Search Results: (31-45 of 170 records)
|NCES 2005026||Educational Attainment of High School Dropouts 8 Years Later
This issue brief examines the educational outcomes of students who were ever classified as high school dropouts by 8 years after when most of their 1988 cohort of 8th graders would have completed high school. Some students who drop out return a short time later to earn a diploma, some may pursue an alternative credential such as a General Educational Development (GED) certificate, and others may enroll in a postsecondary institution without having earned a high school credential. Using data on public and private school students from the National Education Longitudinal Study of 1988 (NELS:88), examines the educational attainment of the 21 percent of 1988 eighth-graders who had dropped out of high school at least once since eighth grade.
|NCES 2004037||The Summer after Kindergarten: Children’s Activities and Library Use by Socioeconomic Status
This Issue Brief provides a description of children’s participation in various activities during the summer after kindergarten. Children’s participation in activities is compared across a measure of SES. This Brief also takes a closer look at one summer activity in particular—children’s library use. The Issue Brief draws on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), which provide nationally representative information regarding the approximately 3.9 million children enrolled in kindergarten during the 1998–99 school year. The ECLS-K included a parent interview in fall 1999 that asked parents about their children’s participation in activities during the summer of 1999.
|NCES 2004035||English Language Learner Students in U.S. Public Schools: 1994 and 2000
This Issue Brief examines growth in the population of English Language Learner (ELL) students in U.S. public schools between the 1994 and 2000 school years. Data are drawn from the Schools and Staffing Surveys (SASS) of 1993-94 and 1999-2000. Nationally, the number of ELL students in public schools increased from approximately two million students in 1993–94 to three million students in 1999–2000. Regionally, over half the national total of U.S. public school ELL students in 1999–2000 were in the West region. The Issue Brief also examined the extent to which ELL students were concentrated in schools in 1999–2000. Nationally in 1999–2000, 62 percent of public school students were in schools with an ELL student population of less than 1 percent of the school population. However, in the West, 19 percent of students were in schools with ELL populations comprising at least 25 percent of the school population; 7 percent of students in the West were in schools comprising over 50 percent ELL students.
|NCES 2004034||Who Teaches Reading in Public Elementary Schools?
This Issue Brief describes the qualifications of public school elementary-level reading teachers relative to general elementary teachers, in terms of their educational attainment, their educational preparation and certification in reading, and their educational preparation and certification in elementary education. Data are drawn from the 1999–2000 Schools and Staffing Survey (SASS). In 1999–2000, 36 percent of public school reading specialists reported an undergraduate or graduate level major in reading, 81 percent reported a state certification in reading, and 32 percent reported both a major and certification in reading. Among general elementary education teachers, 5 percent reported a major in reading, 3 percent reported certification in reading, and 2 percent reported both a major and certification in reading.
|NCES 2004115||1.1 Million Homeschooled Students in the
United States in 2003
This brief uses data from the 2003 National Household Education Surveys Program (NHES) to estimate the number of homeschooled students in the United States in 2003 and to discuss the reasons parents decide to homeschool their children. The brief also shows that the number of homeschoolers, and the proportion of the student population they represent, has increased since 1999.
|NCES 2004018||Undergraduate Enrollments in Academic, Career, and Vocational Education
This issue brief examines postsecondary vocational education within the context of all undergraduate education, using a new taxonomy that classifies undergraduate majors as academic majors or career majors. The taxonomy further divides career majors into subbaccalaureate and baccalaureate level majors. At the baccalaureate level, career majors are considered nonvocational and at the subbaccalaureate level they are considered vocational. Using the new taxonomy, most baccalaureate and sub-baccalaureate students in 1999-2000 were enrolled in career-oriented majors, as opposed to academic majors. Sub-baccalaureate students were more likely than baccalaureate students to enroll in career majors, with about 7 out of 10 sub-baccalaureate students having vocational career majors. These findings are based on data from degree-seeking undergraduates in the 1999-2000 National Postsecondary Student Aid Study.
|NCES 2004020||Participation in Technology-Based Postcompulsory Education
This Issue Brief examines participation in formal, post compulsory learning activities (such as college programs and courses, employer-provided training, and other coursework) in which computer technologies were used to deliver instruction. The analysis uses the 2001 Adult Education and Lifelong Learning Survey of the National Household Education Surveys Program to examine overall participation in these activities, as well as differences in the extent to which learners with various characteristics (by gender, race/ethnicity, occupation, education level, income, and locale) participate in technology-based activities.
|NCES 2003005||Racial/Ethnic Differences in the Path to a Postsecondary Credential
This issue brief tracks student progress along the path from high school to a postsecondary credential, using various education milestones to examine were in this path racial/ethnic differences arise. The brief uses the National Education Longitudinal Study of 1988 “Fourth Follow-up, 2000,” which follows students who were in the eighth grade in 1988, and thus were eight years beyond their expected high school graduation in 2000. The brief first examines three milestones that are traditional indicators of student progress—the on-time attainment of a regular high school diploma, enrollment in a postsecondary institution within the year following high school graduation, and attainment of a postsecondary credential within the scheduled timeframe for that credential. Less stringent milestones are also examined; these milestones are the completion of high school by 2000, enrollment in postsecondary education by 2000, and attainment of a postsecondary credential by 2000.
|NCES 2003022||Mathematics Teachers' Familiarity with Standards and their Instructional Practices: 1995 and 1999
This issue brief uses data from the TIMSS 1995 and TIMSS 1999 surveys to examine the degree of teacher familiarity with various standards and assessments in 1995 and 1999. It then compares teacher reports of their instructional practices in classrooms with teacher reports of their familiarity with standards and assessments. The analysis shows that teacher awareness of state curriculum guides and state assessments increased between 1995 and 1999. In addition, the Brief provides modest support for the existence of a relationship between familiarity with policy instruments and teacher practices.
|NCES 2002120||Vocational Education Offerings in Rural High Schools
This report uses data from the 1999 Fast Response Survey System "Survey on Vocational Programs in Secondary Schools" to examine vocational education offerings in rural, suburban, and urban schools. The report finds that suburban and urban schools offered similar numbers and types of programs, while rural schools offered fewer programs. In particular, rural schools were less likely than schools in other areas to offer vocational education programs for occupations that were projected to be fast-growing. This difference in offerings may reflect differences in local labor markets.
|NCES 2002029||Beyond School-Level Internet Access: Support for Instructional Use of Technology
This brief uses information collected from teachers in 1999 about their use of technology and the Internet in school. The analyses look at the extent of reported teacher use by extent of support and training offered to teachers and by characteristics of the school such as minority enrollment and poverty status.
|NCES 2001460||NAEPfact - Civics: What Do 4th Graders Know, and What Can They Do?
This article desscribes performance on 30 questions from the 1998 NAEP 4th grade assessment.
|NCES 2001461||NAEPfact - Civics: What Do 12th Graders Know, and What Can They Do?
This article describes 12th graders' performance on 38 questions from the 1998 NAEP assessment.
|NCES 2001462||NAEPfact - Civics: What Do 8th Graders Know and What Can They Do?
This article describes 8th graders performance on 37 questions of the 1998 NAEP civics assessment.
|NCES 2001485||Student Jobs and Volunteer Service
This article describes the 1998 NAEP civics assessment where 12th graders who participated in volunteer service had higher scores than those who did not do volunteer service. Also, 12th graders working 6-15 hours per week had higher scores than those students who either worked longer hours or did not work at all.
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