• Data Products
  
  
  • Data File: CCD Public Elementary/Secondary School Universe Survey: School Year 2000–01
  • Data File: CCD Local Education Agency Universe Survey: School Year 2000–01
  • Data File: CCD Local Education Agency (School District) Universe Dropout Data: 1999–2000
  • Data File: CCD National Public Education Financial Survey: Fiscal Year 2000
  • CD-ROM: NELS:88/2000 Public-Use Data Files and Electronic Codebook—Base Year Through Fourth Follow-up
  • Data File, Public-Use: 1998 Academic Library Survey
  • Data File, Public Use: Public Libraries Survey: Fiscal Year 2000
• Other Publications
  • The Nation's Report Card: Geography Highlights 2001
  • Safety in Numbers: Collecting and Using Crime, Violence, and Discipline Incident Data to Make a Difference in Schools
  • Developments in School Finance: 1999–2000
  • Pocket Projections: Projections of Education Statistics to 2012
  • National Education Longitudinal Study of 1988: Base-Year to Fourth Follow-up Data File User's Manual
• Funding Opportunities
  • The AERA Grants Program
  • The NAEP Secondary Analysis Grant Program

Part of the NCES Common Core of Data (CCD), the "Public Elementary/Secondary School Universe Survey" has two primary purposes: (1) to provide a complete listing of all public elementary and secondary schools located in the 50 states, District of Columbia, and five outlying areas, or operated by the Department of Defense or Bureau of Indian Affairs; and (2) to provide basic information and descriptive statistics on all schools, their students, and their teachers. Data are provided annually by state education agencies (SEAs) from their administrative records. The 2000–01 data set contains 96,570 records, one for each of the listed schools.

The following information is included for each school: NCES and state school ID numbers; name of the agency that operates the school; name, address, and phone number of the school; school type (regular, special education, vocational education, or alternative); operational status (open, closed, new, added, or changed agency); locale code; latitude and longitude; full-time-equivalent classroom teacher count; low/high grade span offered; school level; Title I and schoolwide Title I eligibility status; magnet school and charter school status (yes or no); free lunch-eligible, reduced-price lunch-eligible, and total free and reduced-price lunch-eligible students; migrant students enrolled in previous year; student totals and detail (by grade, race/ethnicity, and gender); and pupil/teacher ratio.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical processing programs, such as SPSS. Documentation is provided in separate files.

The Common Core of Data (CCD) "Local Education Agency Universe Survey" is one of the surveys that make up the CCD collection of surveys. This survey provides (1) a complete listing of every education agency in the United States responsible for providing free public elementary/secondary instruction or education support services; and (2) basic information about all education agencies and the students for whose education the agencies are responsible. Most of the agencies listed are school districts or other local education agencies (LEAs). The data are provided annually by state education agencies (SEAs) from their administrative records. The 2000–01 data set contains 17,149 records, one for each public elementary/secondary education agency in the 50 states, District of Columbia, five outlying areas, Department of Defense, and Bureau of Indian Affairs.

The data file includes the following information for each listed agency: NCES and state agency ID numbers; agency name, address, and phone number; agency type code; supervisory union number; county name; FIPS county code; metropolitan statistical area and metropolitan status codes; district locale code; operational status code; low/high grade span offered; number of ungraded students; number of PK–12 students; number of migrant students served in special programs; number of special education/Individualized Education Program students; instructional staff fields; support staff fields; number of limited-English-proficient students; and number of diploma recipients and other high school completers (by race/ethnicity and gender). Dropout counts by grade, race/ethnicity, and gender are published separately from the rest of the data.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical processing programs, such as SPSS. Documentation is provided in separate files.

