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Programs and Plans of the National Center for Education Statistics, 2005 Edition, from Volume 7—Issue 1 & 2

U.S. Department of Education, National Center for Education Statistics

     Summarizes current NCES statistical programs and services, major publications, and plans for future work. Includes descriptions, timelines, and plans for all NCES data collections.
Highlights From the Trends in International Mathematics and Science Study (TIMSS) 2003, from Volume 6—Issue 4

Patrick Gonzales, Juan Carlos Guzmán, Lisette Partelow, Erin Pahlke, Leslie Jocelyn, David Kastberg, and Trevor Williams


Highlights initial findings on the performance of U.S. fourth- and eighth-grade students on the 2003 TIMSS assessment relative to their peers in other countries.

International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective, from Volume 6—Issue 4
  By: Mariann Lemke, Anindita Sen, Erin Pahlke, Lisette Partelow, David Miller, Trevor Williams, David Kastberg, and Leslie Jocelyn

Provides major findings from PISA on 15-year-olds' capabilities in mathematics literacy and problem solving in 2003, as well as brief discussions of student performance in reading literacy and science literacy and changes in performance between 2000 and 2003.

Invited Commentary: The TIMSS 2003 and PISA 2003 Reports: Sustaining Focus and Concern About the State of Mathematics Education in the United States, from Volume 6—Issue 4
  By: Joan Ferrini-Mundy, University Distinguished Professor, Mathematics Education, Michigan State University
From Kindergarten Through Third Grade: Children's Beginning School Experiences, from Volume 6—Issue 3
     By: Amy Rathbun and Jerry West
     Based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), highlights children's gains in reading and mathematics over their first 4 years of school, from the start of kindergarten to the point when most of the children are finishing third grade.
Invited Commentary: Examining Patterns of Development in Early Elementary School Using ECLS-K Data, from Volume 6—Issue 3
     By: Sean F. Reardon, Associate Professor of Education, Stanford University
The NAEP High School Transcript Study: A Decade of Change in Curricula and Achievement, 1990–2000, from Volume 6—Issues 1 & 2
     By: Robert Perkins, Brian Kleiner, Stephen Roey, and Janis Brown
     Presents findings from the 2000 High School Transcript Study (HSTS:2000) and examines the trends and changes in high school curriculum and student coursetaking patterns for the past decade. Presents results from HSTS:2000 with respect to earned course credits, grade point average, and education achievement.
The NAEP High School Transcript Study: Invited Commentary: Contributing to the National Conversation on Transforming America's High Schools, from Volume 6—Issues 1 & 2
     By: Susan Sclafani, Counselor to the Secretary and Assistant Secretary for Vocational and Adult Education, U.S. Department of Education
Technology in Education: Computer and Internet Use by Children and Adolescents in 2001, from Volume 5—Issue 4
     By: Matthew DeBell and Chris Chapman
     Examines the use of computers and the Internet by American children and adolescents between the ages of 5 and 17.
Technology in Education: Internet Access in U.S. Public Schools and Classrooms: 1994-2002, from Volume 5—Issue 4
     By: Anne Kleiner and Laurie Lewis
     Presents key findings on Internet access in public schools, including national estimates as well as selected findings by school characteristics.
Technology in Education: Participation in Technology-Based Postcompulsory Education , from Volume 5—Issue 4
     By: Lisa Hudson and Linda Shafer
     Addresses the following issue: Does technology-based education reach all adults equally, or are traditionally underrepresented or overrepresented adults more likely to be the beneficiaries of this type of education?
Technology in Education: Invited Commentary: Children, Schools, Computers, and the Internet: The Impact of Continued Investment in Educational Technology Under NCLB , from Volume 5—Issue 4
     By: Susan Patrick, Director, Office of Educational Technology, U.S. Department of Education
NAEP Trial Urban District Assessment: The Nation's Report Card: Reading 2002, Trial Urban District Assessment, from Volume 5—Issue 3
     By: Anthony D. Lutkus, Arlene W. Weiner, Mary C. Daane, and Ying Jin
     Describes the reading performance of students in five urban public school districts. Includes data on student subgroups and comparisons with the performance of public school students in the nation and in central city schools.
NAEP Trial Urban District Assessment: The Nation's Report Card: Writing 2002, Trial Urban District Assessment, from Volume 5—Issue 3
     By: Laura Horn and Katharin Peter
