Search Results: (1-10 of 10 records)
|NCES 2019164||U.S. Results from the 2018 International Computer and Information Literacy Study (ICILS) Web Report
This web report provides comparative information about the computer and information literacy of 8th-grade students in the United States and 13 other education systems that participated in the International Computer and Information Literacy Study (ICILS) 2018. ICILS is a computer-based international assessment, sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by the National Center for Education Statistics (NCES). It measures 8th-grade students’ skill and experience in using information communications technologies (ICT) as well as teacher use of ICT in school. ICILS data are based on an assessment of student ICT capabilities using a computer as well as student and teacher responses to survey questions on computer access, use, and self-efficacy.
|NCES 2019031||Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS): Methodological Report, NCES 2019-031
This report summarizes the methodological findings of a pilot study that was designed to test the feasibility of collecting eighth-grade student transcript and course catalog data via electronic submissions.
The transcript data of eighth-grade students from Trial Urban District Assessments (TUDA) schools that participated in the NAEP 2017 eighth-grade mathematics and reading assessments were collected.
|NCES 2006058||Trends in International Mathematics and Science Study (TIMSS) 2003 U.S. datafile and User's Guide
This datafile contains the U.S. TIMSS 2003 data, including data that was collected only in the United States and not included on the international database available from the IEA, and a Data User's Guide. The additional data relate to the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. This datafile is intended to be used in conjunction with the international datafile available from the IEA.
|NCES 92088||National Education Longitudinal Study of 1988 First Follow-up: Student Component Data File User's Manual Volume II
These NELS:88 files contain data on NELS:88 first follow-up students and schools. The student file also contains dropout data for those students who left school. The user manual will familiarize data users and others with the procedures followed for data collection and processing and provide necessary documentation for use of the files. Volume II of this 2 volume user manual series on the First Follow-UP: Student Component Data File is a companion to User’s Manual Volume I NCES 92-030. Volume I includes technical information and Appendices A through L. Volume II includes questionnaires used in the survey in appendices M though W.
|NCES 2001072||The Condition of Education, 2001
The Condition of Education 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 print edition includes 59 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Also in the 2001 edition is a special focus essay on the access, persistence, and success of first-generation students in postsecondary education.
|NCES 97017||NAEPFacts: Reading Assessment in the Nation's Fourth- and Eighth-Grade Classrooms
As part of the 1994 National Assessment in Educational Progress (NAEP) in reading, the teachers of 6,692 fourth-graders and 7,651 eighth-graders were asked about their instructional and assessment techniques. Because the sample of students was representative of all fourth- and eighth-graders in the country, these results provide some indication of how America's fourth- and eighth-grade students are being assessed in reading.
|NCES 97804||Constructed Response Tests in the NELS:88 High School Effectiveness Study
This report describes an experiment in constructed response testing undertaken in conjunction with the National Education Longitudinal Study of 1988 (NELS:88). The experiment was designed to explore the practical and psychometric issues involved in using constructed response test formats in the context of a large-scale, voluntary national survey. This report also describes the objectives and issures involved in the development of the constructed response tests, and on the steps taken to address these issues. Finally, this report concludes with a summary of the major issues and results, and with a description of the data file that will be made available to researchers wishing to conduct further investigations.
|NCES 97052||NELS:88 Survey Item Evaluation Report
This report is designed for researchers who may use the NELS:88 data to study the longitudinal progress of eighth graders through their next four years. Its purpose is to convey information about the measurement characteristics of the survey items in the base year and first and second follow-ups—in particular, about the nature of nonresponse and about convergence of information from alternative sources. The analysis of measurement characteristics is necessary because substantive research depends on the ability to generalize from responses to items on a paper-and-pencil form to tests of models and theories about how schools work and students learn. Percentages of responses depend on both the state of the individual (the so-called “true value”) and the processes by which the individual interprets the item wording and decides which of several responses to make. All of the items in NELS:88 are multiple choice (bubble-coded) items, and the wording of both the question and the response alternatives affects the response generation process.
|NCES 97885||Essential Skills in Mathematics: A Comparative Analysis of American and Japanese Assessments of Eighth-Graders
This report uses data from examinations given in Japan and the United States to assess the essential components of the taught curriculum in each country. Students in each country were assessed using examinations designed specifically for students in that country. This report compares the nature of these examinations, the expectations based on the curriculum, and student perfomances on the included items. This comparison, combined with an accompanying analysis of the curricular intents for American eighth-graders and their Japanese counterparts in grade two of lower secondary school, provides a rich picture of the differences in student performance and curricular emphases and expectations that mark this study.
|NCES 92486||A Profile of American 8th Grade Mathematics and Science Instruction
Using NELS:88 data, this analysis report will describe the general characteristics of NELS:88 eighth graders' math and science teachers, as well as characteristics of instruction in their classes. Because it is based on a probability sample of U.S. eighth graders and their schools, generalizations can be made to the nation's eighth grade schools. General class variables such as class size, achievement level, number of LEP students, amount of homework assigned, textbook uses, topic coverage and time spent on various tasks in the classroom will be examined. Teacher and student background characteristics may also be studied as predictors of student achievement in math and science.
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