Search Results: (16-30 of 170 records)
|NCES 2007019||Economic Outcomes of High School Completers and Noncompleters 8 Years Later
This Issue Brief uses data from the National Education Longitudinal Study of 1988 (NELS:88) to compare the economic outcomes of high school completers at three different points in time with the outcomes of individuals who did not complete high school. Differences by sex and the type of credential earned are also examined. The findings suggest that individuals who completed high school within 6 years generally had more favorable economic outcomes than their counterparts who completed high school later or not at all. However, differences in economic outcomes were most prominent between males and females even after controlling for the timing and type of high school credential earned.
|NCES 2006086||School and Parent Interaction by Household Language and Poverty Status: 2002-03
Language minority parents may face a number of challenges when trying to communicate or become involved with their child’s school. This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 2002–03 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents’ perceptions of school communication practices and opportunities for parent involvement. Among the findings: A greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving personal notes or e-mails about the student; receiving newsletters, memos, or notices addressed to all parents; opportunities to attend general meetings; opportunities to attend school events; and chances to volunteer. Differences were still apparent after taking poverty status into account.
|NCES 2006081||Certification and Private School Teachers' Transfers to Public Schools
This Issue Brief uses data from the Teacher Follow-Up Survey (TFS) to report teachers' transitions between public and private schools for teachers with and without certifications in the subjects they teach. In this exploratory study of the association between state certification and private school teachers’ movement to other private schools and public schools between 1987-88 and 2000-01, private school teachers who either obtained a state certification in their main assignment between one year and the next or who switched main assignments into one in which they were state-certified were more likely to change schools than were those without a regular state certification in the subject area of their main assignment. In three out of four time periods, higher percentages of movers who held state certification in year two of the time period only switched to public schools than did those without regular state certifications in their main assignment in either year of the time period. In all four time periods for which data were collected, higher percentages of movers with regular state certifications in both years of the time period moved to public schools than did their peers without the certification. However, regardless of certification status, 11 percent or fewer of private school teachers changed schools during any 2-year period.
|NCES 2006004||Qualifications of Public Secondary School
History Teachers, 1999–2000
Previous studies of the qualifications of elementary and secondary school teachers have focused on whether teachers have educational backgrounds (a postsecondary major/minor or equivalent) and state certification that match the subjects they teach. If not, they are commonly considered “out-of-field.” This Issue Brief reports the combination of certifications and majors and minors to which secondary-level history students are exposed and how these qualifications vary across schools with differing levels of student poverty. Data from the NCES 1999-2000 Schools and Staffing Survey (SASS) teacher and school questionnaires indicate that students in the lowest poverty schools were the least likely to have a teacher with both an out-of-field certification and an out-of-field major or minor.
|NCES 2006099||Arts Instruction of Public School Students in the First and Third Grades
This Issue Brief uses the First- and Third-Grade Spring Teacher Questionnaires of the ECLS-K to examine the changes over time from first to third grade in how often young children are exposed to arts education in the general classroom. The Brief also looks at differences in these characteristics by level of poverty and/or urbanicity of the school. In both first and third grade, most public school students received weekly instruction in music and art at least weekly, while weekly instruction in dance and theater occurred less often within each year. About 32 percent of students in high poverty public schools never received theater instruction in either grade compared with 24 percent of students in low poverty public schools. Of the students who received music instruction in either first or third grade, 29 percent of students in urban public schools received weekly music instruction less often in third grade than in first compared with 20 percent of students in suburban public schools and 22 percent in rural public schools.
|NCES 2006056||Instructional Focus in First Grade
This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how often per week and how much time per day first-graders were instructed in subjects such as reading, mathematics, and science. The brief also focuses in more detail on students’ in-class work on reading and language arts. The major findings of the brief are that more than 90 percent of first-graders received daily instruction in reading and mathematics, while the most common length of time spent per day on reading is more than 90 minutes and on mathematics is between 31 and 60 minutes. The most common reading or language arts activities used in first grade classrooms were working on phonics and instruction in capitalization and punctuation.
|NCES 2005111REV||Rates of Computer and Internet Use by Children
in Nursery School and Students in Kindergarten
Through Twelfth Grade: 2003
This Issue Brief describes the percentage of students in grades 12 or below who used computers or the Internet in 2003. The Brief highlights the fact that computer and Internet use is commonplace and begins early. Even before kindergarten, a majority of children in nursery school use computers and, and 23 percent use the Internet.
|NCES 2005030||Characteristics of Public School Teachers' Professional Development Activities: 1999-2000
Using data from the 1999–2000 Schools and Staffing Survey (SASS), this Issue Brief shows how prevalent various features of professional development activities were among public school teachers. During the 1999–2000 school year, teachers were asked about their professional development activities during the previous 12 months. Some 59 percent of public school teachers participated in professional development focused on content in the subject matter they taught and 73 percent participated in professional development focused on methods of teaching. A majority of teachers reported receiving eight or fewer hours of professional development in either subject matter content or teaching methods. In terms of the format of professional development activities, 95 percent of teachers attended a workshop, conference, or other training session in the previous year, compared with 42 percent who participated in mentoring, peer observation, or coaching. Seventy-four percent of teachers participated in regularly scheduled collaboration with other teachers on issues of instruction. SASS asked school principals to report on how important various influences were on the determination of teacher professional development activities. More than half of public school principals reported a school improvement plan or state or local academic standards as very important influences on determining the content of teacher professional development activities; 26 percent of principals called teacher preferences a very important influence.
