings
• Training and Funding Opportunities
  • Training
  • The AERA Grants Program
  • The NAEP Secondary Analysis Grant Program

For over 30 years, the National Assessment of Educational Progress (NAEP) has been the only ongoing national indicator of what American students know and can do in major academic subjects. In the 1990s, NAEP assessments began collecting state-level as well as national results. The NAEP 2000 Science Assessment collected state-level results for fourth- and eighth-graders who attended public schools in states and other jurisdictions that volunteered to participate. The 1996 assessment collected state-level science results for eighth-graders only.

This series of reports provides each participating jurisdiction with an overview of its results from the 2000 and 1996 science assessments. Each jurisdiction receives its own customized report, which presents results for public school students in that jurisdiction, along with national and regional results for comparison. For the 2000 science assessment, each state report also presents a second set of results that includes the performance of special-needs students who were permitted accommodations in the test administration. In addition, the report includes information about the assessment content, the sample of students assessed, and the way results are reported.

 

Author Affiliations: C. Solomon, L. Jerry, and A. Lutkus, Educational Testing Service. For questions about content, contact Holly Spurlock (holly.spurlock@ed.gov). To obtain this publication (NCES 2002-453), visit the NCES Web Site (http://nces.ed.gov).

Author Affiliation: P. Gándara, University of California, Davis. For questions about content, contact Nancy B. Borkow (nancy.borkow@ed.gov). To obtain this publication (NCES 2001-205), call the toll-free ED Pubs number (877-433-7827) or visit the NCES Web Site (http://nces.ed.gov).

This directory provides a complete listing of agencies responsible for providing free public elementary/secondary instruction or education support services in the 50 states, District of Columbia, five outlying areas, Department of Defense Dependents Schools (overseas), and Bureau of Indian Affairs schools. The agencies are organized by state or jurisdiction and, within each state or jurisdiction, by agency type. Seven types of agencies are listed: regular school districts, supervisory union components, supervisory union administrative centers, regional educational service agencies (RESAs), state-operated agencies, federally operated agencies, and other agencies.

For each agency, the directory provides the following information, as reported for the school day closest to October 1, 1998: agency name, mailing address, and phone number; name of county; metropolitan status code; grade span; student membership (number of students enrolled); number of regular high school graduates (for the 1997-98 school year); number of students with Individualized Education Programs (IEPs); number of teachers; and number of schools. This information is collected through the NCES Common Core of Data (CCD) and comes primarily from the CCD’s 1998-99 “Local Education Agency Universe Survey.” Preceding the information on individual agencies are several tables that provide summary information, such as numbers and percentages of agencies by type, size, and state.

Author Affiliations: L. McDowell and J. Sietsema, NCES. For questions about content, contact Lena McDowell (lena.mcdowell@ed.gov) or John Sietsema (john.sietsema@ed.gov). To obtain this publication (NCES 2001-303), call the toll-free ED Pubs number (877-433-7827), visit the NCES Web Site (http://nces.ed.gov), or contact GPO (202-512-1800).

This publication is the latest in the Selected Papers in School Finance series, for which NCES commissions papers that address issues of interest to the education finance community. The papers are intended to promote the exchange of ideas and to raise awareness of new techniques for working with school finance data.

The four papers in this publication reflect the NCES tradition of commissioning papers on various measurement issues facing the education finance community. The following specific issues are addressed: understanding how teacher compensation has changed over time; conceptual and methodological approaches for making inflation and geographic cost adjustments in education; tools of the trade for assessing the financial condition of public school districts; and attempting to devise a synthesis of two divergent approaches to school-level financial reporting.

Author Affiliations: W.J. Fowler, Jr., NCES. For questions about content, contact Frank Johnson (frank.johnson@ed.gov). To obtain this publication (NCES 2001-378), call the toll-free ED Pubs number (877-433-7827) or visit the NCES Web Site (http://nces.ed.gov).

The Mini-Digest of Education Statistics: 2000 (the eighth edition) is a pocket-sized compilation of statistical information covering American education from kindergarten through graduate school. It presents brief text summaries and short tables that serve as a convenient reference for materials found in much greater detail in the complete Digest of Education Statistics.

The Mini-Digest includes sections on elementary/secondary and postsecondary enrollments, teachers and staff, educational outcomes, and finance. The data are from numerous sources, especially the results of surveys and activities carried out by NCES. Current and past-year data are included, as well as projections for elementary/secondary enrollment through 2010.

Author affiliation:C. Hoffman, NCES. For questions about content, contact Thomas D. Snyder (tom.snyder@ed.gov). To obtain this publication (NCES 2001-046), call the toll-free ED Pubs number (877-433-7827) or visit the NCES Web Site (http://nces.ed.gov).

The 2001 edition of The Condition of Education, a congressionally mandated NCES annual report, presents 59 indicators of the status and progress of education in the United States. The Condition of Education 2001 in Brief is a convenient reference brochure that contains abbreviated versions of 27 indicators from the full-length report, including graphics as well as descriptive text.

Like the report from which it is excerpted, The Condition of Education 2001 in Brief contains sections on participation in education, learner outcomes, student effort and academic progress, the quality of school environments, the context of postsecondary education, and societal support for learning. It presents data from many NCES studies as well as other sources, both government and private.

Author Affiliations: J. Wirt, NCES; A. Livingston, MPR Associates, Inc. For questions about content, contact John Wirt (john.wirt@ed.gov). To obtain this publication (NCES 2001-125), call the toll-free ED Pubs number (877-433-7827), visit the NCES Web Site (http://nces.ed.gov), or contact GPO (202-512-1800).

The 11th Federal Forecasters Conference, held September 14, 2000, in Washington, DC, provided a forum where forecasters from different federal agencies and other organizations could meet and discuss various aspects of forecasting in the United States. The theme of the conference was “Forecasting, Policy, and the Internet.”

One hundred and eighty forecasters attended the day-long conference. A variety of papers were presented on topics related to agriculture, the economy, health, labor, population, and forecasting software. These papers are included in these proceedings.

Author Affiliation: D.E. Gerald, NCES. For questions about content, contact William J. Hussar(william.hussar@ed.gov). To obtain this publication (NCES 2001-036), call the toll-free ED Pubs number (877-433-7827).