Publications & ProductsSearch Results: (46-60 of 80 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2014360 | High School Longitudinal Study of
2009 (HSLS:09) First Follow-up:
A First Look at Fall 2009 Ninth-Graders in 2012
This First Look introduces new data from the High School Longitudinal Study of 2009 collected in the spring of 2012 when most sample members were in their 11th-grade year. The analyses examine students’ educational expectations; students’ math performance on an algebra assessment, including gains since the 9th grade; students’ math and science efficacy; and students’ initial planning for postsecondary educational application and enrollment. |
10/1/2013 |
| NCES 2012001 | Digest of Education Statistics, 2011
The 47th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
6/13/2012 |
| NCES 201203 | Education Longitudinal Study of 2002 (ELS:2002/12) Third Follow-Up Field Test Report
This report describes in detail the processes and results of the 2011 Field Test conducted to vet the operational procedures and instruments for the third follow-up of the Educational Longitudinal Study of 2002. |
5/17/2012 |
| NCES 2011355 | High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders' Parents, Teachers, School Counselors, and School Administrators
This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009. This report focuses on the contextual data provided by students' parents and school staff. The analyses examine parents' educational expectations for their ninth-graders as well as savings for postsecondary education; teachers' preparation and experience; and school administrators’ challenges in managing students’ schools across students' socioeconomic and academic backgrounds. |
9/13/2011 |
| NCES 2011334 | High School Longitudinal Study of 2009 (HSLS:09): Public-Use Data File
This datafile contains the public-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education. |
8/24/2011 |
| NCES 2011328 | High School Longitudinal Study of 2009 (HSLS:09): Base-Year Data File Documentation
This documentation contains information necessary to understand and to analyze the base-year data of the High School Longitudinal Study of 2009 (HSLS:09). |
8/24/2011 |
| NCES 2011333 | High School Longitudinal Study of 2009 (HSLS:09): Restricted-Use Data File
This datafile contains the restricted-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education. The restricted-use datafile includes state representative data for ten states, school characteristics, and more detailed information than what is available in the public-use dataset. |
8/24/2011 |
| NCES 2011327 | High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 9th-Graders
On June 28, the National Center for Education Statistics will release High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders. This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009 and will follow these students through postsecondary education and the world of work. The base year data focus on students’ transitions into high school, especially their decisions about courses and plans for postsecondary education and careers. The HSLS:09 study captures these decisions, plans, expectations, and activities generally but also specifically in math and science. |
6/28/2011 |
| NCES 2011388 | ELS:2002 Updated First Look Tables for 2003-2004 High School Graduates: Postsecondary Attendance and Expectations for Further Education
These web tables report estimates of postsecondary enrollment, type of institution, selectivity of institution, highest level of education attempted and expectations for further education for ELS:2002 respondents who were high school graduates in 2003-2004. |
6/21/2011 |
| NCES 2011462 | America’s High School Graduates: Results of the 2009 NAEP High School Transcript Study
This report presents information about the types of courses 2009 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the twelfth-grade National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 37,700 high school graduates. The 2009 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and other demographic characteristics are examined. In addition, the report takes a closer look at science, technology, engineering, and mathematics (STEM) coursetaking, ways in which graduates may earn more credits, and the coursetaking patterns of students with disabilities and English language learners. Additional technical notes provide information on the sample design, school and student participation rates, the inclusion/exclusion criteria for graduates, and other statistical information for interpreting the results. Highlights of the study findings show that in 2009 graduates earned over three credits more than their 1990 counterparts, or about 420 additional hours of instruction during their high school careers. A greater percentage of 2009 graduates completed more challenging curriculum levels than 1990 or 2005 graduates. Graduates with stronger academic records earned higher NAEP scores. For example, graduates who completed who a rigorous curriculum, completed a higher level mathematics or science course in ninth grade, or who completed an Advanced Placement (AP) or International Baccalaureate (IB) mathematics or science course, had NAEP scores at the Proficient level in both mathematics and science. A larger percentage of female than male graduates completed a midlevel or rigorous curriculum in 2009. In 2009, male graduates generally had higher NAEP mathematics and science scores than female graduates completing the same curriculum level. White, Black, Hispanic, and Asian/Pacific Islander graduates earned, on average, more credits and higher grade point averages (GPAs) in 2009 than they did in 1990. Since 1990, more graduates from each racial/ethnic group completed at least a standard curriculum. |
4/13/2011 |
| NCES 2011015 | Digest of Education Statistics, 2010
The 46th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
4/5/2011 |
| NCES 2010013 | Digest of Education Statistics, 2009
The 45th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
4/7/2010 |
| NCES 2010330 | Documentation for the Restricted-Use NCES-Barron's Admissions Competitiveness Index Data Files:1972, 1982, 1992, 2004, and 2008
Data file documentation (NCES 2010-330) describes the Barron’s Admissions Selector for 1972, 1982, 1992, 2004, and 2008 (in NCES 2010-331) and the procedure followed in assigning HEGIS FICE and IPEDS UNITID codes to the institutions listed in Barron’s. This documentation also provides example SAS programs for merging the NCES−Barron’s Competitive Index Data files with NLS-72, HS&B, NELS:88, ELS-2002 and BPS longitudinal studies as well as a number of issues to assist the researcher. This data documentation accompanies the NCES−Barron’s Admissions Competitiveness Index Data Files (NCES 2010-331). |
12/2/2009 |
| NCES 2010331 | NCES-Barron's Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, 2008
The NCES−Barron’s Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, 2008 (NCES 2010-331) contain the Barron’s college admissions competitiveness selectivity ratings for 1972, 1982, 1992, 2004, 2008, along with the NCES Higher Education Information System (HEGIS) FICE ID and Integrated Postsecondary Education Data System (IPEDS) UNITID codes and the Office of Postsecondary Education OPEID codes of each postsecondary institution included. Also included are the city and state of each institution included in the Barron’s lists. The years selected correspond to the years that students in the longitudinal studies (NLS-72, HS&B, NELS:88, ELS-2000, and BPS) initially attended the 4-year postsecondary institutions. Each of the five NCES−Barron’s index files is available in a separate worksheet in an Excel workbook file that is in Excel 1997–2003 compatible format. |
12/2/2009 |
| NCES 2009020 | Digest of Education Statistics, 2008
The 44th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/18/2009 |
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