|NCES 2005061||Private School Teacher Turnover and Teacher Perceptions of School Organizational Characteristics
Using 1999-2000 Schools and Staffing Survey data file and the Teacher Follow-up Survey, this issue brief looks at the private school sector to investigate teacher-perceived school organizational characteristics and relationships between these characteristics and teacher turnover in Catholic, other religious, and nonsectarian private schools. According to principal reports, 19 percent of Catholic school teachers, 23 percent of other religious school teachers, and 21 percent of nonsectarian school teachers changed schools or left the teaching profession between the 1999-2000 and 2000-01 school years. Private school teachers who were reported to have left their schools (movers and leavers) were more likely than stayers to report relatively low levels of administrative support, satisfaction with salary, student discipline, control over classroom policies, and input in school policies.
|NCES 2005081||Qualifications of Public Secondary School Biology Teachers, 1999-2000
This Issue Brief describes the qualifications of public middle school and high school biology teachers in terms of the subject matter of their certifications and postsecondary majors and minors. Data are drawn from the 1999–2000 Schools and Staffing Survey (SASS). At the middle and high school level, 52 percent of biology students had a teacher with both certification in biology and a postsecondary major or minor in biology; 16 percent of biology students had a teacher with neither a certification nor a postsecondary major or minor in biology. Of those with a teacher lacking a certification or major or minor in biology, 40 percent of students had a teacher with a major or minor in another natural science. However, in schools with more than 50 percent of students qualifying for free or reduced-price lunch, 10 percent of biology students who had a teacher lacking certification or major or minor in biology had a teacher with a major or minor in another natural science. In those schools, 53 percent of biology students of teachers lacking a certification or major or minor in biology had a teacher with a major or minor in elementary education.
|NCES 2005117||Highlights From the 2003 International Adult Literacy and Lifeskills Survey (ALL) - (Revised)
This Issue Brief provides key findings from the 2003 international Adult Literacy and Lifeskills Survey (ALL), including overall literacy and numeracy performance of U.S. adults ages 16-65 compared to their peers in 5 other countries. Breakdowns of performance by sex and race/ethnicity are also provided.
|NCES 2005088||Reasons for Adults' Participation in Work-Related Courses, 2002-03
This Issue Brief uses nationally representative data from the Adult Education for Work-related Reasons Survey of the 2003 National Household Education Surveys Program (NHES) to examine the reasons that adults participate in formal educational courses for work-related reasons. More than 90 percent of adults who took such courses in 2002-03 reported doing so in order to maintain or improve skills or knowledge they already had. Among employed adults, the majority took courses because their employer required or recommended participation, while about a fifth did so in order to get a promotion or pay raise. The likelihood of taking classes for the selected reasons examined in this Brief generally varied by participants’ age, education, employment status, occupation, and household income.
|NCES 2005028||Postsecondary Participation Rates by Sex and Race/Ethnicity: 1974-2003
This Issue Brief examines participation in postsecondary education among women and men and among different racial/ethnic groups, from 1974 to 2003. Participation rates are defined here as the proportion of 18- to 24-year-olds who are enrolled in or have completed postsecondary education. Over this time period, the participation rates of young women and of young Whites outpaced that of their male and minority counterparts, so that by 2003 young women had a higher participation rate than young men (reversing the pattern in 1974) and the 1974 gaps in participation rates favoring young Whites over Hispanics grew larger. In 2003, the gender gaps in participation were not significantly different across racial/ethnic groups, nor were racial/ethnic gaps different across gender groups. Moreover, the 10-percentage point gender gap in 2003 was smaller than the racial/ethnic gaps between Whites and Blacks (15 percentage points) and between Whites and Hispanics (23 percentage points).
|NCES 2005012||Trends in Undergraduate Career Education
This Issue Brief examines trends in undergraduate credentials (certificates, associate’s degrees, and bachelor’s degrees) in career-related areas of study. These trends are examined at both the subbaccalaureate and baccalaureate levels, from 1984-85 to 2000-01. The number of undergraduate credential awards increased over this period, in both academic and career areas, and at both the subbaccalaureate and baccalaureate levels. Although career education grew at a slower pace than academic education, it remained a majority proportion of undergraduate credentials in 2000-01. In addition, of the 11 career areas of study, 6 increased as a proportion of all credentials at the subbaccalaureate level, and 4 increased at the baccalaureate level. Career areas that declined as a proportion of all credential awards were largely concentrated in business/marketing and engineering/architectural sciences, at both levels of education.
|NCES 2005083||Computer Technology in the Public School Classroom: Teacher Perspectives
This Issue Brief examines public school teacher views on technology in the classroom. Using data from the 2000–01 Teacher Follow-up Survey (TFS), the Brief reports on what types of technology teachers find essential and whether they consider technology sufficiently available in their classrooms. It also compares teacher opinions across various teacher characteristics. A majority of teachers (57 percent) considered their classroom technology sufficiently available.
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