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 Pub Number  Title  Date
NCES 2018070 Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
1/30/2019
NCES 2019052 Documentation to the 2016-17 Common Core of Data (CCD) Universe Files (2019-052)
These data files provide new data for the universe of public elementary and secondary schools and agencies in the United States in school year 2016–17.
1/16/2019
NCES 2017094 Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
2/20/2018
NCES 2018052 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2015-16
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2015-16.
12/26/2017
REL 2017256 Impact of the Developing Mathematical Ideas professional development program on grade 4 students' and teachers' understanding of fractions
The purpose of this study was to assess the impact of the Developing Mathematical Ideas (DMI) professional development program on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions. The study was conducted during the 2014/15 school year. A total of 84 schools from eight school districts in three states (Florida, Georgia, and South Carolina) agreed to participate. Participants included 264 grade 4 teachers and their 4,204 students. The study utilized the "gold standard" methodology involving random assignment of schools to either DMI or the control condition. Teachers in the DMI condition participated in 24 hours of professional development on fractions during fall 2014. They attended eight 3-hour sessions conducted over four days (two 3-hour sessions per day; one day per month). DMI did not demonstrate any impact on student knowledge of fractions. Students of DMI teachers performed at almost the same level as those taught by control teachers; the difference was not statistically significant. The impact of the DMI on teachers’ knowledge of fractions was inconclusive. DMI teachers performed slightly better than teachers who did not participate in DMI, but the result was not statistically significant. It was, however, close to the threshold of statistical significance (p = .051).
3/15/2017
NCES 2016014 Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/8/2016
REL 2017183 Stated Briefly: How kindergarten entry assessments are used in public schools and how they correlate with spring assessments
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study examined how many public schools nationwide used kindergarten entry assessments (KEAs), and for what purposes; the characteristics of public schools that used KEAs; and whether the use of KEAs was correlated with student assessment scores in reading and mathematics in spring of the kindergarten year. Drawing on a nationally representative sample from the Early Childhood Longitudinal Study—Kindergarten Class of 2010—11 (ECLS—K:2011), the study examined responses to an ECLS—K:2011 administrator questionnaire that included a set of questions about schools' uses of KEAs. The sample consisted of 9,370 kindergarten students attending 640 public schools. Schools that used KEAs were compared to schools that did not in terms of enrollment, student body demographics, and other characteristics. In addition, multilevel regression models were used to compare students' kindergarten spring assessment scores in early reading and mathematics at schools that did and did not report KEA use, after controlling for fall assessment scores, student demographics, and school characteristics. Overall, 73 percent of public schools offering kindergarten classes reported that they used KEAs. Among schools using KEAs, 93 percent stated that individualizing instruction was one purpose, and 80 percent cited multiple purposes. Schools' reported use of KEAs did not have a statistically significant relationship with students' early reading or mathematics achievement in spring of the kindergarten year after controlling for student and school characteristics. Results from this study offer contextual information to state-level administrators as they select, develop, and implement KEAs. Future research could examine relationships between the nature and quality of KEA implementation and student outcomes.
10/12/2016
REL 2017182 How kindergarten entry assessments are used in public schools and how they correlate with spring assessments
This study examined how many public schools nationwide used kindergarten entry assessments (KEAs), and for what purposes; the characteristics of public schools that used KEAs; and whether the use of KEAs was correlated with student assessment scores in reading and mathematics in spring of the kindergarten year. Drawing on a nationally representative sample from the Early Childhood Longitudinal Study—Kindergarten Class of 2010—11 (ECLS—K:2011), the study examined responses to an ECLS—K:2011 administrator questionnaire that included a set of questions about schools' uses of KEAs. The sample consisted of 9,370 kindergarten students attending 640 public schools. Schools that used KEAs were compared to schools that did not in terms of enrollment, student body demographics, and other characteristics. In addition, multilevel regression models were used to compare students' kindergarten spring assessment scores in early reading and mathematics at schools that did and did not report KEA use, after controlling for fall assessment scores, student demographics, and school characteristics. Overall, 73 percent of public schools offering kindergarten classes reported that they used KEAs. Among schools using KEAs, 93 percent stated that individualizing instruction was one purpose, and 80 percent cited multiple purposes. Schools' reported use of KEAs did not have a statistically significant relationship with students' early reading or mathematics achievement in spring of the kindergarten year after controlling for student and school characteristics. Results from this study offer contextual information to state—level administrators as they select, develop, and implement KEAs. Future research could examine relationships between the nature and quality of KEA implementation and student outcomes.
10/12/2016
NCES 2016076 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014-15
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2014-15.
10/4/2016
NCES 2016006 Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
4/28/2016
NCES 2015196 Career Paths of Beginning Public School Teachers Results From the First Through Fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study
This report presents 5-year longitudinal data on attrition and mobility for public school teachers (e.g., percentages teaching all years, teaching in the same school, returning or expected to return to teaching), by selected teacher characteristics using data from the first through fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study.
10/1/2015
NCES 2015151 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2013-14
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2013-14.
8/27/2015
NCES 2015118 Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014
The School Attendance Boundary Survey (SABS) data file contains school attendance boundaries for regular schools with grades kindergarten through twelfth in the 50 states and the District of Columbia for the 2013-2014 school year. Prior to this survey, a national fabric of attendance boundaries was not freely available to the public. The geography of school attendance boundaries provides new context for researchers who were previously limited to state and district level geography.
8/17/2015
NCES 2015011 Digest of Education Statistics, 2013
The 49th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
5/7/2015
NCES 2015337 Public School Teacher Attrition and Mobility in the First Five Years: Results From the First Through Fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study
This First Look report provides selected findings from all five waves of the Beginning Teacher Longitudinal Study (BTLS) along with data tables and methodological information. The BTLS follows a sample of public elementary and secondary school teachers who participated in the 2007-08 Schools and Staffing Survey (SASS), and whose first year of teaching was 2007 or 2008. The BTLS sample includes teachers who leave teaching in the years after the SASS data collection and those who continue to teach either in the same school as the last year or in a different school. The purpose of the Beginning Teacher Longitudinal Study is to provide a better understanding of the impact that different life events have on teachers careers (such as getting married, moving to a new location, or starting a family). It will also provide some insight on how school and/or district characteristics and policies affect teacher satisfaction, and how teachers respond to transitions in their lives and careers (such as moving to a different school, changing the grade levels or subject taught, becoming a mentor, transitioning into a K-12 administration position, or exiting the teaching field). The study will contribute to policymakers' understanding of teachers and of teachers' careers as they enter, leave, or re-enter the teaching workforce and make important career and life decisions.
4/30/2015
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