Starting with the 1997–98 school year, Common Core of Data (CCD) dropout data have been reported in a separate data file, constructed from data collected through the "Local Education Agency Universe Survey" and the "Public Elementary/Secondary School Universe Survey." The 1999–2000 file provides dropout data for the local education agencies in 42 states and other jurisdictions. In addition to each agency's NCES ID code, name, address, and phone number, the Dropout File provides the following information: number of dropouts by grade, race/ethnicity, and sex; dropout rates by grade, race/ethnicity, and sex; and the enrollment base used in computing the dropout rates. Users can merge the Dropout File with the Local Education Agency Universe File by using the NCES ID code for the agency.

The data can be downloaded from the NCES Electronic Catalog either in SAS files or in flat files that can be used with other statistical processing programs, such as SPSS. Documentation is provided in separate files.

The Common Core of Data (CCD) "National Public Education Financial Survey" (NPEFS) provides detailed state-level data on public elementary and secondary education finances. Financial data are audited at the end of each fiscal year and then submitted to NCES by the state education agencies (SEAs) from their administrative records. This file provides data for fiscal year 2000 (school year 1999–2000). The data set contains 55 records, one for each of the 50 states, District of Columbia, and four of the outlying areas (American Samoa, Northern Marianas, Puerto Rico, and the Virgin Islands). (Guam did not report any data.)

For each state or jurisdiction, the data file includes revenues by source (local, intermediate, state, and federal); local revenues by type (e.g., local property taxes); current expenditures by function (instruction, support, and noninstruction) and by object (e.g., teacher salaries or food service supplies); capital expenditures (e.g., school construction and instructional equipment); average number of students in daily attendance; and total number of students enrolled.

The data can be downloaded from the NCES Electronic Catalog either as an Excel file or as a flat file that can be used with statistical processing programs, such as SPSS or SAS. Documentation is provided in separate files.

The NCES National Education Longitudinal Study of 1988 (NELS:88) was designed to provide longitudinal data about critical transitions experienced by young people as they develop, attend school, and embark on their careers. For this study, a nationally representative sample of eighth-graders was first surveyed in 1988. A fourth follow-up was conducted in 2000 to examine what this cohort had accomplished 12 years after the baseline survey. The 2000 data were collected at a key stage of life transitions for the eighth-grade class of 1988—most had been out of high school for nearly 8 years and many had already completed postsecondary education, started or even changed careers, and started to form families.

This CD-ROM contains public-release data files and an updated electronic codebook from the NELS:88 base year (1988) through the fourth follow-up (2000). Also included is a data file user's manual, which is also available as a separate publication (NCES 2002–323). This CD-ROM contains only the sample surveyed in the year 2000. For any analysis using only data collected prior to the fourth follow-up, the NELS:88/94 CD-ROM (NCES 2000–328) is needed.

The NCES Academic Library Survey (ALS) provides an overview of academic libraries nationally and by state. Through 1998, the survey was part of the Integrated Postsecondary Education Data System (IPEDS). Data are collected biennially from U.S. postsecondary institutions. The 1998 data set contains 3,816 records, one for each degree-granting postsecondary institution that was located in the 50 states or the District of Columbia and had an academic library.

This data file includes information about the following: total library operating expenditures, full-time-equivalent library staff, service outlets, total volumes held at the end of the academic year, circulation, interlibrary loans, public service hours, patron count, reference transactions per typical week, and various types of electronic services.

The data and related documentation can be downloaded from the NCES Electronic Catalog in Microsoft Access, SAS, or ASCII (flat file) formats.

The Public Libraries Survey (PLS) is conducted annually by NCES through the Federal-State Cooperative System (FSCS) for Public Library Data. The data are collected by a network of state data coordinators appointed by the Chief Officers of State Library Agencies (COSLA). For fiscal year (FY) 2000, the PLS includes data from 9,078 public libraries in the 50 states, the District of Columbia, and the outlying areas of Guam, the Northern Marianas, Palau, and the U.S. Virgin Islands.

