Search Results: (16-30 of 348 records)
|NCES 2017116||Program for International Student Assessment (PISA) 2015 Massachusetts Restricted-use Data Files
This CD-ROM contains PISA 2015 restricted-use data for Massachusetts, which participated in PISA separately from the nation. The CD-ROM includes all data files connected to data collection in Massachusetts: student, teacher, and principal/school files. These files also include a unique NCES school ID number that can be used to merge the data files with other public NCES datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details. Users of these data files are encouraged to refer to the PISA 2015 Technical Report, which provides details on the methods and operations used in collecting the data. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
|NCES 2017118||Program for International Student Assessment (PISA) 2015 North Carolina Restricted-use Data Files
This CD-ROM contains PISA 2015 restricted-use data for North Carolina, which participated in PISA separately from the nation. The CD-ROM includes all data files connected to data collection in Massachusetts: student, teacher, and principal/school files. These files also include a unique NCES school ID number that can be used to merge the data files with other public NCES datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details. Users of these data files are encouraged to refer to the PISA 2015 Technical Report, which provides details on the methods and operations used in collecting the data. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
|NCES 2017119||Program for International Student Assessment (PISA) 2015 Puerto Rico Restricted-use Data Files
This CD-ROM contains PISA 2015 restricted-use data for Puerto Rico, which participated in PISA separately from the nation. The CD-ROM includes all data files connected to data collection in Massachusetts: student, teacher, and principal/school files. These files also include a unique NCES school ID number that can be used to merge the data files with other public NCES datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details. Users of these data files are encouraged to refer to the PISA 2015 Technical Report, which provides details on the methods and operations used in collecting the data. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
|REL 2018281||Scientific evidence for the validity of the New Mexico Kindergarten Observation Tool
The purpose of this study was to determine whether there was scientific support for using the New Mexico Kindergarten Observation Tool (KOT) to measure distinct domains of children's knowledge and skills at kindergarten entry. The research team conducted exploratory and confirmatory factor analyses to identify the latent constructs (or domains) measured in the 2015 KOT field test. In addition, internal consistency analyses were conducted and Rasch modeling was applied to examine item functioning and differential item functioning among student subgroups. Correlational analyses were conducted to examine patterns of associations between validated KOT domains and an independent kindergarten assessment—the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Finally, the research team examined the proportion of classroom-level variance in children's KOT scores by calculating the variance partition coefficient after fitting four-level unconditional models. Factor analyses provided support for a two-domain structure measuring children's knowledge and skills in two distinct areas: (1) cognitive school readiness (or academic knowledge and skills) and (2) noncognitive school readiness (or learning and social skills) as well as support for a one-domain structure measuring children's general school readiness. In addition, these KOT domains were moderately correlated with the DIBELS; the KOT cognitive domain was more strongly correlated with DIBELS than the KOT noncognitive domain. For each of the 26 KOT items, rating scale categories functioned appropriately. Three KOT items demonstrated differential item functioning for student subgroups, which signals potential bias for these items. Additional work is required to determine whether those items are truly unfair to certain student subgroups. Finally, classroom-level variation in children's KOT ratings was found. Although there was not scientific support for generating KOT scores based on the state's six intended domains (Physical Development, Health, and Well-Being; Literacy; Numeracy; Scientific Conceptual Understanding; Self, Family, and Community; Approaches to Learning), the 2015 KOT field test produced valid and reliable measures of children's knowledge and skills across two distinct domains and for one overall score that kindergarten teachers can use to better understand and plan for individual children's knowledge and skills at the beginning of kindergarten. Recommended next steps for New Mexico include replication of construct validity analyses with the most recent version of the KOT, consultation with a content expert review panel to investigate further the three items flagged for potential item bias, and further investigation of the sources of classroom-level variance.
