Search Results: (1-15 of 48 records)
|NCES 2019099||Career and Technical Education Coursetaking in 2013, by Locale
This Data Point examines coursetaking in career and technical education among public school graduates from city, suburban, town, and rural high schools.
|NCES 2019489REV||Trends in Ratio of Pell Grant to Total Price of Attendance and Federal Loan Receipt
This Data Point examines trends in the total price of attendance covered by Pell Grants and the percentage of Pell Grant recipients who receive federal student loans in academic years 2003–04, 2007–08, 2011–12, and 2015–16. This report draws on data from the National Postsecondary Student Aid Study.
|NCES 2019437||Changes in Undergraduate Program Completers’ Borrowing Rates and Loan Amounts by Age: 1995–96 Through 2015–16
This Data Point examines the percentage of undergraduate students who had ever borrowed for postsecondary education and compares borrowing rates and loan amounts among five age groups from 1995–96 through 2015–16.
|NCES 2019179||Adult Literacy in the United States
Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of English literacy and describes how they differ by nativity status and race/ethnicity.
PIAAC is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults' education, work experience, and other background characteristics. In the United States, when the study was conducted in 2011–12 and 2013–14, respondents were first asked questions about their background, with an option to be interviewed in English or Spanish, followed by a skills assessment in English. Because the skills assessment was conducted only in English, all U.S. PIAAC literacy results are for English literacy.
This Data Point focuses on the following two questions:
|NCES 2019154||Algebra I Coursetaking and Postsecondary Enrollment
The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of over 23,000 9th-graders in 2009. This study follows students throughout their secondary and postsecondary years assessing student trajectories, major fields of study, and career paths. The Base Year collection occurred in 2009, with a First Follow-up in 2012 and a Second Follow-up in 2016. The 2016 survey included questions about when students last took Algebra I and whether they had ever enrolled in postsecondary education by the end of February 2016.
|NCES 2019431||Going Back to College: Undergraduates Who Already Held a Postsecondary Credential
This Data Point presents the percentage of undergraduates who already held a postsecondary certificate or degree while enrolled in 2015–16 and examines the current field of study among those who held a bachelor’s or higher degree.
|NCES 2019039||Relationship Between Educational Attainment and Labor Underutilization
This Data Point examines the relationship between educational attainment and the rates at which adults are unemployed or underemployed (working involuntarily part time or involuntarily in a temporary job).
|NCES 2019176||Dual Enrollment: Participation and Characteristics
This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. Follow-up surveys were administered to the cohort in 2012, 2013, and 2016. The study also obtained data from students’ high school transcripts, generally covering the fall 2009 term through the summer 2013 term. Students in HSLS:09 were asked questions about courses they took for college credit during their high school tenures. This arrangement is commonly known as “dual” or “concurrent” enrollment and is promoted as a means to help students prepare and demonstrate their readiness for the rigors of college coursework, as well as potentially save on the costs of college.
|NCES 2019053||Cyberbullying and Cell Phone Policy in U.S. Primary and Secondary Schools
This report describes principals’ reports of the frequency with which cyberbullying occurred among U.S. students in 2010 and 2016. Additionally, this report examines schools with more frequent reports of cyberbullying and compares groups of schools with varying racial/ethnic compositions and rules prohibiting cell phone use during school hours.
|NCES 2019020||Mental Health Staff in Public Schools, by School Racial and Ethnic Composition
This report describes the level of mental health staffing in majority-minority schools (more than half of the students are racial or ethnic minorities) and other schools (at least half of students are White and non-Hispanic).
|NCES 2019015||Parent and Student Expectations of Highest Education Level
The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of over 23,000 9th graders in 2009. This study follows students throughout their secondary and postsecondary years assessing student trajectories, major fields of study, and career paths. The Base Year collection occurred in 2009, with a First Follow-up in 2012 and a Second Follow-up in 2016. Parents were asked to select the highest level of education that they expected their child to complete. At several points over time, students were asked to select the highest level of education they expected themselves to complete.
|NCES 2019045||Three-Year Persistence and Attainment Among Subbaccalaureate Occupational Students: 2006 and 2014
This Data Point uses data from the 2006 and 2014 administrations of the Beginning Postsecondary Students Longitudinal Studies to look at the rate at which students remain in school or attain a credential within three years of their initial enrollment—that is, their persistence and attainment rate.
|NCES 2019119||Factors That Influence Student College Choice
This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in eleventh grade. This survey included questions about characteristics that would influence choosing a school or college after high school.
|NCES 2019123||Reasons High School Students Change Their Educational Setting
This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in the eleventh grade. The 2012 survey included questions about whether students had left their base-year school and asked the reasons why. This Data Point focuses on the 11.5 percent of students in the HSLS cohort who reported that they changed their educational setting by transferring schools or becoming homeschooled between the time they were surveyed in 2009 and the time they were surveyed in 2012.
|NCES 2018164||Literacy and Numeracy Skills of U.S. Men and Women
This Data Point examines the literacy and numeracy skills of U.S. men and women using combined data from the Program for the International Assessment of Adult Competencies (PIAAC) in 2012 and 2014. Men and women did not have different literacy scores, but men had higher numeracy scores overall, as well as in each age group and educational attainment level examined.