     Presents information about trends in institutional aid from 1992–93 to 1999–2000 and explores the relationships among institutional grant aid, academic merit, financial need, and the selectivity of institutions.
NAEP Trial Urban District Assessment: Trial Urban District Assessment Snapshot Reports: Reading 2002 and Writing 2002, from Volume 5—Issue 3
     By: National Center for Education Statistics
     Provides a customized overview of results for each urban district that participated in the 2002 TUDA.
NAEP Trial Urban District Assessment: Invited Commentary: NAEP's Trial Urban District Assessment: An Experiment Worth the Effort, from Volume 5—Issue 3
     By: Michael Casserly, Executive Director, Council of the Great City Schools
Paying for College: How Families of Low- and Middle-Income Undergraduates Pay for College: Full-Time Dependent Students in 1999–2000, from Volume 5—Issue 2
     By: Susan P. Choy and Ali M. Berker
     Provides data on how much students and their families pay for college, where the money comes from, and how students' methods of payment vary by type of institution and level of family income.
Paying for College: What Colleges Contribute: Institutional Aid to Full-Time Undergraduates Attending 4-Year Colleges and Universities, from Volume 5—Issue 2
     By: Laura Horn and Katharin Peter
     Presents information about trends in institutional aid from 1992–93 to 1999–2000 and explores the relationships among institutional grant aid, academic merit, financial need, and the selectivity of institutions.
Paying for College: Invited Commentary: Federal Efforts to Help Low-Income Students Pay for College, from Volume 5—Issue 2
     By: Sally L. Stroup, Assistant Secretary of Postsecondary Education, U.S. Department of Education
The TIMSS 1999 Video Study: Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study, from Volume 5—Issue 1
     By: James Hiebert, Ronald Gallimore, Helen Garnier, Karen Bogard Givvin, Hilary Hollingsworth, Jennifer Jacobs, Angel Miu-Ying Chui, Diana Wearne, Margaret Smith, Nicole Kersting, Alfred Manaster, Ellen Tseng, Wallace Etterbeek, Carl Manaster, Patrick Gonzales, and James Stigler
     Presents results from the mathematics portion of the TIMSS 1999 Video Study, which examines classroom teaching practices in eighth-grade mathematics and science in a variety of countries.
The TIMSS 1999 Video Study: Invited Commentary: The TIMSS 1999 Video Study and the Reform of Mathematics Teaching, from Volume 5—Issue 1
     By: Thomas J. Cooney, Professor Emeritus, Department of Mathematics Education, University of Georgia
The TIMSS 1999 Video Study: Invited Commentary: Lessons Learned From Examining Mathematics Teaching Around the World, from Volume 5—Issue 1
     By: Edward A. Silver, Professor of Education and Mathematics, University of Michigan
School Crime and Safety: Are America’s Schools Safe? Students Speak Out: 1999 School Crime Supplement, from Volume 4—Issue 4
     By: Lynn A. Addington, Sally A. Ruddy, Amanda K. Miller, and Jill F. DeVoe
     Presents the responses of 12- through 18-year-old students to questions on various topics related to crime and student safety at school, including criminal victimization, alcohol and drug availability, and the presence of street gangs and weapons.
School Crime and Safety: Indicators of School Crime and Safety: 2002, from Volume 4—Issue 4
     By: Jill F. DeVoe, Katharin Peter, Phillip Kaufman, Sally A. Ruddy, Amanda K. Miller, Mike Planty, Thomas D. Snyder, Detis T. Duhart, and Michael R. Rand
     Draws from numerous sources to provide the latest indicator data on crime and safety at school, including updates on student and teacher victimization, weapons and fights at school, and students’ alcohol and marijuana use. Also covers student victimization away from school.
School Crime and Safety: Invited Commentary: The Federal Government’s Role in Measuring and Reporting on School Crime and Safety, from Volume 4—Issue 4
     By: Richard Lawrence, Professor of Criminal Justice, St. Cloud State University
Schools and Staffing Survey: Schools and Staffing Survey, 1999–2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools, from Volume 4—Issue 3
     By: Kerry J. Gruber, Susan D. Wiley, Stephen P. Broughman, Gregory A. Strizek, and Marisa Burian-Fitzgerald
     Provides an overview of 1999–2000 SASS data and describes selected findings on school safety, class size, school programs, teacher salaries, prior teaching experience of principals, professional development, and school library media specialists.
Schools and Staffing Survey: Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987–88 to 1999–2000, from Volume 4—Issue 3
     By: Marilyn McMillen Seastrom, Kerry J. Gruber, Robin Henke, Daniel J. McGrath, and Benjamin A. Cohen
     Provides subject-specific estimates, presented separately for the middle and high school grades, of students' exposure to teachers who are underqualified in the subject taught.