|NCEE 20184003||Progress and Challenges in Developing Tiered Quality Rating and Improvement Systems (TQRIS) in the Round 1 Race to the Top-Early Learning Challenge (RTT-ELC) States
The Race to the Top-Early Learning Challenge grant program promoted the development of rating systems to document the quality of early childhood education programs. This evaluation report describes progress made by states that received the Round 1 grants in developing and implementing Tiered Quality Rating and Improvement Systems (TQRIS). The report is based on interviews with TQRIS administrators in the nine Round 1 states in 2015. It found substantial differences in the ways that states structured and implemented, promoted participation in, and rated and monitored programs in their systems.
|NCES 2017249||Collaborative Problem Solving Skills of 15-Year-Olds: Results From PISA 2015
The focus of this Data Point is on the performance of students in the United States relative to their peers in 50 other education systems that participated in the PISA collaborative problem solving assessment in 2015. The PISA assessment of collaborative problem solving measured students’ ability to solve a problem by sharing the understanding and effort required to come to a solution, and pooling their knowledge, skills, and effort to reach that solution. Readers interested in more detailed data related to collaborative problem solving should also visit the NCES PISA website for data tables and figures. Please visit https://nces.ed.gov/surveys/pisa/pisa2015/index.asp to learn more.
|REL 2018280||Time to proficiency for Hispanic English learner students in Texas
This study examined the time it took for English learner students in Texas public schools to reach key educational outcomes for the first time, including attaining English proficiency and satisfactory performance on reading and mathematics state assessments. The study also estimated the probability of attaining these outcomes based on several student characteristics (e.g., initial English language proficiency, receipt of special education services, and being overaged at grade 1 entry) and educational experiences (e.g., the type of English learner program: English as a Second Language or bilingual). Historical data from the Texas Education Agency was used to construct a cohort of Hispanic students who entered Texas public schools in grade 1 as English learner students in the 2005/06 school year (85,611 students). Students were followed for up to eight years, through the 2012/13 school year, including while classified as English learner students and after exit from English learner status. Discrete-time survival analyses were used to estimate the probability of attaining outcomes over time.
|REL 2018275||Indicators of successful teacher recruitment and retention in Oklahoma rural school districts
The purpose of this study was to identify factors associated with successful recruitment and retention of teachers in Oklahoma rural school districts, in order to highlight potential strategies to address Oklahoma’s teaching shortage. The study was designed to identify teacher-level, district-level, and community characteristics in rural Oklahoma that predict which teachers are most likely to be successfully recruited (as defined in this study as having completed a probationary period of employment in a district for three years and obtained tenure status in their fourth year of teaching) and retained (as defined in this study as the duration of employment of tenured teachers in a given school district). For context, the study also explores patterns of teacher job mobility in Oklahoma in rural and nonrual schools. This correlational study covers a 10-year period, the 2005/06 to 2014/15 school years, and uses data from Oklahoma State Department of Education, Office of Educational Quality and Accountability, and community characteristics from data in federal noneducation sources. The study found that teachers who are male, those who have higher postsecondary degrees, and those who have more teaching experience are harder than others to recruit and retain in Oklahoma schools. Another key finding is that for teachers in rural schools, total compensation and increased responsibilities in job assignment (as measured by full-time equivalent and additional nonteaching assignments) are positively associated with successful recruitment and retention. The exploration of the patterns of teacher job mobility in Oklahoma showed that teachers at rural schools have a 70 percent chance of reaching their fourth year of teaching in the same district and, therefore, reaching tenure; this rate is slightly lower than the rates for teachers in nonrural areas. Also, rural school districts in Oklahoma had consistently lower rates of success in recruiting teachers than nonrural school districts from 2006/07 to 2011/12. In conclusion, the evidence provided by this study can be used to inform incentive schemes to help retain certain groups of teachers and increase retention rates overall. In addition, the results of this study could inform the design of more rigorous studies, such as impact evaluations, of such incentive schemes.