Three database files were generated from the FY 2000 PLS: Public Library Data File, Public Library State Summary/State Characteristics Data File, and Public Library Outlet Data File. The files include data on population of legal service area, number of full-time-equivalent staff, service outlets, public service hours, library materials, operating income and expenditures, capital outlay, total circulation, circulation of children's materials, reference transactions, library visits, children's program attendance, interlibrary loans, and electronic services.

The data and related documentation can be downloaded from the NCES Electronic Catalog in Microsoft Access or ASCII (flat file) formats.

The National Assessment of Educational Progress (NAEP), known as "The Nation's Report Card," is authorized by Congress, administered by NCES, and overseen by the National Assessment Governing Board (NAGB). For over 30 years, NAEP has been the only ongoing national indicator of what American students know and can do in major academic subjects. In 2001, NAEP administered a geography assessment to a national sample representative of all students at grades 4, 8, and 12. The findings from the NAEP 2001 Geography Assessment provide a picture of U.S. students' geography knowledge, skills, and achievement.

This 20-page publication uses a full-color tabloid format to present highlights from the 2001 geography assessment. It describes the assessment content, presents major findings, and provides information about practices in school that are related to geography achievement. Results in 2001 are compared to results in 1994. The publication also includes sample test questions and examples of student responses.

In 1996, the National Forum on Education Statistics published Recommendations of the Crime, Violence, and Discipline Reporting Task Force, a report that outlined a set of definitions and protocols for the collection of crime, violence, and discipline data. As part of an ongoing effort to promote data-driven educational policy decisionmaking, NCES and the Forum reconvened the Crime, Violence, and Discipline Task Force—made up of state and school district administrators, education policy researchers, and Department of Education program and research staff—in 2000 to update the initial report.

The result is this handbook, which is designed to be used by school, district, and state staff to improve the effectiveness of their efforts to collect and use disciplinary incident data. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how the data can be used effectively to improve school safety and answer policy questions relating to school improvement and the safety of students. This publication contains no actual data.

Developments in School Finance: 1999–2000 is the sixth education finance publication from the annual NCES Summer Data Conference. Each year, state department of education policymakers, fiscal analysts, and fiscal data providers attend the conference for fiscal training sessions and presentations by invited experts on developments in the field of education finance. This publication contains six of the papers presented at the July 1999 and July 2000 conferences.

The 1999 Summer Data Conference addressed the theme "Statistics, Technology, and Analysis for Tomorrow's Data Collections." Discussions and presentations focused on technology, data collection, and their implications for education finance reform. The theme for the 2000 Summer Data Conference was "Changing Data Into Information: A Bridge to Better Policy" and focused on understanding data and survey changes and their implications for education finance reform. Individual papers explore the following specific topics: the emphasis on performance-based accountability; the use of national data to assess local school district spending on professional development; how education finance systems can be designed to ensure that all students achieve high levels of learning; the policy shifts in education in the 1990s as standards-based reforms took hold; and discussions of evidence from litigation cases in various states and their effect on education finance.

Each year, NCES publishes this pocket summary of the Projections of Education Statistics. The pocket summary provides the reader with key information extracted from the full report. Included are data on actual and projected enrollment at all education levels, numbers of high school graduates, and earned degrees conferred for postsecondary institutions. This year's edition of Pocket Projections includes 1989–90 data as well as estimates for 2000–01 and projections for 2011–12.

This data file user's manual documents the procedures and methodologies employed during the National Education Longitudinal Study of 1988 (NELS:88). The manual is designed to provide guidance and documentation for users of the public-release data for the base-year data collection in 1988 through the fourth follow-up in 2000 (NELS:88/2000). Although more comprehensive information is supplied for the fourth follow-up, this manual also provides the results of the previous data collections, which took place in 1988 (base year), 1990 (first follow-up), 1992 (second follow-up), and 1994 (third follow-up). This manual will familiarize the user with each wave of NELS:88.

While some information is provided about restricted-use data, this manual primarily focuses on public-use data, particularly as contained in the public-use Electronic Codebooks (ECBs). This manual contains five chapters and six appendices.

