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|NCES 2023015||Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) Assessment Item Level File (ILF), Read Me
This ReadMe provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) Assessment Item Level File (ILF)(NCES 2023-014) made available to researchers under a restricted use only license. Other supporting documentation includes MGLS_Math_and_Reading_Items_User_Guide.xlsx, MGLS_MS1_Math_Item_Images.pdf, MGLS_MS2_Math_Item_Images.pdf, MGLS_MS1_MS2_Reading_Sample_Item_Type_Images.pdf, MGLS_MS1_MS2_EF_HeartsFlowers_Instructions.pptx, and MGLS_MS2_EF_Spatial_2-back_Instructions.pptx
|NCES 2023014||MGLS 2017 Assessment Item Level Files (ILF)
The Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) measured student achievement in mathematics and reading along with executive function. The MGLS:2017 ILF contains the item level data from these direct measures that can be used in psychometric research for replicating or enhancing the scoring found in the MGLS:2017 RUF or in creating new scores. The Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) Assessment Item Level File (ILF) contains two .csv files representing the two rounds of data collection: the MGLS:2017 Main Study (MS) Base Year (MS1) and the Main Study Follow-up (MS2) files.
|NCES 2023013||User’s Manual for the MGLS:2017 Data File, Restricted-Use Version
This manual provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) restricted-use school and student data files (NCES 2023-131). An overview of MGLS:2017 is followed by chapters on the study data collection instruments and methods; direct and indirect student assessment data; sample design and weights; response rates; data preparation; data file content, including the composite variables; and the structure of the data file. Appendices include a psychometric report, a guide to scales, field test reports, and school and student file variable listings.
|REL 2021073||Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam)
On Guåhan (Guam), the large percentages of students enrolling in non-credit-bearing courses at Kulehon Kumunidåt Guåhan (Guam Community College) and Unibetsedåt Guåhan (University of Guam) have raised concerns about college readiness and early college success. Without adequate research on predictors of college readiness and early success among students on Guåhan, educators and other stakeholders find it difficult to identify and support students at risk of being underprepared for college. This study examined which student characteristics predicted college readiness and early college success among students who graduated from Guåhan high schools and enrolled at Kulehon Kumunidåt Guåhan or Unibetsedåt Guåhan between 2012 and 2015. Students' college readiness and early college success were assessed using three indicators: enrolling in only credit-bearing math and English courses during the first year of college, earning all credits attempted during the first semester of college, and persisting to a second year of college. About 23 percent of students met all three indicators and were thus classified as demonstrating college readiness and early college success. The percentages of students who met each individual indicator varied: 30 percent enrolled in only credit-bearing math and English courses, 43 percent earned all the credits they attempted, and 74 percent persisted to a second year. Various student characteristics predicted meeting all three indicators and each individual indicator. Graduates of John F. Kennedy High School and male students were the most likely to meet all three indicators and were the most likely to enroll in only credit-bearing math and English courses. Completing a high-level math course during high school positively predicted meeting the composite indicator of college readiness and early college success and of enrolling in only credit-bearing math and English courses and earning all credits attempted. A higher cumulative high school grade point average also positively predicted meeting all three indicators and each individual indicator. Kulehon Kumunidåt Guåhan enrollees were more likely than Unibetsedåt Guåhan enrollees to earn all credits attempted during their first semester.
|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.
|NCES 2019016||Study of the Title I, Part A Grant Program Mathematical Formulas
Study of the Title I, Part A Grant Program Mathematical Formulas examines the distribution of Title I funds to understand how the current formulas affect various types of districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The report compares districts across the 12 NCES geographic locales, ranging from large cities to remote rural areas.
|NCES 2017101REV||Early Childhood Program Participation, Results from the National Household Education Surveys Program of 2016
This report presents findings from the Early Childhood Program Participation Survey of the National Household Education Surveys Program of 2016 (NHES:2016). The Early Childhood Program Participation Survey collected data on children’s participation in relative care, nonrelative care, and center-based care arrangements. It also collected information from parents about the main reason for choosing care, what factors were important to parents when choosing a care arrangement, and parents’ participation in various learning activities with their children.
