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 Pub Number  Title  Date
NCES 2018080 Education Demographic and Geographic Estimates (EDGE) Geocodes: Public Schools and Local Education Agencies, 2016-2017
This document describes the content of geocode files developed for schools and LEAs reported in the 2016-2017 Common Core of Data (CCD) school and agency universe as of November 2017, including point locations (latitude/longitude values) for schools and LEAs developed by the Education Demographic and Geographic Estimates (EDGE) program. These data are needed to address a variety of spatially-oriented tasks and research questions. They provide information needed to construct NCES school-based surveys; they provide indicators needed to help determine program eligibility; and they provide the foundation for determining geographic associations with other types of entities. The geocode files in the CCD include the unique school and agency identifiers assigned by CCD, and this shared ID can be used to integrate the geocodes with the CCD directory files.
5/1/2018
NCES 2018099 School Attendance Boundary Survey (SABS) File Documentation: 2015-2016
The School Attendance Boundaries Survey (SABS) was an experimental survey conducted by the National Center for Education Statistics (NCES) with assistance from the U.S. Census Bureau to collect school attendance boundaries for regular schools in the 50 states and the District of Columbia. Attendance boundaries, sometimes known as school catchment areas, define the geographic extent served by a local school for the purpose of student assignments. School district administrators create attendance areas to help organize and plan district-wide services, and districts may adjust individual school boundaries to help balance the physical capacity of local schools with changes in the local school-age population. This document summarizes the final cycle of the experimental boundary collection. The 2015-16 SABS collection was intended to update boundaries collected during the 2013-2014 cycle and to supplement boundaries from additional districts not included in the previous collection.
5/1/2018
NCES 2017094 Digest of Education Statistics, 2016
The 52nd 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.
2/20/2018
NCES 2017035 Education Demographic and Geographic Estimates Program (EDGE): Composite School District Boundaries File Documentation
The NCES Composite School District Boundaries combine the boundaries of three of the U.S. Census Bureauís Topologically Integrated Geographic Encoding and Referencing (TIGER) school district layers (Elementary, Secondary, and Unified) into a single file. This simplifies the task of linking school district boundaries with other types of school district data by eliminating the need to join data to multiple boundary files. It also simplifies district-level mapping by providing wall-to-wall school district geographic coverage for all U.S. territory in a single file. This school district boundary file was developed from geographic shapefiles created by the U.S. Census Bureau and made available for download by the U.S. Department of Educationís National Center for Education Statistics (NCES) through its Education Demographic and Geographic Estimates (EDGE) program.
8/1/2017
NCES 2016014 Digest of Education Statistics, 2015
The 51st 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.
12/8/2016
NCES 2017006 NAEP 2014 U.S. History, Geography, and Civics –Restricted-Use Data File
This CD-ROM contains data and documentation files for the NAEP 2014 national assessments in U.S. history, geography, and civics at grade 8, for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
7/3/2016
NCES 2016006 Digest of Education Statistics, 2014
The 50th 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.
4/28/2016
NCES 2016012 Education Demographic and Geographic Estimates Program (EDGE): Locale Boundaries Userís Manual
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program develops geographic data to help policymakers, program administrators, and the public understand relationships between educational institutions and the communities they serve. One of the commonly used geographic data items is the NCES locale classification, a general geographic indicator that categorizes U.S. territory into four types of areas: City, Suburban, Town, and Rural. Each type of area contains three subtypes. NCES uses the locale indicators to support research, analysis, and sample design. It provides a locale code for each institution in its administrative data collections--Common Core of Data (CCD), Integrated Postsecondary Education Data System (IPEDS), and the Private School Survey (PSS)--and includes locale assignments as indicators in most NCES school-based sample surveys. Although NCES includes a locale assignment as a data item in most of its activities, the geographic boundaries used to create the assignments were first developed and published as a data product in 2015. The purpose of the NCES locale file is to provide annually updated locale boundaries in a spatial data format that can be used to support supplemental research and analysis. The NCES locale file allows data users to create locale indicators for additional institutions or locations, and enables a closer examination of physical features and social conditions that may affect education in each type of locale.
12/1/2015
NCES 2015118 Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014
The School Attendance Boundary Survey (SABS) data file contains school attendance boundaries for regular schools with grades kindergarten through twelfth in the 50 states and the District of Columbia for the 2013-2014 school year. Prior to this survey, a national fabric of attendance boundaries was not freely available to the public. The geography of school attendance boundaries provides new context for researchers who were previously limited to state and district level geography.
8/17/2015
NCES 2015011 Digest of Education Statistics, 2013
The 49th 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.
5/7/2015
NCES 2015112 The Nationís Report Card: 2014 U.S. History, Geography, and Civics at Grade 8

This report presents grade 8 results for the 2014 National Assessment of Educational Progress (NAEP) in U.S. history, geography, and civics. National results for representative samples of students are reported as average scale scores and as percentages of students performing at three achievement levels: Basic, Proficient, and Advanced. Additional results are reported based on studentsí demographic characteristics and educational experiences. The results are presented along with sample tasks and student responses. Information is also provided on NAEP samples and school and student participation rates. Trend results are reported for previous assessment years in these three subjects.

Since 1994, the first year of the NAEP U.S. history assessment, the average score for eighth-graders has increased by 8 points. There was no significant change in the average score compared to 2010. In 2014, seventeen percent of eighth-graders performed at the Proficient level in U.S. history, 53 percent performed at the Basic level, and 1 percent performed at the Advanced level.

There have been no significant changes in geography scores for eighth-graders since either the first assessment year (1994) or the previous assessment in 2010. In 2014, twenty-four percent of eighth-graders performed at the Proficient level in geography, 48 percent performed at the Basic level, and 3 percent performed at the Advanced level.

Compared to 1998, the first year of the NAEP civics assessment, the average score for eighth-graders in 2014 has increased by 4 points. There was no significant change in the average score compared to 2010. Twenty-two percent of eighth-graders performed at the Proficient level in civics, 51 percent performed at the Basic level, and 2 percent performed at the Advanced level.

4/29/2015
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 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 2011467 The Nationís Report Card: Geography 2010
The report presents results of the 2010 National Assessment of Educational Progress (NAEP) in geography. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported for selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for student demographic groups defined by various characteristics (e.g., race/ethnicity, gender, and studentsí eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Results from the 2010 assessment are compared to those from two previous assessments in 1994 and 2001. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners. In comparison to the last assessment in 2001, average scores in 2010 were higher at grade 4 and not significantly different at grades 8 and 12. Gains for Black students from 1994 to 2010 contributed to a narrowing of the White Ė Black score gaps at grades 4 and 8. Gains for Hispanic students from 1994 to 2010 contributed to a narrowing of the White Ė Hispanic score gap at grade 4. The percentage of students performing at or above the Proficient level in 2010 was 21 percent at grade 4, 27 percent at grade 8, and 20 percent at grade 12.
7/19/2011
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
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