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