Publications & ProductsSearch Results: (31-45 of 76 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2014015 | Digest of Education Statistics, 2012
The 48th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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. |
12/31/2013 |
| NCES 2013153 | Web Tables—Beginning K–12 Teacher Characteristics and Preparation by School Type, 2009
Research on academic achievement has revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. The analysis also compares teachers across a number of key characteristics of the schools in which they taught, including the percentage of students who qualified for free or reduced-price lunch, location (rural, sub-urban/town, or urban), race/ethnicity, and sector (public and private). |
10/31/2012 |
| 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 |
| REL 2012129 | An Examination of Performance Based Teacher Evaluation Systems in Five States
This study of performance-based teacher evaluation systems in the five states that had implemented statewide systems as of 2010/11 finds considerable variation among them. However, all five states' systems include observations, self- assessments, and multiple rating categories. In addition, the evaluation rubrics in each state reflect most of the teaching standards set out by the Inter-state Teacher Assessment and Support Consortium. |
2/29/2012 |
| NCES 2012306 | 2011-12 Beginning Teacher Longitudinal Brochure
The Beginning Teacher Longitudinal Study (BTLS) is a study of a group of public school teachers who began teaching in 2007 or 2008. The study has followed this cohort for four 4 years. The 2011-12 year is the fifth and final year. The information gathered will permit a better understanding of how beginning teachers respond to different transitions. These transitions might include life transitions (i.e., changes in marital status, moving, having children) or career transitions (i.e., moving to a different school, teaching a different grade or subject, becoming a mentor, exiting teaching to pursue a nonteaching career). BTLS is the only study that follows beginning teachers from all around the United States. The unique value of this study comes from having information about the same people collected over time, those who provided data about their first year of teaching in Schools and Staffing Survey in 2007-08. The sample for this study was selected to be representative of the entire population of public school teachers who began teaching in 2007 or 2008. |
2/23/2012 |
| NCES 2011304 | Documentation for the 2008–09 Teacher Follow-up Survey
This report covers all phases of the Teacher Follow-up Survey (TFS), from survey planning through data file availability. The TFS determines how many teachers remained at the same school, moved to another school, or left the profession in the year following the Schools and Staffing Survey (SASS) administration. |
4/12/2011 |
| 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 2011235 | Web Tables—Public High School Teachers of Career and Technical Education in 2007-08
These Web Tables describe public school teachers of grades 9–12 during the 2007–08 school year, looking specifically at teachers whose primary teaching assignment was in career and technical education (CTE). Teachers are examined by their demographic and professional characteristics, the location and types of schools in which they taught, the characteristics of their students, and their main teaching assignment. The data are from the 2007–08 administration of the National Center for Education Statistics’ Schools and Staffing Survey. |
2/7/2011 |
| NCES 2010356 | Documentation for the NCES Common Core of Data Pilot Teacher Compensation Survey (TCS), District-Level Public-Use Data File, School Year 2006–07
This data file contains average teacher salaries and other summary data for each school district (or local education agnecy), in participating states, from the Teacher Compensation Survey, School Year 2006-07. The file contains data on the percent of teachers with varoious levels of education and percents of teachers with various levels of experience. The data are from a research and development effort to collect individual salary and demographic data on public school teachers. Data for 17 states are on the file: Arizona, Arkansas, Colorado, Florida, Idaho, Iowa, Kansas, Kentucky, Louisiana, Maine, Minnesota, Mississippi, Missouri, Nebraska, Oklahoma, South Carolina, and Texas. |
9/30/2010 |
| NCES 2010357 | Documentation for the NCES Common Core of Data Pilot Teacher Compensation Survey (TCS), School-Level Public-Use Data File, School Year 2006–07
This data file contains average salaries and other summary data for each public school, in participating states, from the 2006-07 Teacher Compensation Survey. The file contains data on the percent of teachers with varoious levels of education and percents of teachers with various levels of experience. The data are from a research and development effort to collect individual salary and demographic data on public school teachers. Sixteen states provided data that could be matched to indiviual schools. Those 16 states were: Arizona, Colorado, Florida, Idaho, Iowa, Kansas, Kentucky, Louisiana, Maine, Minnesota, Mississippi, Missouri, Nebraska, Oklahoma, South Carolina, and Texas. |
9/30/2010 |
| NCES 2010329 | An Evaluation of the Data from the Teacher Compensation Survey: School Year 2006–07
This report provides an overview of the Teacher Compensation Survey (TCS) data collection in 17 states for school year 2006-07. It also includes a comparison of state administrative records with other sources of data, data availability and quality. This report discusses the uses of the data, and the limitations and advantages of the TCS. |
9/15/2010 |
| NCES 2010328 | Documentation for the NCES Common Core of Data Pilot Teacher Compensation Survey (TCS), Restricted-Use Data File, School Year 2006–07
This restricted-Use Data File contains teacher level data from the Pilot Teacher Compensation Survey, School Year 2006-07. This is a research and development effort to collect individual salary and demographic data on public school teachers. Seven states participated in this effort: Arizona, Arkansas, Colorado, Florida, Idaho, Iowa, Kansas, Kentucky, Louisiana, Maine, Minnesota, Mississippi, Missouri, Nebraska, Oklahoma, South Carolina, and Texas. Data include base salary, total salary, highest degree earned, years of teaching experience, NCES school and agency IDs, race gender and age data. |
9/15/2010 |
| NCES 2010363 | 2007-08 Schools and Staffing Survey (SASS) and 2008-09 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2007-2008 and the 2008-2009 TFS. The TFS data and User's manual are the added features to this re-release of the 2007-2008 SASS restricted-use ECB. |
9/7/2010 |
| NCES 2010043 | Public-Use Data Files and Documentation (FRSS 95): Teachers' Use of Educational Technology in U.S. Public Schools, 2009
Abstract: This file contains data from a 2009 fast-response survey titled "Teachers' Use of Educational Technology in U.S. Public Schools." This survey provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. NCES released the results of this teacher-level survey in the First Look report Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040). Data collection for the study was conducted in two stages. The first stage was the collection of teacher sampling lists, which coincided with data collection for the school survey. Materials were mailed to the principal of each sampled school in September 2008. The materials introduced the study and requested that a list of eligible teachers be provided by mail or fax. Telephone follow-up for survey nonresponse and clarification of information on the lists was initiated in early October 2008 and completed in April 2009. The weighted list collection response rate was 81 percent. For the second stage of collection, questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Sampling and mailing was conducted in batches, as teacher lists were collected and processed, beginning in January 2009 and ending in April 2009. Respondents were offered the option of completing the survey via the web or by mail. Telephone follow-up for survey nonresponse and data clarification was initiated in early February 2009 and completed in July 2009. The weighted teacher response rate was 79 percent. The survey asked respondents to report information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students’ use of educational technology; teachers’ preparation to use educational technology for instruction; and technology-related professional development activities. Respondents reported quantities for the following: computers located in the classroom every day, computers that can be brought into the classroom, and computers with Internet access. Data on the availability and frequency of using computers and other technology devices during instructional time were also collected. Respondents reported on students’ use of educational technology resources during classes and teachers’ use of modes of technology to communicate with parents and students. Additional survey topics included teacher training and preparation to effectively use educational technology for instruction, and teachers’ opinions related to statements about their participation in professional development for educational technology. |
5/6/2010 |
| NCES 2010040 | Teachers' Use of Educational Technology in U.S. Public Schools: 2009
This First Look report presents data from a spring 2009 Fast Response Survey System (FRSS) survey on the availability and use of educational technology by public elementary/secondary school teachers. The teacher survey includes information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities. |
5/5/2010 |
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