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 Pub Number  Title  Date
NCES 2018435 Four Years Later: 2007–08 College Graduates' Employment, Debt, and Enrollment in 2012
This Statistics in Brief examines the employment, education debt, and additional postsecondary enrollment experiences of a cohort of students 4 years after they received their bachelor’s degrees in 2007–08.
6/20/2018
NCES 2018083 ECLS-K:2011 Restricted-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This restricted-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
5/31/2018
NCES 2017136 IPEDS Presents: NCES Postsecondary Surveys

IPEDS brochures inform data users (e.g., researchers, policy makers, members of the media, the general public, etc.) about the Integrated Postsecondary Education Data System.

Title IV institutions participate in any of the Title IV federal student financial aid programs administered by the office of Federal Student Aid (FSA). Through several postsecondary data collections, NCES gathers information about where and how the aid is distributed and whether it had an impact on student outcomes.

This brochure describes the NCES postsecondary surveys, including: the Integrated Postsecondary Education Data System (IPEDS), National Postsecondary Student Aid Study (NPSAS), Beginning Postsecondary Students Longitudinal Study (BPS), and Baccalaureate and Beyond Longitudinal Study (B&B).

4/30/2018
NCES 2018033 ECLS-K:2011 Public-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/27/2018
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 2017095 Technical Report and User Guide for the 2015 Program for International Student Assessment (PISA)
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA 2015 in the United States, as well as information on how to access the PISA 2015 data. The report includes information about sampling requirements and sampling in the United States; participation rates at the school and student level; how schools and students were recruited; instrument development; field operations used for collecting data; detail concerning various aspects of data management, including data processing, scaling, and weighting. In addition, the report describes the data available from both international and U.S. sources, special issues in analyzing the PISA 2015 data, as well as a description of merging data files.
12/19/2017
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.
12/19/2017
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.
12/19/2017
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.
12/19/2017
NCES 2017120 Program for International Student Assessment (PISA) 2015 United States public-use data files
The data files include the U.S. PISA 2015 data files for students, teachers, and principals/schools, and include additional variables only available at the national level (e.g., student race/ethnicity). The public-use data files can be downloaded and analyzed by researchers interested in conducting secondary analyses. In addition to the U.S. data files, the product also includes a README file, illustrative merge code, a Quick Guide, variable codebooks, SAS and SPSS control files, and record layout files. The data files are presented in ASCII, and can be imported into any number of statistical programs, such as SAS, SPSS, or STATA. These public-use data files can be used on their own or merged with the international PISA database available for download from the OECD PISA website at http://www.oecd.org/pisa/data/. Users of the U.S. PISA 2015 data files are encouraged to refer to the Technical Report which provides details on the methods and operations used in collecting PISA data in the United States. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
12/19/2017
NCES 2017121 Program for International Student Assessment (PISA) 2015 United States Restricted-use Data File
This CD-ROM contains PISA 2015 restricted-use data for the United States. The CD-ROM includes the data file, a codebook, instructions on how to merge with the U.S. PISA 2015 public-use dataset (NCES 2017-120), and a cross-walk to assist in merging with other public 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.
12/19/2017
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.
11/21/2017
REL 2017269 Comparing enrollment, characteristics, and academic outcomes of students in developmental courses and those in credit-bearing courses at Northern Marianas College
This study reports on the academic outcomes of full-time first time freshman seeking associate degrees who entered Northern Marianas College from fall semester 2008 through fall semester 2010. In English, 80.1 percent of these students enrolled in developmental courses; in math, 91 percent enrolled in developmental courses. To determine their academic outcomes, these students were tracked for eight semesters after their first year in college. The study found that students who initially enrolled in credit-bearing English or math classes had consistently more positive outcomes than students who initially enrolled in non-credit developmental English or math courses.
4/26/2017
REL 2017271 What is the evidence base to support reading interventions for improving student outcomes in grades 1-3?
The goal of this report is to provide administrators, school psychologists, counselors, special educators, and reading specialists with a summary and analysis of the evidence that supports the use of reading interventions in grades 1-3. The review was limited to studies of Tier 2 interventions, those designed to provide preventive services to students at risk for reading difficulties. The initial literature search identified 1,813 articles and reports. After screening them for relevance and conducting a detailed What Works Clearinghouse (WWC) analysis of the rigor of the study designs, the review team determined that only 23 effectiveness studies met WWC evidence standards (Version 3.0). Of those, 22 resulted in either significant, positive, or potentially positive impacts in at least one area of reading. None produced negative outcomes. Twelve of the 13 grade 1 interventions and all seven interventions for grades 2 and 3 produced positive or potentially positive effects. Effects were strongest and most consistent in the area of word and pseudoword reading. Several also produced effects in reading comprehension and passage reading fluency. Reading vocabulary was rarely assessed. Both individually administered and small-group interventions resulted in positive or potentially positive outcomes, although especially in grade 1, more of the interventions were one-on-one. In all cases, the interventionist received some training prior to implementing the intervention. However, these studies differed from common school practice in that implementation was carefully monitored in virtually all instances and coaching or feedback was provided. It is unclear how generalizable these findings are when the typical amount of ongoing support for interventionists is far more limited in practice.
4/20/2017
NCES 2017286 ECLS-K:2011 Public-Use Kindergarten-Second Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, the fall and spring of the 2011-12 school year, when most of the students were in first grade, and the fall and spring of the 2012-13 school year, when most of the students were in second grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/1/2017
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