Publications & ProductsSearch Results: (1-15 of 42 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCEE 2022008 | Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students' Outcomes
To prevent and address students’ problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students and identifying and providing supplemental support to students who need it. About 90 elementary schools were randomly assigned either to participate in the program or to continue with their usual strategies for supporting student behavior. The study compared student and teacher experiences in the two sets of schools to measure the effectiveness of the program. |
7/14/2022 |
| WWC 2022004 | Pathway to Academic Success Project Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the Pathway to Academic Success Project. The Pathway to Academic Success Project trains teachers to improve the reading and writing abilities of English learners who have an intermediate level of English proficiency by incorporating cognitive strategies into reading and writing instruction. The cognitive strategies include setting goals, tapping prior knowledge, asking questions, making predictions, articulating and revising understanding of text, and evaluating writing. Based on the research, the WWC found that implementing the Pathway to Academic Success Project has potentially positive effects on writing quality, writing conventions, and literacy achievement, compared with business-as-usual professional development and English language arts instruction. |
11/30/2021 |
| REL 2021100 | Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program
A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. This study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how participation varied by the racial/ethnic makeup of new teacher–mentor pairs; and how participation in various aspects of the program was related to new teacher retention after the first year. The study found that over 40 percent of new teachers spent at least 10 hours a month meeting with their mentor but that more than 25 percent spent less than half that much time in mentoring meetings. There were also large differences by race/ethnicity in the proportions of new teachers who reported spending time on specific topics: White new teachers were almost twice as likely as Black new teachers to report spending substantial time on classroom management. New teacher retention was related to the amount of time new teachers spent meeting with their mentor, to whether new teachers reported spending substantial time with their mentor addressing classroom management, and to the racial/ethnic alignment of new teacher–mentor pairs. |
9/16/2021 |
| NCES 2021029 | 2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19
This Research and Development report provides data on the literacy and numeracy performance of U.S. young adults at age 19, as well as examines the relationship between that performance and their earlier reading and mathematics proficiency in PISA 2012 at age 15. It also explores how other aspects of their lives at age 19—such as their engagement in postsecondary education, participation in the workforce, attitudes, and vocational interests—are related to their proficiency at age 15. |
6/15/2021 |
| REL 2021077 | Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools
To expand participation in Advanced Placement (AP) courses, several District of Columbia Public Schools (DCPS) high schools have enacted a policy mandating that all students enroll in one or more AP courses. To promote quality instruction in AP courses, DCPS recommends regular teacher participation in the Advanced Placement Summer Institute (APSI) and is considering recommending that teachers' college major be factored into teacher assignments to AP courses. To better understand this policy and these recommendations, this study examined students' AP exam taking and passing rates in schools that mandate AP course enrollment and in schools that do not, teacher participation in the APSI, and the alignment of AP teachers' college major with the AP course they teach. Three of the four high schools that adopted a mandate on AP course enrollment during the study period had higher AP exam taking and passing rates after their mandate went into place. In three of the five schools that adopted a mandate before or during the study period, the passing rate (grade 10–12 students in the school who passed at least one AP exam as a percentage of all grade 10–12 students in the school) was below 20 percent in every year of the study period, and in a fourth it was below 50 percent in every year. Fewer than one-fifth of AP teachers participated in the APSI at least once every three years. Participation rates were higher in schools offering more AP courses, in schools with lower percentages of racial/ethnic minority students, among teachers whose college major aligned with the AP course they taught, and among more experienced teachers. Among AP teachers with a college major on record, about half had a college major aligned with each specific AP course they taught, and 70 percent had a college major aligned with the broad subject area of each AP course they taught. |
4/13/2021 |
| REL 2021060 | Integrating Reading Foundations: A Tool for College Instructors of Pre‑service Teachers
The College Instructor’s Guide is designed to assist college instructors build pre-service teacher knowledge of evidence-based strategies to help kindergarten through grade 3 students acquire the language and literacy skills needed to succeed academically. This tool is intended to be used in conjunction with the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade practice guide, produced by the What Works Clearinghouse (WWC), an investment of the Institute of Education Sciences at the U.S. Department of Education. College instructors may use the lessons in this tool to provide collaborative learning experiences which engage pre-service teachers in activities that will expand their knowledge base as they read, discuss, share, and apply the key ideas and strategies presented in the WWC Practice Guide. Each lesson in this College Instructor's Guide includes the following:
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2/24/2021 |
| NCEE 2021001 | The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: Results from the Experimental Sites Initiative