Schools and Staffing Survey: Invited Commentary: First Publications From the Schools and Staffing Survey, 1999–2000, from Volume 4—Issue 3
     By: Daniel P. Mayer, Senior Researcher, Mathematica Policy Research, Inc.
National Education Longitudinal Study of 1988 (NELS:88): Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later, from Volume 4—Issue 2
     By: Steven J. Ingels, Thomas R. Curtin, Phillip Kaufman, Martha Naomi Alt, and Xianglei Chen
     Presents findings from the fourth follow-up survey of the National Education Longitudinal Study of 1988 (NELS:88), conducted in 2000, including postsecondary attainment, labor market experiences, and family formation.
National Education Longitudinal Study of 1988 (NELS:88): Invited Commentary: Tracing Educational Trajectories Through Longitudinal Studies, from Volume 4—Issue 2
     By: Aaron M. Pallas, Professor of Sociology and Education, Teachers College, Columbia University
National Education Longitudinal Study of 1988 (NELS:88): Invited Commentary: Transitioning to Adulthood in a Turbulent Time, from Volume 4—Issue 2
     By: Samuel R. Lucas, Associate Professor of Sociology, University of California-Berkeley
Digest of Education Statistics: Invited Commentary: A 40-Year Perspective on the Digest of Education Statistics, from Volume 4—Issue 1
     By: W. Vance Grant, Senior Specialist in Education Statistics, National Library of Education
Digest of Education Statistics: Digest of Education Statistics: 2001, from Volume 4—Issue 1
     By: Thomas D. Snyder and Charlene M. Hoffman
     Provides a compilation of information covering the broad field of education from prekindergarten through graduate school.
National Household Education Surveys Program: Efforts by Public K-8 Schools to Involve Parents in Children’s Education: Do School and Parent Reports Agree?, from Volume 3—Issue 4
     By: Xianglei Chen
     Examines the level of agreement between parents’ and schools’ views of how schools involve parents in their children’s education and how parents respond to the opportunities for involvement that schools provide.
National Household Education Surveys Program: Participation Trends and Patterns in Adult Education: 1991 to 1999, from Volume 3—Issue 4
     By: Sean Creighton and Lisa Hudson
     Discusses adult participation in formal learning activities during the 1990s, focusing on trends in participation over time and patterns of participation in 1999.
National Household Education Surveys Program: Invited Commentary: Household Data in the Federal Statistical System: The Role of the National Household Education Surveys Program, from Volume 3—Issue 4
     By: Susan Schechter, Senior Statistician, Office of Management and Budget
NAEP 2000 Mathematics Assessment: The Nation’s Report Card: Mathematics 2000, from Volume 3—Issue 3
     By: James S. Braswell, Anthony D. Lutkus, Wendy S. Grigg, Shari L. Santapau, Brenda Tay-Lim, and Matthew Johnson
     Describes the National Assessment of Educational Progress (NAEP) 2000 Mathematics Assessment, presenting results for the nation and the states, for demographic subgroups, and for students in a variety of school and home contexts. Includes comparisons with the results of previous assessments.
NAEP 2000 Mathematics Assessment: Invited Commentary: Policy Implications of Findings From The Nation’s Report Card: Mathematics 2000, from Volume 3—Issue 3
     By: Debra Paulson, Eighth-Grade Mathematics Teacher, Dr. Manuel Hornedo Middle School, El Paso, Texas, and Member, National Assessment Governing Board (NAGB)
The Condition of Education: The Condition of Education: 2001, from Volume 3—Issue 2
     By: National Center for Education Statistics
     Focuses on indicators that present data on numerous aspects of the condition and progress of education in the United States, including academic, social, and economic outcomes; enrollments and participation at all levels; and the quality of educational environments.
The Condition of Education: Invited Commentary: Uses and Limitations of Indicator Data, from Volume 3—Issue 2
     By: Andrew C. Porter, Director, Wisconsin Center for Education Research, and Professor of Educational Psychology, University of Wisconsin-Madison
The Condition of Education: Invited Commentary: Research-Based Programs to Close Postsecondary Education Gaps, from Volume 3—Issue 2
     By: Vinetta C. Jones, Dean, School of Education, Howard University
Third International Mathematics and Science Study–Repeat: Pursuing Excellence: Comparisons of International Eighth-Grade Mathematics and Science Achievement From a U.S. Perspective: 1995 and 1999, from Volume 3—Issue 1
     By: Patrick Gonzales, Christopher Calsyn, Leslie Jocelyn, Kitty Mak,
David Kastberg, Sousan Arafeh, Trevor Williams, and Winnie Tsen
