Search Results: (16-30 of 210 records)
|NCES 2018041||NAEP Reading 2017 District Snapshot Reports
Each district that participated in the NAEP 2017 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch.
|NCES 2018143||Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching
This Statistics in Brief investigates early-career teachers’ preparation for teaching and receipt of support by selected characteristics of the schools in which they taught during the 2011–12 school year.
|NCES 2018103||Public School Teacher Autonomy, Satisfaction, Job Security, and Commitment: 1999–2000 and 2011–12
This Statistics in Brief highlights changes in teacher autonomy, satisfaction, job security, and commitment between 1999–2000 and 2011–12. The report focuses on patterns between perceived level of autonomy and perceptions of job security, satisfaction, and commitment. This report relies on a sample of U.S. public school teachers using data collected through the 1999–2000 and 2011–12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire.
|NCES 2018421||First-Generation Students: College Access, Persistence,
and Postbachelor’s Outcomes
This Statistics in Brief focuses on students whose parents have not attended college and examines these students’ high school success and postsecondary enrollment, persistence and degree completion once they enrolled in college, and graduate school enrollment and employment outcomes after they attained a bachelor’s degree. Their outcomes are compared to those of their peers whose parents had attended or completed college. This report draws on data from three nationally representative studies from the National Center for Education Statistics: the Education Longitudinal Study of 2002 (ELS:2002), the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), and the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12).
|NCES 2018088||High School Students' Views on Who Influences Their Thinking about Education and Careers
This Statistics in Brief report uses data from the 2012 follow-up of the High School Longitudinal Study of 2009 to examine who public high school students view as their main influence when considering education after high school and careers.
|NCES 2018106REV||Student Victimization in U.S. Schools: Results From the 2015 School Crime Supplement to the National Crime Victimization Survey
This report uses data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to examine student criminal victimization and the characteristics of crime victims and nonvictims. It also provides findings on student reports of the presence of gangs and weapons and the availability of drugs and alcohol at school, student reports of bullying, and fear and avoidance behaviors of crime victims and nonvictims at school.
|NCES 2018054||How Principals in Public and Private Schools Use Their Time: 2011–12
This Statistics in Brief examines the mean percentage of time that principals reported spending on various activities in the 2011–12 school year, both overall and by selected school, staffing, and principal characteristics.
|NCES 2018009||First-Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences
This Statistics in Brief examines background and educational characteristics, plans for college, postsecondary enrollment, and postsecondary completion patterns of first-generation college students and their peers whose parents have college degrees. The brief also explores how postsecondary plans, attendance, and completion varies between these two groups of students. In addition, the brief presents the reasons why some 2002 high school sophomores who were postsecondary enrollees did not obtain a credential by 2012.
|NCES 2018007||Adult Education Attainment and Assessment Scores: A Cross-National Comparison
This Statistics in Brief builds upon the findings in an earlier NCES report to provide additional cross-national comparisons of adult literacy and numeracy proficiencies by education attainment based on the 2011-12 PIAAC.
|NCES 2017200||Teacher Professional Development By Selected Teacher and School Characteristics: 2011–12 (NCES 2017-200)
This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011–12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional development activities during the 2011–12 school year. The report focuses on public school teachers’ responses to questions regarding the topics covered in their professional development activities; the amount of time spent in those activities in the last 12 months; the support they received for participation; and whether they engaged in less formal professional activities, such as working collaboratively with other teachers on instruction. The report examines each of these aspects of public school teachers’ professional development not only nationwide but also by the level of the schools in which they taught, their years of teaching experience, and the locale in which they taught.
|NCES 2017436||The Debt Burden of Bachelor's Degree Recipients
This Statistics in Brief examines the student loan repayment status and outstanding debt of 2007–08 bachelor’s degree recipients 4 years after they completed their degree. The data used in this study are drawn from a nationally representative, longitudinal survey of students who completed the requirements for a bachelor’s degree during the 2007–08 academic year—the Baccalaureate and Beyond Longitudinal Study (B&B:08/12).
|NCES 2017096||The Years Before School: Children’s Nonparental Care Arrangements From 2001 to 2012
This Statistics in Brief examines the nonparental care arrangements of children in the United States, from birth through age 5, who are not yet enrolled in kindergarten, describing children’s relative, nonrelative, and center-based care arrangements from 2001 to 2012.
|NCES 2017416||A Profile of the Enrollment Patterns and Demographic Characteristics of Undergraduates at For-Profit Institutions
This Statistics in Brief profiles the demographic, background, and enrollment characteristics of undergraduates attending for-profit postsecondary institutions in 2012. Based on data from the National Postsecondary Student Aid Study (NPSAS), the report examines the change in for-profit enrollment over time and the degree programs and fields in which students at for-profit institutions were enrolled in 2012, as well as students’ demographic, socioeconomic, family, and background characteristics. The report includes comparisons among levels of for-profit institutions (i.e., less-than-2-year, 2-year, and 4-year) and comparisons of students enrolled in for-profit institutions with students enrolled in public and nonprofit institutions.
|NCES 2017076||Instructional Time for Third- and Eighth-Graders in Public and Private Schools: School Year 2011–12
This Statistics in Brief examines the amount of time that students in grades 3 and 8 spent on different activities in 2011–12 and compares how, if at all, this time varied by activity, school sector, and grade.
|NCES 2016037||Student Victimization in U.S. Schools: Results From the 2011 School Crime Supplement to the National Crime Victimization Survey
This document reports data from the 2011 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS).1 The Web Tables show the extent to which students with different personal characteristics report being the victims of crime at school. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income.