Jointly funded by the National Science Foundation (NSF), NCES, and the Insitute of Education Sciences, this training and research program is administered by the American Educational Research Association (AERA). The program has four major elements: a research grants program, a dissertation grants program, a fellows program, and a training institute. The program is intended to enhance the capability of the U.S. research community to use large-scale data sets, specifically those of the NSF and NCES, to conduct studies that are relevant to educational policy and practice, and to strengthen communications between the educational research community and government staff.

Applications for this program may be submitted at any time. The application review board meets three times per year. The following are examples of grants recently awarded under the program:

• Albert Beaton, Boston College—Examining Changes in International Multilevel Variance and Student Correlates of Mathematics Achievement Using Data From TIMSS 1995 and TIMSS 1999
• Sharon Judge, University of Tennessee—Resilient and Vulnerable At-Risk Children: What Makes the Difference?
• Xiaofeng Liu, University of South Carolina—Professional Support, School Conditions, and First-Year Teacher Attrition
• Ann O'Connell, University of Connecticut—Factors Associated With Growth in Proficiency During Kindergarten and Through First Grade
• David Post, University of Pittsburgh—Academic Achievement by Working Eighth-Grade Students in Ten Nations
• Linda Renzulli, University of Georgia—School Choice Whose Choice?

• Guanglei Hong, University of Michigan—Causal Inference for Multi-Level Observational Data With Applications to Educational Research
• Doo Hwan Kim, University of Chicago—My Friend's Parents and My Parent's Friends: Impact of Parental Resources on Student's Competitiveness for College
• Natalie Lacireno-Paquet, George Washington University—Charter School Responses to Policy Regimes and Markets: The Effect on Service to Disadvantaged Students
• Kate Mahoney, Arizona State University—Linguistic Influences in Differential Item Functioning for English Learners on the NAEP Mathematics, 1996
• Colin Ong-Dean, University of California, San Diego—Parents' Role in the Diagnosis and Accommodation of Disabled Children in the Educational Context
• Ying Zhou, Pennsylvania State University—Examining the Influences on Faculty Departure Using NSOPF:99

The NAEP Secondary Analysis Grant Program was developed to encourage education researchers to conduct secondary analysis studies using data from the National Assessment of Educational Progress (NAEP) and the NAEP High School Transcript Studies. This program is open to all public or private organizations and consortia of organizations. The program is typically announced annually, in the late fall, in the Federal Register. Grants awarded under this program run from 12 to 18 months and awards range from $15,000 to $100,000. The following grants were awarded for fiscal year 2002:

• Hua-Hua Chang, University of Texas at Austin—Improving the DIF Detection Procedures for NAEP Data Analysis
• Laura Desimone, Vanderbilt University—Preparation, Professional Development, and Policy in Mathematics: Does It All Add Up?
• Henry Braun, Educational Testing Service—Using State NAEP Data to Examine Patterns in Eighth-Grade Mathematics Achievement and the Efficacy of State Education Policy Initiatives
• Susan Lubienski, Iowa State University—A Closer Look at Mathematics Achievement and Instructional Practices: Examinations of Race, SES, and Gender in a Decade of NAEP Data
• Kendrick Curry, United Negro College Fund Special Programs Corporation—The Trickle Down Effect: How Teacher Quality and Recruitment Practices Affect the Achievement of African American Students in a Three-State Metropolitan Area
• Claudia Gentile, Educational Testing Service—Reading Test Design, Validity, and Fairness: A Re-Analysis of Data From the 2000 Fourth-Grade Reading Assessment
• Matthias von Davier, Educational Testing Service—A Tool for Improved Precision Reporting in Secondary Analysis of National and State Level NAEP Data
• Norman Webb, University of Wisconsin—Informing State Mathematics Reform Through State NAEP
• Laura O'Dwyer, Boston College—Estimating the Full NAEP Population Distribution: Imputing Scores for Excluded SD and LEP Students Using Hierarchical Linear Modeling Techniques