     Reports initial findings from the Third International Mathematics and Science Study-Repeat (TIMSS-R). Includes the performance of U.S. eighth-grade students relative to students in other nations in 1999, as well as changes in achievement in participating nations between 1995 and 1999.
Third International Mathematics and Science Study–Repeat: Invited Commentary: Lessons From the Third International Mathematics and Science Study–Repeat, from Volume 3—Issue 1
     By: Margaret B. Cozzens, Vice President and Chief Academic Officer, Colorado Institute of Technology, and Susan H. Fuhrman, Dean, Graduate School of Education, University of Pennsylvania (Co-Chairs of the U.S. TIMSS–R Technical Review Panel)
Third International Mathematics and Science Study–Repeat: Invited Commentary: TIMSS–R: Innovation in International Information for American Educators, from Volume 3—Issue 1
     By: David P. Baker, Professor of Education and Sociology, The Pennsylvania State University
Civics Achievement: Invited Commentary: Uses and Limitations of the NAEP 1998 Civics Assessment, from Volume 1—Issue 4
     By: Richard G. Niemi, Don Alonzo Watson Professor of Political Science, University of Rochester
Civics Achievement: NAEP 1998 Civics Report Card for the Nation, from Volume 1—Issue 4
     By: Anthony D. Lutkus, Andrew R. Weiss, Jay R. Campbell, John Mazzeo, and Stephen Lazer
     Describes the National Assessment of Educational Progress (NAEP) 1998 Civics Assessment. Includes average scores and achievement-level results for the nation, for demographic subgroups, and for students in a variety of school and home contexts. Also examines the framework and content of the assessment.
Civics Achievement: Invited Commentary: The Need to Improve Education in Civics and Government, from Volume 1—Issue 4
     By: Charles N. Quigley, Executive Director, Center for Civic Education
Life After College: A Descriptive Summary of 1992-93 Bachelor's Degree Recipients in 1997, With an Essay on Participation in Graduate and First-Professional Education, from Volume 1—Issue 3
     By: Alexander C. McCormick, Anne-Marie Nuñez, Vishant Shah, and Susan P. Choy
     Describes numerous aspects of bachelor's degree recipients' enrollment and employment experiences, including degree expectations, enrollment and persistence in advanced degree programs, and occupations and salaries. Discusses how experiences vary with student, enrollment, and job characteristics.
Invited Commentary: Part-Time Study Plus Full-Time Employment: The New Way to Go to Graduate School, from Volume 1—Issue 3
     By: Peter D. Syverson, Vice President for Research and Information Services, Council of Graduate Schools
Invited Commentary: Baccalaureate and Beyond: Tracking Long-Term Outcomes for Bachelor's Degree Recipients, from Volume 1—Issue 3
     By: Dawn Geronimo Terkla, Executive Director, Institutional Research, Tufts University
Instructional Practices: Invited Commentary: Moving Toward Better Instructional Practice Data, from Volume 1—Issue 2
     By: Daniel P. Mayer, Researcher, Mathematica Policy Research, Inc., Washington, DC
Instructional Practices: What Happens in Classrooms? Instructional Practices in Elementary and Secondary Schools: 1994-95 , from Volume 1—Issue 2
     By: Robin R. Henke, Xianglei Chen, and Gideon Goldman
     Analyzes survey responses from a national sample of elementary and secondary teachers in all subjects and at all grade levels. Provides estimates of the proportions of teachers using a wide variety of reform-oriented and traditional teaching practices. Also discusses variation of instructional practices with characteristics of teachers and their students.
Instructional Practices: Invited Commentary: Educational Reform and Instructional Change, from Volume 1—Issue 2
     By: Margaret E. Goertz, Co-Director, Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania
Teacher Quality: Invited Commentary: Understanding the Problem of Teacher Quality in American Schools, from Volume 1—Issue 1
     By: Richard M. Ingersoll, Assistant Professor, Department of Sociology, University of Georgia
Teacher Quality: Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers, from Volume 1—Issue 1
     By: Laurie Lewis, Basmat Parsad, Nancy Carey, Nicole Bartfai, Elizabeth Farris, and Becky Smerdon
     The first in a biennial series of reports focusing specifically on teachers' preservice qualifications, continued learning, and workplace support. Also examines and provides a context for teachers' feelings of preparedness to meet new challenges posed by education reforms, technological changes, and increased student diversity.
Teacher Quality: Invited Commentary: Better Policies Leading to Improved Teaching, from Volume 1—Issue 1
     By: John F. Jennings, Director, Center on Education Policy, Washington, DC

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