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 Pub Number  Title  Date
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 200708 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
NCES 2014015 Digest of Education Statistics, 2012
The 48th 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.
12/31/2013
NCES 2012001 Digest of Education Statistics, 2011
The 47th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American 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.
6/13/2012
NCES 2012325REV Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2010-11 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2010-11 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
5/1/2012
NCES 2011318 Beginning Teacher Attrition and Mobility: Results From the First Through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study
This First Look report provides selected findings from the first three 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.
9/14/2011
NCES 2011361 Data File: NCES Common Core of Data Public Elementary/ Secondary School Universe Survey Preliminary File: School Year 201011
The preliminary file includes variables related to school directory, school charateristics (type, Titile I status, magnet flag, etc), and membership. The preliminary file was created to provide users with data for purposes that may have a greater need for timeliness than for verified accuracy. Although most of the variables in the file had been examined and edited, some variables were not screened and checked. Thus, the preliminary file may not reflect the final data that states submit.
7/29/2011
NCES 2011345REV Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2009-10 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2009-10 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
4/20/2011
NCES 2011015 Digest of Education Statistics, 2010
The 46th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American 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.
4/5/2011
NFES 2011801 Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED)
The Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) developed a taxonomy for assigning standard codes to elementary and middle school courses. This taxonomy is intended to make it easier for school districts and states to maintain longitudinal student records electronically, and to transmit course taking information from one student information system to another, from one school district to another, and from a school district to a state department of education.
1/11/2011
REL 2010093 Patterns of Student Mobility Among English Language Learner Students in Arizona Public Schools
REL West's study, Patterns of Student Mobility Among English Language Learner Students in Arizona Public Schools, looked at three types of student mobility to determine what proportion of Arizona public school students and English language learner students are mobile, whether mobility varies by education level, whether mobility is greater within or between districts, and how district size is related to mobility rates within and between districts. The study also sought to determine whether mobility in Arizona public schools is similar to findings elsewhere showing an association between student mobility and student characteristics such as special education status and race/ethnicity.
10/25/2010
NCES 2010345 Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2008-09 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2008-09 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
7/8/2010
NCES 2010371 Data File: NCES Common Core of Data Public Elementary/ Secondary School Universe Survey Preliminary File: School Year 200910
The preliminary file includes variables related to school directory, school charateristics (type, Titile I status, magnet flag, etc), teacher FTE counts, and membership. The preliminary file was created to provide users with data for purposes that may have a greater need for timeliness than for verified accuracy. Although most of the variables in the file had been examined and edited, some variables were not screened and checked. Thus, the preliminary file may not reflect the final data that states submit.
6/13/2010
WWC IRELLRW10 WWC Reviews Research on Read Well for English Language Learners
This is an updated Intervention Report in the English Language Learners topic area on Read Well, a reading curriculum for kindergarten and first-grade students whose goal is to increase students' literacy abilities. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. The WWC reviewed five studies that investigated the effects of Read Well on English language learners. One study meets WWC evidence standards. This study included 34 first-grade English language learner students from a school in rural Colorado. Based on this study, the WWC found Read Well to have no discernible effects for reading achievement and potentially positive effects for English language development.
6/8/2010
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