• Data Products
  • Data File: CCD National Public Education Financial Survey: School Year 1997-1998
• Other Publications
  • The 1998 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1998, 1994, 1990, 1987, and 1982 High School Graduates
  • The 1998 High School Transcript Study User's Guide and Technical Report
  • Entering Kindergarten: A Portrait of American Children When They Begin School: Findings From The Condition of Education: 2000
  • Highlights From the Third International Mathematics and Science Study-Repeat (TIMSS-R)
  • Pocket Projections: Projections of Education Statistics to 2010
• Funding Opportunities
  • The AERA Grants Program
  • The NAEP Secondary Analysis Grant Program

The Common Core of Data (CCD) “National Public Education Financial Survey” provides detailed data on public elementary and secondary education finances for the 50 states, District of Columbia, and five outlying areas. 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 1998 (school year 1997–98). The data set contains 56 records, one for each reporting state or jurisdiction.

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 Web Site 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.

This report presents data from the 1998 High School Transcript Study (HSTS)–the latest in a series of transcript studies undertaken by NCES–and from previous studies in the series. In the 1998 HSTS, more than 25,000 transcripts of students who graduated in 1998 from public and nonpublic high schools were collected from a nationally representative sample of schools. The HSTS studies provide the Department of Education and other education policymakers with information about current and past student coursetaking patterns, as well as the relationship of coursetaking patterns to achievement, as measured by the National Assessment of Educational Progress (NAEP).

The tables in this report summarize the coursetaking patterns of students who graduated in 1998; the coursetaking patterns of their counterparts who graduated in 1994, 1990, 1987, and 1982; and the relationship of coursetaking patterns to grade 12 performance on NAEP. Also included in the report are an introduction to the tables; a description of the subject area taxonomy; directions for testing the significance of differences reported in the tables; and descriptions of the 1994, 1990, 1987, and 1982 studies. A companion volume, The 1998 High School Transcript Study User’s Guide and Technical Report (NCES 2001–477), provides details about how the 1998 HSTS was conducted and about how to use the data files.

The 1998 High School Transcript Study (HSTS) is the latest in a series of transcript studies undertaken by NCES. In this study, more than 25,000 transcripts of students who graduated in 1998 from public and nonpublic high schools were collected from a nationally representative sample of schools. The study provides the Department of Education and other education policymakers with information regarding current course offerings and student coursetaking patterns, as well as the relationship of coursetaking patterns to achievement, as measured by the National Assessment of Educational Progress (NAEP).

This publication combines information that in previous years had been divided into two publications: the Data File User’s Manual and the Technical Report. It describes the procedures used to collect and summarize the 1998 HSTS data, provides information needed to use all the publicly released data files produced by the study, and discusses how the study is related to NAEP. A companion volume, The 1998 High School Transcript Study Tabulations (NCES 2001–498), provides extensive tables of study results.

In the fall of 1998, the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS–K) began collecting data on the knowledge, skills, health, and behavior of a large and nationally representative sample of American kindergartners. In addition to interviews with parents, questionnaires to teachers, and abstracts of school records, the 1998 data collection included standardized, one-on-one assessments of about 19,000 kindergartners attending 940 public and private schools. ECLS–K will follow these children through the 5th grade.

This 30-page essay, originally published in The Condition of Education: 2000 , summarizes information about the academic skills (reading, mathematics, and general knowledge), social skills and behavior, physical health, and interest in learning of American children at the time they enter kindergarten. It includes discussion of differences in skills, health, and behavior by age, sex, and family risk factors.

The 1999 Third International Mathematics and Science Study–Repeat (TIMSS–R), a successor to the 1995 TIMSS, focuses on the mathematics and science achievement of eighth-grade students in participating nations. TIMSS–R allows the United States to compare the achievement of its eighth-graders in the 1995 TIMSS to the achievement of its eighth-graders 4 years later. The performance of U.S. fourth-graders relative to those of other nations in 1995 can also be compared to the performance of U.S. eighth-graders relative to those of the same nations 4 years later.

This eight-page brochure summarizes important findings from TIMSS–R. Comparisons of student achievement are made between the 38 nations that participated in TIMSS–R in 1999; between the 23 nations that participated in both TIMSS and TIMSS–R at the eighth-grade level; and between the 17 nations that participated at the fourth-grade level in TIMSS and at the eighth-grade level in TIMSS–R. The brochure also notes differences in eighth-grade teaching and curriculum between the United States and the other TIMSS–R nations.

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 enrollment at all education levels, numbers of high school graduates, earned degrees conferred, classroom teachers, and expenditures for public elementary and secondary schools and institutions of higher education. This year’s edition of Pocket Projections includes 1987–88 data as well as estimates for 1998–99 and projections for 2009–10.

Jointly funded by the National Science Foundation (NSF), NCES, and the Office of Educational Research and Improvement (OERI), 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 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.