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 Pub Number  Title  Date
NCES 2012293 2011-12 Integrated Postsecondary Education Data System (IPEDS) Methodology Report
This report describes the universe, methods, and editing procedures used in the 2011-12 Integrated Postsecondary Education Data System (IPEDS) data collection.
7/12/2012
NCES 2012162REV 2010 College Course Map
The College Course Map (CCM) is a taxonomy system for coding postsecondary education courses in NCES research studies. This publication describes how the newest version of the College Course Map was updated and provides a listing of all the course codes used for the postsecondary education transcript studies conducted in 2009 (PETS:09) .
1/19/2012
NCES 2012246 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) Methodology Report
This report describes the methods and procedures used in the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). These students, who started their postsecondary education during the 2003-04 academic year, were first interviewed as part of the 2004 National Postsecondary Student Aid Study (NPSAS:04). BPS:04/09 is the second and final follow-up interview of this cohort. This report provides the methodology and outcomes of the BPS:04/09 student interview data collection, transcript data collection, and administrative records matching. The BPS study is unique in that it includes both traditional and nontraditional students, follows their paths through postsecondary education over the course of 6 years, and is not limited to enrollment at a single institution. For the first time in BPS, transcripts were collected from all of the postsecondary institutions attended by the sample. Together, the student interview and transcript data collections represent a significant and rich data source on this cohort of first-time beginning students.
11/30/2011
NCES 2012151 Statistical Methods for Protecting Personally Identifiable Information in the Disclosure of Graduation Rates of First-Time, Full-Time Degree- or Certificate-Seeking Undergraduate Students by 2-Year Degree-Granting Institutions of Higher Education
This Technical Brief provides guidance to Title IV 2-year degree-granting institutions in meeting the statutory disclosure requirement related to graduation rates while minimizing the risk of revealing the graduation status of individual students.
10/25/2011
NCES 2011457 Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009
This research and development report provided two measures of change in each NAEP participating state’s inclusion rate taking into consideration the prevalence of different types and severities of disabilities and the accommodations the states permits in their own testing programs compared to those allowed by NAEP to students with disabilities in 4th- and 8th- grade reading and mathematics assessments. The study reported results for all 50 states and District of Columbia and used data from the 2005, 2007, and 2009 NAEP assessments of fourth- and eighth-grade reading and mathematics. This two approach methodology—nation-based and jurisdiction-specific— analyzed the inclusion rates from different perspectives. The analysis indicates the status and change in state level inclusion rates. The report presented status of inclusion in 2009 and changes in the rates from 2007 and 2005.
9/29/2011
NCES 2011465 The 2009 High School Transcript Study User’s Guide
This user’s guide documents the procedures used to collect and summarize the data from the 2009 High School Transcript Study. Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the 2009 data files and codebooks that are encompassed by this report. The appendices contain the data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2009 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the collected transcripts, plus a complete listing of CSSC codes; codebooks for all of the 2009 data files; and a glossary.
9/29/2011
NCES 2011049 Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 2: Science
This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. Chapter 2 provides a full description of the sampling approach implemented in each country. Chapter 3 details how the data were collected, processed, and managed. Chapter 4 describes the questionnaires collected from the teachers in the videotaped lessons, including how they were developed and coded. Chapter 5 provides details about the codes applied to the video data by a team of international coders as well as several specialist groups. Chapter 6 describes procedures for coding the content and the classroom discourse of the video data by specialists. Lastly, in chapter 7, information is provided regarding the weights and variance estimates used in the data analyses. There are also numerous appendices to this report, including the questionnaires and manuals used for data collection, transcription, and coding.
7/27/2011
NCES 2011607 National Institute of Statistical Sciences Configuration and Data Integration Technical Panel: Final Report
NCES asked the National Institute of Statistical Sciences (NISS) to convene a technical panel of survey and policy experts to examine potential strategies for configuration and data integration among successive national longitudinal education surveys. In particular the technical panel was asked to address two related issues: how could NCES configure the timing of its longitudinal studies (e.g., Early Childhood Longitudinal Study [ECLS], Education Longitudinal Study [ELS], and High School Longitudinal Study [HSLS]) in a maximally efficient and informative manner. The main, but not sole, focus was at the primary and secondary levels; and what could NCES do to support data integration for statistical and policy analyses that cross breakpoints between longitudinal studies. The NISS technical panel delivered its report to NCES in 2009. The principle recommendations included in the report are: 1. The technical panel recommended that NCES should configure K-12 studies as a series of three studies: (i) a K-5 study, followed immediately by (ii) a 6-8 study, followed immediately by (iii) a 9-12 study. One round of such studies, ignoring postsecondary follow-up to the 9-12 study, requires 13 years to complete. 2. The technical panel also recommended that budget permitting; NCES should initiate a new round of K-12 studies every 10 years. This can be done in a way that minimizes the number of years in which multiple major assessments occur. The panel found that there is no universal strategy by means of which NCES can institutionalize data integration across studies. One strategy was examined in detail: continuation of students from one study to the next. Based on experiments conducted by NISS the technical panel found that: 3. the case for continuation on the basis that it supports cross-study statistical inference is weak. Use of high-quality retrospective data that are either currently available or are likely to be available in the future can accomplish nearly as much at lower cost. 4. Continuation is problematic in at least two other senses: first, principled methods for constructing weights may not exist and, second, no matter how much NCES might advise to the contrary, researchers are likely to attempt what is likely to be invalid or uninformative inference on the basis of continuation cases alone. 5. The technical panel urged that, as an alternative means of addressing specific issues that cross studies, NCES consider the expense and benefit of small, targeted studies that target specific components of student’s trajectories.
3/28/2011
NCES 2011608 National Institute of Statistical Sciences Data Confidentiality Technical Panel: Final Report
NCES asked the National Institute of Statistical Sciences (NISS) to convene a technical panel of survey and policy experts to examine the NCES current and planned data dissemination strategies for confidential data with respect to: mandates and directives that NCES make data available; current and prospective technologies for protecting and accessing confidential data, as well as for breaking confidentiality; and the various user communities for NCES data and these communities’ uses of the data. The principle goals of the technical panel were to review the NCES current and planned data dissemination strategies for confidential data, assessing whether these strategies are appropriate in terms of both disclosure risk and data utility, and then to recommend to NCES any changes that the task force deems desirable or necessary. The NISS technical panel delivered its report to NCES in 2008. The report included four principal recommendations, the first three of which confirmed existing NCES strategies and practices:

  1. The technical panel recommended that all NCES analyses and publications be based on restricted databases produced by applying data swapping operations to original data as collected and edited.
  2. The technical panel also recommended that access to restricted databases be controlled under license from NCES.
  3. The panel recommended that NCES produce public databases whenever possible (by applying further appropriate statistical disclosure limitation techniques) and provide access to the public databases electronically by means of a data access system (DAS).
  4. Furthermore the panel recommended that NCES tailor the user interfaces of data access systems to user communities.
3/10/2011
NCES 2011603 Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting
This Statewide Longitudinal Data Systems (SLDS) Technical Brief examines what protecting student privacy means in a reporting context. To protect a student’s privacy, the student’s personally identifiable information must be protected from public release. When schools, districts, or states publish reports on students’ educational progress, they typically release aggregated data—data for groups of students—to prevent disclosure of information about an individual. However, even with aggregation, unintended disclosures of personally identifiable information may occur. Current reporting practices are described and each is accompanied by an example table that is used to consider whether the intended protections are successful.

The Brief also illustrates that some practices work better than others in protecting against disclosures of personally identifiable information about individual students. Each data protection practice requires some loss of information. The challenge rests in identifying practices that protect information about individual students, while at the same time minimizing the negative impact on the utility of the publicly reported data. Drawing upon the review and analysis of current practices, the Brief concludes with a set of recommended reporting rules that can be applied in reports of percentages and rates that are used to describe student outcomes to the public. These reporting rules are intended to maximize the amount of detail that can be safely reported without allowing disclosures from student outcome measures that are based on small numbers of students.

NCES welcomes comments on the recommended reporting rules.
12/21/2010
NCES 2011188 2007–08 National Postsecondary Student Aid Study (NPSAS:08) Full-scale Methodology Report
This report describes the methods and procedures used for the 2008 National Postsecondary Student Aid Study (NPSAS:08). NPSAS is a comprehensive study of financial aid among postsecondary education students in the United States and Puerto Rico that provides information on trends in financial aid and on the ways in which families pay for postsecondary education. NPSAS:08 included important changes from previous NPSAS cycles in its sample design. For example, the student sample was augmented to oversample students who had received Academic Competitiveness Grants (ACG) and Science and Mathematics Access to Retain Talent (SMART) Grants. This oversampling permitted inclusion of several new interview items, allowing policymakers to gauge student knowledge about these new grant programs. NPSAS:08 was designed to provide state-level representative estimates for undergraduate students within four institutional strata—public 2-year institutions; public 4-year institutions; private not-for-profit 4-year institutions; and private for-profit institutions for six states: California, Georgia, Illinois, New York, Minnesota, and Texas. However, sufficient comparability in survey design and instrumentation was maintained to ensure that important comparisons with past NPSAS studies could be made.
12/8/2010
NCES 2011601 Basic Concepts and Definitions for Privacy and Confidentiality in Student Education Records
This Technical Brief discusses basic concepts and definitions that establish a common set of terms related to the protection of personally identifiable information, especially in education records in the Statewide Longitudinal Data Systems (SLDS). This Brief also outlines a privacy framework that is tied to Fair Information Practice Principles that have been promulgated in both the United States and international privacy work.
11/23/2010
NCES 2011602 Data Stewardship: Managing Personally Identifiable Information in Student Education Records
This Statewide Longitudinal Data Systems (SLDS) Technical Brief focuses on data stewardship, which involves each organization’s commitment to ensuring that privacy, confidentiality, security, and the appropriate use of data are respected when personally identifiable information is collected. Data stewardship involves all aspects of data collection, from planning, collection and maintenance to use and dissemination. The Brief also discusses internal control procedures that should be implemented to protect personally identifiable information, including the use of unique student identifiers and linking codes, workforce security, authorization for access, role based access to student record data, permitted uses, and the handling of data breaches. This Brief concludes with a discussion of accountability and auditing, including an overview of the types of audit activities that can be implemented to ensure that all stages of data stewardship have been successfully implemented.
11/23/2010
NCES 2010067 Errata Sheet: Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Twin imputation problem in 9-month and 2-year data
This errata sheet documents an imputation issue that affects the 9-month and 2-year parent education, labor force status, occupation, household income, socioeconomic status, and poverty status variables for some twins. The errata sheet indicates which cases are affected by this issue and for which variables. It also provides code that can be used to recode data for some twins.
5/18/2010
NCES 2010009 Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Preschool--Kindergarten 2007 Psychometric Report
This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect assessments of the children through questions asked of parents, early care and education providers, and teachers.
4/16/2010
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