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Search Results: (1-15 of 207 records)

 Pub Number  Title  Date
NCES 2022047 Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. public-use data files and documentation
The TIMSS 2019 U.S. public-use data files and documentation include the following at grades 4 and 8: student, teacher, and school data in ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. The TIMSS 2019 U.S. public-use student, teacher, and school data files include U.S. specific variables that are not part of the U.S. data files in the IEA’s TIMSS 2019 international database. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049.
10/17/2022
NCES 2022048 Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. restricted-use data files and documentation
The TIMSS 2019 U.S. restricted-use data files and documentation include the following at grades 4 and 8: student and school data in ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. The TIMSS 2019 U.S. restricted-use student and school data files include U.S. specific variables that are not part of the TIMSS 2019 U.S. public-use data files or the U.S. data files in the IEA’s TIMSS 2019 public-use international database. They include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. student and school data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049.
10/17/2022
NCES 2022049 U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS)
The U.S. TIMSS 2019 Technical Report and User’s Guide provides an overview of the design and implementation of TIMSS 2019 in the United States and includes guidance for researchers using the U.S. datasets.

This information is meant to supplement the IEA’s TIMSS 2019 Technical Report and TIMSS 2019 User Guide by describing those aspects of TIMSS 2019 that are unique to the United States including information on merging the U.S. public- and restricted-use student, teacher, and school data files with the U.S. data files in the international database.
10/17/2022
NCES 2022041 Changes Between 2011 and 2019 in Achievement Gaps Between High- and Low-Performing Students in Mathematics and Science: International Results From TIMSS
This Statistics in Brief (SiB) uses data from the 2011 and 2019 Trends in International Mathematics and Science Study (TIMSS), and explores how achievement gaps between high- and low-performing 4th- and 8th-grade students in the U.S. and other education systems have changed over time. Achievement gaps are defined as the differences in scores between students at the 90th percentile of performance (high-performing) and those at the 10th percentile of performance (low-performing); they are also known as “score gaps.” The SiB focuses on two questions for each grade and subject: (1) In which education systems did score gaps between high- and low-performing students change (widen or narrow) between 2011 and 2019? (2) Is the widening or narrowing of score gaps between 2011 and 2019 driven primarily by changes in the scores of high-performing students, low-performing students, or both?
10/12/2022
NCES 2023004 Program for the International Assessment of Adult Competencies (PIAAC) County-level Estimation for Age and Education Groups Methodology Report
This is the third methodology report on Program for the International Assessment of Adult Competencies (PIAAC) Small Area Estimation (SAE) published by the National Center for Education Statistics in PIAAC Cycle I. The first report was written to describe the methodology used for the purpose of creating model-based estimates of average scores and high, middle, and low proficiency levels of adult skills for all states and counties in the U.S. The second report described the statistical models to produce the same types of estimates for state-level age and education groups. This report describes the methodology used to produce the county-level estimates by age and education groups.
9/26/2022
NCES 2022090 Postsecondary Institutions and Cost of Attendance in 2021-22; Degrees and Other Awards Conferred: 2020-21, and 12-Month Enrollment: 2020-21
This set of provisional web tables include fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2021 collection, which included three survey components: Institutional Characteristics for the 2021-22 academic year, Completions covering the period July 1, 2020, through June 30, 2021, and data on 12-Month Enrollment for the 2020-21 academic year.
8/23/2022
NCES 2022122REV 2021-22 Common Core of Data (CCD) Preliminary Files

These files are the product of the CCD data collection for the 2021-22 school year. Data are reported at state, district, and school levels as of October 1, 2021.

This CCD release includes preliminary Directory (version 0b), CCD School (version 0a), and Student Membership (version 0a) data. The version 0b preliminary Directory data in this release reflect updates made after the February 28, 2022 submission deadline and replace the 0a version Directory data released on May 11, 2022. The CCD School and Student Membership data in this release largely represent the data submitted by the state education agencies as of the April 29, 2022 file submission due date and include detailed data (i.e., student counts by grade, race/ethnicity, and sex) at the SEA level and total membership minus adult education at the district and school levels. Washington was not able to submit Student Membership data as of the submission deadline.