|REL 2018278||Advanced course completion rates among New Mexico high school students following changes in graduation requirements
In an effort to promote college and career readiness, the state of New Mexico passed a law in 2008 requiring high school students to complete at least one unit of advanced coursework (for example, Advanced Placement [AP], gifted and talented, honors, and International Baccalaureate courses) in order to graduate. The purpose of this was to study examine the completion of advanced coursework during the period following the legislative change for all high school students in New Mexico who were freshmen in 2009/10, 2010/11, and 2011/12 and were in a New Mexico high school for four years. Descriptive statistics were used to examine differences by student subgroups (White, Hispanic, and American Indian students) and other characteristics (student performance on the 8th grade standards-based exam, free-reduced price lunch status, and English learner status), and by school characteristics (school size, school performance rating, Title I status, and urbanicity). The study finds that over 56 percent of students in New Mexico completed one or more advanced courses in high school. Results indicate that a higher percentage of White students completed one or more advanced courses than Hispanic and American Indian students. This gap in course completion across racial and ethnic groups was smaller, though persisted, when examining high-performing students. Results show that a higher percentage of students in larger schools completed one or more advanced courses than in smaller schools, and this gap persisted even when examining high-performing students. Education agencies could improve supports aimed at increasing advanced course access (for example, staff development efforts, teacher quality, and paying AP exam fees) and the supply of advanced course offerings in schools with low advanced course completion rates in order to help improve advanced course participation and completion rates.
|REL 2018277||Graduation exam participation and performance, graduation rates, and advanced course-taking following changes in New Mexico graduation requirements, 2011–15
New Mexico students who were in grade 9 in 2009/10 and were expected to graduate in 2013 were the first cohort to be required to meet increased math and science course requirements and to take a new graduation exam. The purpose of this study was to describe graduation exam performance of the 2011–2015 cohorts, enrollment in Algebra II and lab science for the 2014–2015 cohorts, and the relationship of exam performance and enrollment with graduation outcomes. Grade 11 and 12 exam results for five cohorts of students–2011 cohort through 2015 are compared. Among students who took an exam in grade 11, the percentages who scored proficient or above on the reading, math, and science components of the exams by grade 12 are compared across cohorts and by gender, race/ethnicity, free or reduced-price lunch eligibility status, and English learner status. Percentages of student subgroups in cohort 2014 and cohort 2015 who took Algebra II and two lab sciences are also compared. The report describes the percentage of students in different subgroups who go on to graduate for those with various levels of performance on the exams and for those who are and are not taking Algebra II and two lab science courses. The results indicate that among students who stayed in school to grade 11, more scored proficient or higher on the math and science components of the graduation exam than before the change in requirements. The increase in proficiency rates for reading, math, and science between 2011 and 2015 was particularly large for Hispanic students and low for Native American students. Among those who stayed in school for four years, the percentage of students enrolling in Algebra II and two lab science courses increased between the 2014 cohort and the 2015 cohort, and Native American students in these cohorts had the highest rates of enrollment in these courses. Students who were proficient in more sections of the exam and students who took Algebra II and two lab science courses had higher rates of graduation than other students. The overall direction of change is positive on these measures, but differences were found in exam performance, course enrollment, and related graduation outcomes by subgroups. These differences may have implications for targeting resources and services for students most in need of support for staying in school and fulfilling requirements necessary to graduate.
|NCES 2017086||Financial Literacy of 15-Year-Olds: Results From PISA 2015
This Data Point presents results on the PISA 2015 financial literacy assessment of 15-year-old students in the United States and the 14 other education systems that participated. The Data Point discusses how U.S. 15-year-olds performed, on average, on the PISA financial literacy assessment compared to their peers in the other education systems as well as how this compares to the 2012 assessment; and the percentage of top and low performers in the United States and the other education systems. Readers interested in more detailed data should visit the NCES PISA website for additional data tables and figures. Please visit https://nces.ed.gov/surveys/pisa/pisa2015/index.asp to learn more.
|NCES 2017065||Private School Universe Survey (PSS) Restricted-Use Data File User's Manuel for School Year 2013-14
This is the data file user's manual for the 2013-14 restricted-use data. Contents include sections on frame creation, data collection, data preparation, guide to the restricted-use data, and user notes and cautions. The 2013-14 PSS questionnaire, record layout, and codebook are also included.
