• Data Products
  • ECLS-K Longitudinal Kindergarten–First Grade Public-Use Data Files and Electronic Codebook
  • Data File: CCD State Nonfiscal Survey of Public Elementary/Secondary Education: School Year 2000–01
  • Data File: Common Core of Data (CCD): School Years 1996–97 Through 1999–2000
  • Data File: Public Libraries Survey: Fiscal Year 1999
  • National Household Education Surveys of 1991, 1993, 1995, 1996, and 1999: Data Files and Electronic Codebook
• Other Publications
  • The Nation's Report Card: U.S. History Highlights 2001
  • Directory of Public Elementary and Secondary Education Agencies: 1999–2000
  • Findings From the Condition of Education 2001: Students Whose Parents Did Not Go to College
  • Pocket Projections: Projections of Education Statistics to 2011
  • Mini-Digest of Education Statistics 2001
• Funding Opportunities
  • The AERA Grants Program
  • The NAEP Secondary Analysis Grant Program

The Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), follows a nationally representative sample of about 22,000 kindergartners through the fifth grade, measuring their home and academic environments, opportunities, and achievements. This CD-ROM contains both kindergarten and first-grade public-use data from ECLS-K.

The CD-ROM contains an Electronic Codebook (ECB); a child-level data file containing data from children, parents, teachers, and schools for the first four waves of data collection; and survey and ECB documentation. User's manuals describing the longitudinal, base-year, and first-grade data files are included on the CD and include descriptions of the design of ECLS-K and information to help users access and use the longitudinal kindergarten/first-grade data files and ECB. The longitudinal user's manual is also available as a separate volume (NCES 2002–149) in the NCES Electronic Catalog (http://nces.ed.gov/pubsearch).

There are no additional data beyond the data already included in the base-year and first-grade CDs that were individually released. The ECB will be most useful for researchers examining both base-year and first-grade data simultaneously; only data and weights for children who participated in both kindergarten and first grade are included. Researchers interested in conducting cross-sectional or within-grade analyses should use the separate base-year and first-grade ECBs.

The "State Nonfiscal Survey of Public Elementary/Secondary Education" is part of the Common Core of Data (CCD) collection of surveys. This survey provides public elementary and secondary student, staff, and graduate counts for the 50 states, District of Columbia, five outlying areas, Bureau of Indian Affairs schools, and U.S. Department of Defense Dependents (domestic and overseas) schools. The data are provided annually by state education agencies (SEAs) from their administrative records. The 2000–01 data set contains 59 records, one for each reporting state or jurisdiction.

For each state or jurisdiction, the data file includes the following information: name, address, and phone number of the SEA; number of teachers, by level; number of other staff, by occupational category; number of students, by grade and ungraded, as well as by race/ethnicity (five racial/ethnic categories); and number of high school completers (for school year 1999–2000), by type of completion (diploma, high school equivalency, or other completion) and by race/ethnicity.

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.

The Common Core of Data (CCD) is the NCES primary database on elementary and secondary public education in the United States. CCD is a comprehensive, annual, national statistical database of all elementary and secondary schools and school districts, containing data that are comparable across all states. The 50 states and the District of Columbia, Bureau of Indian Affairs schools, Department of Defense Dependents' schools, and outlying areas (American Samoa, Guam, the Northern Marianas, Puerto Rico, and the Virgin Islands) schools are included in the collection.

This CD-ROM contains portions of 4 years of CCD data, beginning with school year 1996–97 and continuing through 1999–2000, including data on migrant enrollment and high school completers. For schools and states, data are included for the last 3 years; for agencies, all 4 years. This CD-ROM contains approximately 300,000 school records, more than 65,000 agency records, and 177 state records. Agency-level finance data for fiscal years (FY) 1997, 1998, and 1999 have been merged with the appropriate agency nonfiscal records. Some of the agency fiscal and demographic data were obtained from the 1990 Decennial Census and F-33 survey conducted by the U.S. Bureau of the Census. State nonfiscal and fiscal data have also been merged into a single file; state-level fiscal data are available for FY 98 only.

The Public Libraries Survey (PLS) is conducted annually by NCES through the Federal-State Cooperative System for Public Library Data. The data are collected by a network of state data coordinators appointed by the Chief Officers of State Library Agencies. For fiscal year (FY) 1999, the PLS includes data from 9,048 libraries in the 50 states, the District of Columbia, and the outlying areas of Guam and the Northern Marianas. Data collected include population of legal service area, service outlets, public service hours, library materials, total circulation, circulation of children's materials, reference transactions, library visits, children's program attendance, electronic services and information, staff, operating income, operating expenditures, and capital outlay.

