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 Pub Number  Title  Date
NCES 2020123 Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, Third-Grade, Fourth-Grade, and Fifth-Grade Psychometric Report
This report describes the design, development, administration, quality control procedures, and psychometric characteristics of the direct and indirect child assessment instruments used to measure the knowledge, skills, and development of young children participating in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) in the in the third-, fourth-, and fifth-grade data collections. The focus of this volume is the seventh through ninth rounds of data collection: the spring 2014, spring 2105, and spring 2016 rounds.
3/30/2020
NCES 2020038 Estimating Student Achievement at the Topic Level in TIMSS Using IRT-Based Domain Scoring
Student achievement data from large-scale assessments have traditionally only been analyzed at the overall subject (for example, mathematics) or content area levels (for example, geometric thinking). This report introduces a method to analyze large-scale student achievement data at the topic level (for example, using fractions), using data from the Trends in International Mathematics and Science Study (TIMSS) fourth-grade mathematics assessment. Obtaining topic-level scores from large-scale assessments, such as TIMSS, allows for the identification of specific areas of strength and weakness in student performance and how those may be related to curricula. The introduced method has the additional benefits of straightforward implementation and intuitive interpretation.
2/25/2020
NCES 2020441 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17)
This publication describes the methods and procedures used in the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17). These graduates, who completed the requirements for a bachelor’s degree during the 2015–16 academic year, were first interviewed as part of the 2016 National Postsecondary Student Aid Study (NPSAS:16), and then followed up one year later in 2017. B&B:16/17 is the first follow-up interview of this cohort. This report details the methodology and outcomes of the B&B:16/17 student interview data collection and administrative records matching.
12/5/2019
NCES 2019417 Considerations for Using the School Courses for the Exchange of Data (SCED) Classification System in High School Transcript Studies: Applications for Converting Course Codes from the Classification of Secondary School Courses (CSSC)
The National Center for Education Statistics (NCES) began collecting high school transcripts with the High School and Beyond (HS&B) longitudinal study of students who were in the 10th grade in 1980. NCES has continued to collect transcripts for a secondary-level cohort in each subsequent decade. This report describes the two high school course coding systems used by NCES and the development of a crosswalk that allows data coded with the first system to be translated into the second system. It then provides tables with estimates generated using the two different systems.
9/20/2019
NCES 2019113 U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide
The U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016, along with information designed to facilitate access to the U.S. PIRLS and ePIRLS 2016 data.
8/27/2019
NCES 2019046 Development of the 2018 Secondary School Course Taxonomy
This report describes the development of the Secondary School Course Taxonomy (SSCT), to be used with high school transcript coursetaking data that have been coded using the School Courses for the Exchange of Data (SCED). The SSCT aggregates the SCED-coded courses into 20 subject fields that align with how NCES has traditionally reported on career and technical education.
7/23/2019
NCES 2019031 Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS): Methodological Report, NCES 2019-031
This report summarizes the methodological findings of a pilot study that was designed to test the feasibility of collecting eighth-grade student transcript and course catalog data via electronic submissions.

The transcript data of eighth-grade students from Trial Urban District Assessments (TUDA) schools that participated in the NAEP 2017 eighth-grade mathematics and reading assessments were collected.
1/18/2019
NCES 2018020 U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide
The U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 1995 & 2015, along with information designed to facilitate access to the U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 data.
11/1/2018
NCES 2018098 Measuring School Climate Using the 2015 School Crime Supplement: Technical Report
This report uses data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to develop school climate measures and identify differences in scores for various student demographics including students experiencing or not experiencing criminal victimization and bullying.
10/30/2018
NCES 2018067 2015–16 Integrated Postsecondary Education Data System (IPEDS): Data Inconsistencies Between the Outcome Measures (OM) and Graduation Rates (GR) Survey Components
This data file documentation provides guidance and documentation to users of the Integrated Postsecondary Education Data System (IPEDS) data collected in the Graduation Rates (GR), 200 Percent Graduation Rates (GR200), and Outcome Measures (OM) survey components for the 2015–16 collection year. The purpose of the report is to document the data inconsistencies between the OM, GR, and GR200 survey components and describe the efforts made by the U.S. Department of Education’s National Center for Education Statistics (NCES) to improve data quality.
8/28/2018
NCES 2018195 2017-18 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
This report describes the universe, methods, and editing procedures used in the 2017-18 Integrated Postsecondary Education Data System (IPEDS) data collection.
8/15/2018
NCES 2018183 Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, First-Grade and Second-Grade Psychometric Report
This report describes the design, development, administration, quality control procedures, and psychometric characteristics of the direct and indirect child assessment instruments used to measure the knowledge, skills, and development of young children participating in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) in the in the first- and second-grade data collections. The focus of this volume is the third through sixth rounds of data collection: the fall 2011 and spring 2012 first-grade and the fall 2012 and spring 2013 second-grade rounds. Changes to previously released kindergarten scores are also described.
7/26/2018
NCES 2018182 Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, Kindergarten Psychometric Report
This report describes the design, development, administration, quality control procedures, and psychometric characteristics of the direct and indirect child assessment instruments used to measure the knowledge, skills, and development of young children participating in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) in the kindergarten year. The focus of this volume is the first two waves of data collection: the fall 2010 kindergarten wave and the spring 2011 kindergarten wave.
7/26/2018
NCES 2018121 Administering a Single-Phase, All-Adults Mail Survey: A Methodological Evaluation of the 2013 NATES Pilot Study
This report describes the methodological outcomes from an address-based sampling (ABS) mail survey, the 2013 pilot test of the National Adult Training and Education Survey. The study tested the feasibility of (1) using single-stage sampling, rather than two-stage sampling (with a screener to identify adults within households), and (2) mailing out three individual survey instruments per household versus a composite booklet with three combined instruments.
3/30/2018
NCES 2017095 Technical Report and User Guide for the 2015 Program for International Student Assessment (PISA)
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA 2015 in the United States, as well as information on how to access the PISA 2015 data. The report includes information about sampling requirements and sampling in the United States; participation rates at the school and student level; how schools and students were recruited; instrument development; field operations used for collecting data; detail concerning various aspects of data management, including data processing, scaling, and weighting. In addition, the report describes the data available from both international and U.S. sources, special issues in analyzing the PISA 2015 data, as well as a description of merging data files.
12/19/2017
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