While the preliminary files have been reviewed to verify that the counts are within expected ranges, the data in this release has not yet undergone the full data quality review process and may contain errors that have not yet been resolved. They are meant to provide data users with a timely data release. Due to the preliminary nature of the data, users should analyze the data with caution.

8/16/2022
NCES 2022026 Qualifications of Public School Mathematics and Computer Science Teachers in 2017‒18
This report examines the education and certification qualifications of public school mathematics/computer science teachers by selected school characteristics during school year 2017–18. Data are reported separately for teachers of high school and middle school grades.
6/30/2022
NCES 2022050 Program for the International Assessment of Adult Competencies (PIAAC) State-level Estimation for Age and Education Groups Methodology Report
This is the second methodology report on Program for the International Assessment of Adult Competencies (PIAAC) Small Area Estimation (SAE) published by the National Center for Education Statistics in PIAAC Cycle I. The first report was written to describe the methodology used for the purpose of creating model-based estimates of average scores and high, middle, and low proficiency levels of adult skills for all states and counties in the U.S. This report further describes the statistical models to produce the same types of estimates for state-level age and education groups.
6/17/2022
NCEE 2022006 Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices
Helping teachers become more effective in the classroom is a high priority for school leaders and policymakers. This study examined one promising strategy for improving teachers’ effectiveness: providing individualized coaching using videos of teachers’ instruction for reflection, practice, and feedback. The coaching focused on general, rather than subject specific, teaching practices. About 100 elementary schools were randomly divided into three groups: one where teachers received five highly structured cycles of focused, professional coaching during a single school year, one where teachers received more coaching (eight cycles), and one that continued with its usual strategies for supporting teachers. The study compared teachers’ experiences and their students’ achievement across the three groups to determine the effectiveness of the two versions of the coaching.
6/6/2022
NCES 2022004 U.S. Adults With Low Literacy and Numeracy Skills: 2012/14 to 2017
This Data Point examines the U.S. adult population with low levels of English literacy and numeracy at two points in time—in the years 2012/2014 and 2017—using the data from the Program for the International Assessment of Adult Competencies (PIAAC). PIAAC is a large-scale international study of working-age adults (ages 16–65).
5/18/2022
NCES 2022301 Revenues and Expenditures for Public Elementary and Secondary Education: FY 20

The finance tables and figures introduce new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2020. Specifically, the tables include the following school finance data:

  • revenue and expenditure totals;
  • revenues by source;
  • expenditures by function and object;
  • current expenditures; and
  • current expenditures per pupil.
5/11/2022
NCES 2022307 The Feasibility of Collecting School Pension Data: An Evaluation of Data From the Pilot School Pension Survey (SPS) School Year 2016–17 (FY 17)
The pilot School Pension Survey (SPS) collected pension and social security status data from 9 state education agencies (SEAs) in its first year. The R&D report provides a discussion of respondents’ ability to report survey data items including unit response rates (percentage of school units where at least one SPS data variable was collected), item response rates; whether states have the administrative records available to report pension-related data; data quality issues; data anomalies; and edit procedures. The SEA and LEA respondent burden, as well as the advantages and challenges of collecting pension data are also discussed. Finally, the report discusses whether the benefits of the SPS outweigh the challenges.
2/23/2022
NCES 2022065 International Computer and Information Literacy Study (ICILS): U.S. ICILS 2018 Technical Report and User’s Guide
The U.S. ICILS 2018 Technical Report and User’s Guide provides an overview of the design and implementation of ICILS 2018 in the United States.
2/22/2022
NCES 2022007 Adult Literacy and Lifeskills Survey (ALL) U.S. 2003 Restricted Use File (RUF) with Rescaled Literacy and Numeracy Scores for Trend with the Program for the International Assessment of Adult Competencies (PIAAC)
This file contains information on the literacy and numeracy skills of adults ages 16-65 in the United States and allows for trend analysis with PIAAC data. Over 3,400 respondents are in the sample.
1/31/2022
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