|REL 2017235||Examining school-level reading and math proficiency trends and changes in achievement gaps for grades 3-8 in Florida, Mississippi, and North Carolina
The purpose of this study was to use growth curve modeling to investigate school-level reading and mathematics achievement trends on the state accountability assessment in Florida, Mississippi, and North Carolina for grades 3-8. In addition, this study investigated school-level achievement trends for race/ethnicity subgroups and for free or reduced-price lunch eligibility to determine if significant changes in achievement gaps occurred over the 4-6 years studied for each state. Results indicated that in general, average school-level proficiency increased for most subgroups across grades and subjects in all three states. In addition, reductions in achievement gaps were observed for most grades in reading and mathematics. However, achievement gaps remained large despite the observed reductions. The use of growth curve modeling in the current study provides stakeholders in Florida, Mississippi, and North Carolina with a more in-depth understanding of trends in school-level proficiency than would have been possible using just the sample mean.
|REL 2017270||Educator outcomes associated with implementation of Mississippi's K-3 early literacy professional development initiative
This study examined changes in teacher knowledge of early literacy skills and ratings of quality of early literacy skills instruction, student engagement during early literacy skills instruction, and teaching competencies between winter 2014 and fall 2015. During the time frame examined, the Mississippi Department of Education began providing early literacy professional development to K-3 teachers through a series of online and face-to-face workshops. Over the course of the study, average teacher knowledge started in the 48th percentile and ended in the 59th percentile. In targeted high-need schools, during observations conducted by state literacy coaches, ratings of quality increased from the 31st percentile to the 58th percentile, student engagement increased from the 37th percentile to the 53rd percentile, and teaching competencies increased from the 30th percentile to the 44th percentile. While this study was not intended to determine if the professional development was effective or caused the observed changes, the changes appeared to be associated with teachers' participation in the professional development. At the end of the study, teachers who had not yet started the professional development were in the 54th percentile for teacher knowledge, and teachers who had completed the professional development were in the 65th percentile. Similarly, at the end of the study, teachers who had not yet started the professional development were in the 42nd percentile for quality, 39th for engagement, and 38th for teaching competencies, where as teachers who had completed the professional development were in the 59th percentile for quality, 53rd for engagement, and 54th for teaching competencies.
|REL 2017264||Establishing and sustaining networked improvement communities: Lessons from Michigan and Minnesota
The purpose of this report is to share lessons learned by Regional Educational Laboratory (REL) Midwest researchers as they worked with educators in Michigan and Minnesota to establish and sustain two networked improvement communities (NICs). A NIC is a type of collaborative research partnership that uses principles of improvement science within networks to learn from variation across contexts. At the request of the Michigan Department of Education, REL Midwest worked with educators at the school, district, intermediate school district, and state levels to establish the Michigan Focus NIC, with the goal of reducing disparities in student achievement within schools. At the request of the Minnesota Department of Education, REL Midwest worked with educators at the state and regional levels to establish the Minnesota Statewide System of Support NIC. This NIC aimed to improve the supports that the Minnesota Department of Education provides to its six Regional Centers of Excellence, which implement school improvement strategies in the schools in the state with the lowest performance and largest achievement gaps. Although there is practical guidance for how NICs should structure their work, few published accounts describe the process of forming a NIC. Through its experience working with educators to form two NICs, REL Midwest learned that it is important to: build a cohesive team with members representing different types of expertise; reduce uncertainty by clarifying what participation would entail; build engagement by aligning work with ongoing efforts; use activities that are grounded in daily practice to narrow the problem of practice to one that is high leverage and actionable; and embed capacity building into NICs to build additional expertise for using continuous improvement research to address problems of practice. This report offers guidance to researchers and educators as they work to establish and sustain NICs. The lessons learned come from efforts to establish NICs in two specific contexts and therefore may not be generalizable to other contexts.