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 Pub Number  Title  Date
NCES 2023051 2022 NAEP U.S. History Assessment: Highlighted Results at Grade 8 for the Nation
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 U.S. history assessment. The report includes national results on the performance of eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report provides information about student performance on sample questions. In addition, the report explores data related to teaching and learning in this subject domain, and impact of the Covid-19 pandemic on student learning.
5/3/2023
NCES 2022003 Restricted-Use Data Files and Documentation (FRSS 110): 2019-20 Public School Use of Educational Technology for Instruction
This product contains data from the Fast Response Survey System (FRSS) survey titled “Use of Educational Technology for Instruction.” The restricted-use data file and related data documentation provide nationally representative data from elementary and secondary public schools about their use of technology for teaching and learning during the 2019–20 school year. Data were collected in the spring of 2020 from approximately 800 schools. Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences. More specifically, schools were asked about their technology resources and ways that these resources were used to teach. Data reflect questions about whether schools have computers for each student, if students can take school-provided computers home, the number of computers in the school and where they are in the school, the quality of computers and software used for teaching and learning, how well internet connections work in the parts of the school used for teaching, and online resources used for teaching and learning at the school. Data also include answers to questions about challenges teachers face using technology for teaching, how teachers are trained to use technology for teaching, the types of staff who work with teachers to make better use of technology for teaching and learning, and how student learning is affected by the use of educational technology. Respondents were principals or other school staff who knew how technology was used at the school for teaching and learning. Documentation provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, the data files and codebooks, and the file layout of the ASCII data file. The ASCII data and a SAS version of the data file are also provided. Note that the public-use version of the data under NCES-2022011 has much of the same information. The restricted-use file has an NCES school ID and Census region information not included in the public-use data.
4/14/2023
NCES 2022011 Public-Use Data Files and Documentation (FRSS 110): 2019-20 Public School Use of Educational Technology for Instruction

This product contains data from the Fast Response Survey System (FRSS) survey titled “Use of Educational Technology for Instruction.” The public-use data file and related data documentation provide nationally representative data from elementary and secondary public schools about their use of technology for teaching and learning during the 2019–20 school year. Data were collected in the spring of 2020 from approximately 800 schools. Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences.

More specifically, schools were asked about their technology resources and ways that these resources were used to teach. Data reflect questions about whether schools have computers for each student, if students can take school-provided computers home, the number of computers in the school and where they are in the school, the quality of computers and software used for teaching and learning, how well internet connections work in the parts of the school used for teaching, and online resources used for teaching and learning at the school. Data also include answers to questions about challenges teachers face using technology for teaching, how teachers are trained to use technology for teaching, the types of staff who work with teachers to make better use of technology for teaching and learning, and how student learning is affected by the use of educational technology. Respondents were principals or other school staff who knew how technology was used at the school for teaching and learning.

The documentation file provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, codebook, and the file layout of the ASCII data file. A copy of the ASCII data file is provided in the raw data file. Documentation, the ASCII data, a SAS version of the data file, and code to build the SAS version are provided in the SAS file.

4/14/2023
NCES 2023055 Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
3/16/2023
NCES 2023009 Digest of Education Statistics, 2021
The 57th 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.
3/8/2023
NCES 2023040 High School Counseling and College Financial Aid
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. College transcripts and financial aid records were collected in 2017–18 in the Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR).This Data Point investigates whether students who expected to go to college after high school meet with a high school counselor about financial aid and completed the Free Application for Federal Student Aid (FAFSA), and if meetings and completion vary varied by parental education. It also describes whether students who meet with a high school counselor about financial aid received need-based or merit-based grants in college.
1/31/2023
NCES 2022076 Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States, the 50 states, and the District of Columbia: School Year 2019-20
The Public High School 4-year Adjusted Cohort Graduation Rate (ACGR) Table provides data at the national and state level for the fifty states and the District of Columbia to meet reporting requirements of the Every Student Succeeds Act (ESSA). The table displays an overall national rate, a state rate, national and state rates for racial/ethnic groups and other demographics. State data are included for the third time for "Homeless enrolled" and "Foster care." The table represents EDFacts File Specification 150 (Data Group 695), School year 2019–20; As of May 19th, 2021.
12/19/2022
NCES 2022080 A Retrospective Look at U.S. Education Statistics
This commemorative guide is intended to provide a better understanding of the history and use of federal education statistics that have been collected and reported by the federal education statistics agency (now the National Center for Education Statistics) since 1868. The “statistical profiles” in this report use updated historical trend data from 120 Years of American Education: A Statistical Portrait to offer an in-depth look at what each statistic measures, how it has been collected over the years, and what the data reveal about the statistic. Statistics covered in the report include enrollment in elementary and secondary schools; high school graduates and graduation rates, and postsecondary student costs and finances. Readers can browse these profiles online and download PDFs of individual profiles.
11/17/2022
NCES 2022124 2022 NAEP Mathematics Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 mathematics assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
10/24/2022
NCES 2022126 2022 NAEP Reading Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 reading assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
10/24/2022
NCES 2022053 Early postsecondary education and work outcome differences by high school credential type
This Statistics in Brief uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Follow-up surveys were filled out by the cohort in 2012, 2013, and 2016. This report uses data of high school graduates’ transcripts, collected in 2013, and their postsecondary transcripts, collected in 2017-18. The analysis is based on about 17,300 HSLS:09 ninth-graders who participated in the second follow-up or for whom student records or transcripts were collected. This report shows differences in postsecondary enrollment and employment outcomes from those who earned traditional high school diplomas, and those who had not completed high school as of 3 years later.
9/27/2022
NCES 2022121 2022 Long-Term Trend Reading and Mathematics Age 9 Highlights Report

This report describes selected results from the age 9 2022 long-term trend (LTT) reading and mathematics assessments. The report focuses on the comparison of a nationally representative sample of age 9 students who took the assessments in the winter of the 2019-2020 school year with those who took the assessments in the winter of 2021-2022 school year. The report provides insight into the performance of age 9 students in reading and mathematics, as well as data from students and school administrators about the widespread disruptions in learning that occurred during the 2020−2021 and 2021−2022 school years. In addition, the report provides links to data tables comparing 2022 performance in LTT reading and mathematics across all administrations dating back to the early 1970s.

9/1/2022
NCES 2022052 Highlights from the 2021 NAEP Monthly School Survey
These highlights present selected results from the 2021 NAEP Monthly School Survey. Results for student enrollment, especially full-time, in-person public school enrollment, during January–May 2021 are summarized. Data were collected from nationally representative samples of public and private schools with a grade 4 or a grade 8. These highlights provide insight into the learning opportunities for students during the COVID-19 pandemic.
6/2/2022
NCES 2022071 Use of Supports among Students with Disabilities and Special Needs in College
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether students informed colleges of their disabilities or special needs and who received accommodations for them. It also describes whether students used academic support services, sought help, or enrolled in remedial courses during college.
4/26/2022
NCES 2022019 Impact of the Coronavirus (COVID-19) Pandemic on Public and Private Elementary and Secondary Education in the United States (Preliminary Data): Results from the 2020-21 National Teacher and Principal Survey (NTPS)
The 2020–21 National Teacher and Principal Survey (NTPS) collected data on the impact of the coronavirus pandemic on public and private schools, principals, and teachers during the 2019–20 school year. The report presents selected findings, using preliminary data, from coronavirus-related questions that were focused on how schools adapted to the coronavirus pandemic during the spring of 2019–20.
2/22/2022
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