Pell Grants are the cornerstone of federal financial aid for low-income students enrolled in postsecondary education. Between 2012 and 2017, the U.S. Department of Education (ED) conducted pilots of two experimental expansions to Pell Grant eligibility. The first experiment allowed income-eligible students with a bachelor’s degree, not normally eligible for Pell Grants, to obtain them for short-term occupational training programs. The second experiment allowed income-eligible students to obtain Pell Grants for very short-term programs lasting as little as eight weeks, under the normal minimum of 15 weeks of instruction. This report presents the findings from a study that tested whether these experimental expansions to Pell Grant eligibility were effective. Both pilots improved enrollment in and completion of postsecondary programs, a first step toward improving individuals’ success in the labor market. However, the labor market returns from the two experiments and how these compare to the cost of expanding Pell Grant eligibility—about $1,800 per student in this study—remain important open questions for the future. |
12/15/2020 |
| REL 2020035 | Self-Study Guide for Career Readiness in Secondary Schools
This Self-study Guide for Career Readiness in Secondary Schools was developed to help educators plan and implement district and school career readiness practices. It is intended to promote reflection about current strengths and challenges in planning for implementation of career readiness practices, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of career readiness practices and increase the number of students earning high school diplomas and successfully transition to postsecondary training and careers. |
8/12/2020 |
| NCES 2020222 | Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Public-use File (PUF)
The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2020-224). |
11/20/2019 |
| NCES 2020223 | Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Restricted-Use File (RUF)
The PIAAC U.S. 2017 Restricted-use File (RUF) consists of data from the PIAAC 2017 household sample. It contains data for individuals including responses to the background questionnaire and the cognitive assessment. Statistical confidentiality treatments were applied due to confidentiality concerns. In addition to the variables in the public use file, the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted-use license agreement with the National Center for Education Statistics. For more details on the data, please refer to Appendix E of the U.S. PIAAC technical report. (NCES 2019-224). |
11/20/2019 |
| NCES 2019059 | Data File User's Manual for the National Household Education Surveys Program of 2016: Supplementary Geocode Files for the Parent and Family Involvement in Education Survey, Early Childhood Program Participation Survey, and Adult Training and Education Survey
This Data File User's Manual contains documentation about the purpose and contents of restricted-use data files that include additional geographic information for the three 2016 National Household Education Surveys Program (NHES:2016) surveys: the Early Childhood Program Participation (ECPP) Survey, the Parent and Family Involvement in Education (PFI) Survey, and the Adult Training and Education Survey (ATES). Variables are drawn from administrative and survey data from NCES and other federal agencies (primarily data from the Census Bureau) to expand the analytic utility of NHES:2016 data. The supplementary data include geographic identifiers down to the census block group and identifiers for a child’s assigned public school district. The files also include measures based on radii around a respondent’s home for access to different education programs and schools. While additional geographic characteristic information is provided, the data support estimates of national-level characteristics and not subnational geographies like states or specific localities. The additional geocode data can be used to produce nationally representative estimates or national-level subgroup analyses such as schooling experiences of students living in low-population density areas with high employment rates across the U.S. but not schooling experiences of students in a specific rural area. |
11/4/2019 |
| NCES 2019060 | National Household Education Surveys Program of 2016: Supplementary Geocode Files for the Parent and Family Involvement in Education Survey, Early Childhood Program Participation Survey, and Adult Training and Education Survey
National Household Education Surveys Program of 2016: Supplementary Restricted-Use Geocode Data for the Parent and Family Involvement in Education, Early Childhood Program Participation, and Adult Training and Education Surveys are available through an NCES restricted-use data license. Variables are drawn from administrative and survey data from NCES and other federal agencies (primarily data from the Census Bureau) to expand the analytic utility of NHES:2016 data. The supplementary data include geographic identifiers down to the census block group and identifiers for a child’s assigned public school district. The files also include measures based on radii around a respondent’s home for access to different education programs and schools. While additional geographic characteristic information is provided, the data support estimates of national-level characteristics and not subnational geographies like states or specific localities. The additional geocode data can be used to produce nationally representative estimates or national-level subgroup analyses such as schooling experiences of students living in low-population density areas with high employment rates across the U.S. but not schooling experiences of students in a specific rural area. |
11/4/2019 |
| NCES 2018100 | National Household Education Surveys Program of 2016 Data File User's Manual
The 2016 National Household Education Surveys Program (NHES:2016) Data File User’s Manual provides documentation and guidance for users of the NHES:2016 data files, which include data from the Early Childhood Program Participation survey, the Parent and Family Involvement in Education survey, and the Adult Training and Education Survey. The survey program collected information about early childhood care, parental involvement in education, school choice, homeschooling, certifications and non-degree credentials, and adult training. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available. |
2/9/2018 |
| NCES 2018104 | National Household Education Survey Programs of 2016 Public-Use Data Files
Three surveys were fielded in 2016 as part of the National Household Education Surveys Program: the Early Childhood Program Participation survey (ECPP), the Parent and Family Involvement in Education survey (PFI), and the Adult Training and Education Survey (ATES). Data files and documentation can be downloaded directly from the website. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available. |
2/9/2018 |
| NCES 2018105 | National Household Education Surveys Program of 2016 Restricted-Use Data Files
The National Household Education Surveys Program (NHES): 2016 restricted-use files include the Early Childhood Program Participation (ECPP) file, the Parent and Family Involvement in Education (PFI) file, and the Adult Training and Education Survey (ATES) file. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available. |
2/9/2018 |
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