Publications & ProductsSearch Results: (16-30 of 37 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCSER 20103008 | Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population. |
9/28/2010 |
| NCSER 20103006 | Statistical Power Analysis in Education Research
This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research. |
4/27/2010 |
| NCSER 20103007 | Teacher Perspectives of School-Level Implementation of Alternate Assessment for Students With Significant Cognitive Disabilities
Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their classroom environments. It also describes their perspectives on how well they understand the alternate assessment system, their expectations and beliefs, the availability and use of instructional resources, and their students' opportunity to learn academic content. Key findings include:
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4/27/2010 |
| NCSER 20093013 | State Profiles on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year. |
8/5/2009 |
| NCSER 20093014 | National Profile on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report summarizes national level findings from the document analysis and data verification activities for the 2006-07 school year across the 50 states and the District of Columbia. |
8/5/2009 |
| NCSER 20093020 | Facts from NLTS-2: Secondary School Experiences and Academic Performance of Students with Mental Retardation
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the secondary school experiences and academic achievements of students with mental retardation who received special education services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities. |
7/29/2009 |
| NCSER 20093017 | Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School
The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities. |
4/18/2009 |
| NCSER 20093016 | The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study
The National Center for Special Education Research has released the third major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, "The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study." This report describes changes in services and eligibility at times of transition, transitions into kindergarten, and social skills and problem behavior of young children with disabilities from 2003-04 to 2005-06. |
2/25/2009 |
| NCSER 20083011 | Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report
The National Center for Special Education Research within the Institute of Education Sciences has released the second major report from the Pre-Elementary Education Longitudinal Study (PEELS) titled "Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report." PEELS involves a nationally representative sample of children, 3 to 5 years of age when they entered the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include declassification ( children leaving special education), reclassification (movement from one primary disability group to another), changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children's performance on a series of direct and indirect assessments in the areas of emerging literacy, early math skills, social behavior, and motor skills from 2003-04 to 2004-05. |
6/10/2008 |
| NCSER 20083009 | Facts From NLTS2: Substance Use Among Young Adults With Disabilities
This report was released by the National Center for Special Education Research (NCSER) on May 20, 2008. The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to answer questions about the use of alcohol, cigarettes and illegal drugs such as marijuana, cocaine, and LSD among young adults with disabilities. The report compares substance use among this population with substance use in the general population, and compares different disability categories and demographic groups in substance use and in the receipt of substance abuse prevention education and services. The NLTS2 is funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. |
5/20/2008 |
| NCSER 20083007 | Facts From NLTS2: Orientation and Mobility Skills of Secondary School Students With Visual Impairments
This report was released by the National Center for Special Education Research (NCSER) on January 23, 2008. Orientation refers to one's ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one's ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. This report presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs. partially sighted, regular vs. special school placement, and demographic groups). It also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. |
1/23/2008 |
| NCSER 20083008 | Characteristics of States' Monitoring and Improvement Practices: State Responses to the Part B and Part C Mail Survey from the Evaluation of States' Monitoring and Improvement Practices Under the Individuals with Disabilities Education Act
The National Center for Special Education Research released the first report on the Evaluation of States' Monitoring and Improvement Practices Under IDEA study. Under IDEA, states must monitor special education and early intervention programs. Prior to the reauthorization in 2004, IDEA did not explicitly detail monitoring requirements. Provisions in the 2004 reauthorization now require states to monitor priority areas using quantifiable indicators. The current report discusses states' monitoring practices in the year prior to the enforcement of these new requirements. The two most commonly reported focus areas for monitoring programs for individuals ages 3 through 21 (Part B) were free and appropriate public education in the least restrictive environment (35 states) and access to the general curriculum (30 states). The two most commonly reported focus areas for monitoring programs for infants and toddlers (Part C) were Individualized Family Service Plan requirements and procedures (35 states) and transition to preschool (33 states). |
10/25/2007 |
| NCSER 20073006 | Perceptions and Expectations of Youth With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2)
Perceptions and Expectations of Youth With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2): released on September 11, this report from NCSER provides a picture of the self-representations and expectations of youth with disabilities, how they differ across disability categories and demographic groups, and how they compare with youth in the general population. The National Longitudinal Transition Study-2 (NLTS2), funded by IES, was initiated in 2001 and has a nationally representative sample of more than 11,000 students with disabilities. This report presents findings drawn primarily from telephone interviews or self-administered mail surveys collected from youth when they were ages 15 through 19. The report addresses questions such as how youth with disabilities describe their feelings about themselves and their lives, their secondary school experiences, their personal relationships, and their expectations for the future. |
9/11/2007 |
| NCSER 20073005 | Facts From NLTS2: Secondary School Experiences of Students With Autism
The National Center for Special Education Research at the Institute of Education Sciences has released a new fact sheet on the National Longitudinal Transition Study-2 (NLTS2) entitled Facts From NLTS2: Secondary School Experiences of Students With Autism. This fact sheet provides a national picture of the secondary school experiences of students with autism using data from the NLTS2. This study has a nationally representative sample of more than 11,000 students with disabilities. Approximately 1,000 youth with autism are included in the sample. The fact sheet provides information on such topics as the courses taken, instructional settings, the nature of the curriculum and instruction, teacher perceptions, and the types of accommodations and supports provided for students with autism. |
5/14/2007 |
| IES 20076004 | IES 2007 Biennial Report to Congress
The Institute of Education Sciences has issued the Director's Biennial Report to Congress, covering activities and accomplishments of the Institute in 2005 and 2006. Transmitted by Director Grover J. (Russ) Whitehurst as required by the Education Sciences Reform Act of 2002, the report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000. Since IES's first Biennial Report two years ago, said Whitehurst, "IES has been transformed from an organization under construction to one that is fully formed and operational." |
5/13/2007 |
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