Three data files were generated (in Microsoft Access and ASCII formats) from the FY 99 PLS:

• Public Library Data File, including data for the universe of public libraries;
• State Summary/State Characteristics Data File; and
• Public Library Outlet Data File, including data for the universe of public library service outlets (central or main libraries, branches, book- mobiles, and books-by-mail-only outlets).

This set of two CD-ROMs contains all of the public-release data collected through the National Household Education Survey (NHES) from 1991 through 1999. The CDs contain data collected as part of 13 random-digit-dial household surveys about parent involvement in their children's education, early childhood education, adult participation in various educational activities, young children's school readiness, school safety and discipline, and civic education. Data documentation is provided for each file. Software is also included to help users navigate the data sets and produce extract files to be used with statistical programs such as SPSS, SAS, or Stata.

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 more than 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 U.S. history assessment to a national sample representative of students at grades 4, 8, and 12. The findings from the NAEP 2001 U.S. History Assessment provide a picture of U.S. students' knowledge, skills, and achievements in U.S. history.

This 20-page publication uses a full-color tabloid format to present highlights from the 2001 U.S. history assessment. It describes the assessment content, presents major findings, and provides information about practices in school that are related to U.S. history achievement. Results in 2001 are compared to results in 1994 and summarized by gender, race/ethnicity, and school characteristics. The publication also includes sample test questions and sample student responses.

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, Bureau of Indian Affairs schools, and U.S. Department of Defense Dependents (overseas) schools. The agencies are organized by state or jurisdiction and, within each state or jurisdiction, by agency type. Agencies are divided into six types: regular school districts, supervisory union administrative centers, regional educational service agencies, state-operated agencies, federally operated agencies, and other agencies.

The entry for each listed agency (if complete) includes the following information: agency name, address, and phone number; name of county; metropolitan status code; grade span; student membership (number of students enrolled on the school day closest to October 1, 1999); number of regular high school graduates (1989–99 school year); number of students with Individualized Education Programs; number of teachers; and number of schools. This information comes primarily from the 1999–2000 "Local Education Agency Universe Survey," part of the NCES Common Core of Data (CCD).

This publication also includes summary tables on district size, grade span, and student population.

The Condition of Education, published annually by NCES,summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.

The 2001 edition also includes a special-focus essay on the access, persistence, and success of first-generation students (i.e., students whose parents did not attend college) in postsecondary education. This essay, published separately here, summarizes the findings of a series of recent nationally representative NCES studies—the National Education Longitudinal Study (NELS), Beginning Postsecondary Students Longitudinal Study (BPS), and Baccalaureate and Beyond Longitudinal Study (B&B)—about the experiences of high school graduates and postsecondary students whose parents did not attend college.

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 (including postsecondary), numbers of high school graduates, earned degrees conferred, classroom teachers, and expenditures for public elementary and secondary schools. This year's edition of Pocket Projections starts with 1988–89 data and includes estimates for 1999–2000 and projections for 2010–11.

The Mini-Digest of Education Statistics 2001 (the ninth edition) is a pocket-sized compilation of statistical information covering the broad field of 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 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 surveys and activities carried out by NCES. Current and past-year data are included, as well as projections for elementary/secondary enrollment through 2011.

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 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
• Terry Ishitani, Indiana State University—The Longitudinal Impact of "First-Generation" on College Student Attrition
• Sharon Judge, University of Tennessee—Resilient and Vulnerable At-Risk Children: What Makes the Difference?
• Ann O'Connell, University of Connecticut—Factors Associated With Growth in Proficiency During Kindergarten and Through First Grade
• Brian Powell, Indiana University—Parental Involvement, Educational Investment, and School Outcomes of Young Children From Biracial Families

• Betsy McCoach, University of Connecticut—Does Grouping Matter? A Cross-Classified Random Effects Model of Children's Reading Growth During the First Two Years of School
• Sam Michalowski, City University of New York—The Organizational Context of School Violence and Disruption: A National Perspective
• Colin Ong-Dean, University of California, San Diego—Parents' Role in the Diagnosis and Accommodation of Disabled Children in the Educational Context
• Christina Sentovich, University of South Florida—Teacher Satisfaction in Public, Private, and Charter Schools: The Influence of Workplace Conditions and Professionalization—A Multi-level Analysis
• Sandra Way, University of Arizona—For Their Own Good? The Effects of School Discipline on Student Behavior and Academic Achievement
• 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