|REL 2016169||A guide to developing and evaluating a college readiness screener
This guide describes core ideas for colleges to consider when developing a screening tool for estimating college readiness. A key focal point within the guide is a discussion of ways to improve how well a screening tool can identify individuals needing remedial or developmental education along with key considerations that a user or developer of such a tool must address. Specifically, the following steps are discussed:
1.Creating an operational definition of success and college readiness
2.Selecting potential predictors of college readiness
3.Prioritizing types of classification error
4.Collecting and organizing the necessary data
5.Developing predictive models
6.Evaluating the screening results and selecting the final model
|REL 2016146||Ramping up for college readiness in Minnesota high schools: Implementation of a schoolwide program
This study examined whether the Ramp-Up to Readiness program (Ramp-Up) differs from college readiness supports that are typically offered by high schools, whether high schools were able to implement Ramp-Up to Readiness to the developer's satisfaction, and how staff in schools implementing Ramp-Up to Readiness perceive the program. The researchers conducted interviews and focus groups with staff in two groups of schools: (1) a group of 10 schools that were in the first year of implementation of Ramp-Up to Readiness, and (2) a group of 10 other schools that were not implementing the program. The researchers also administered surveys to staff employed by these 20 schools as well as to students in grades 10–12 in these schools. Through these data collection efforts, the researchers obtained information on the types of college readiness programming and supports in the two types of schools, students' perceptions of college-focused staff-student interactions, schools' success at implementing Ramp-Up to Readiness' core components and sub-components, and the opinions of staff in implementing schools about the program. Compared with non-Ramp-Up schools, those implementing Ramp-Up offered more college-oriented structural supports, professional development, and student-staff interactions. Ramp-Up schools also made greater use of postsecondary planning tools. Students in Ramp-Up schools perceived more emphasis on four of five dimensions of college readiness than students in comparison schools. Ramp-Up schools met the program developer's threshold for adequate implementation on four of five program components (structural supports, professional development, curriculum delivery, and curriculum content). However only 2 of the 10 schools met the developer's adequacy threshold for the other component (use of postsecondary planning tools). Staff at Ramp-Up schools generally had favorable perceptions of the program. Schools that implement Ramp-Up were able to offer deeper college readiness support to more students than comparison schools. Schools that adopt Ramp-Up can implement the program as intended by the program developer, but some program components are more challenging to implement than others. Additional studies should be performed to examine whether implementation improves after a second year of implementation and whether Ramp-Up improves the likelihood that students will enroll and succeed in college.
|REL 2014042||The College Readiness Data Catalog Tool: User Guide
The College Readiness Data Catalog Tool and User Guide enable states, districts and other educational entities to assess the presence of college readiness indicators in extant data sets and identify gaps that may present challenges in developing future indicator systems. The College Readiness Data Catalog tool is a flexible Excel workbook that provides a shell for organizing and tracking student data relevant for measuring college readiness. The user guide also includes a sample data catalog summary report and a template for a data catalog summary report. Created by REL Northeast and Islands for the US Virgin Islands College and Career Readiness Research Alliance, the tool may be used by any educational organization to determine whether it has sufficient data to study college readiness indicators.
|WWC QRHS1214||WWC Quick Review of the Report "Head Start Impact Study: Final Report"
Head Start Impact Study: Final Report— examined the effects of offering Head Start to 3- and 4-year-olds. The study analyzed data on about 4,700 preschool-aged children who applied for enrollment for the 2002–03 program- year, at one of about 380 Head Start centers randomly selected for the study, and followed the students through first grade. The study compared the outcomes of children who were offered enrollment in Head Start to the outcomes of children who were not offered enrollment. School-readiness outcomes, which are the focus of this quick review, were measured using standardized cognitive assessments of language and literacy, pre-writing, and math skills administered at the end of each year through first grade. This quick review has been updated with a revised WWC study rating based on additional attrition and baseline equivalence information provided by the authors. With regard to effectiveness at the first follow-up, the study found that children offered the chance to enroll in Head Start as 3-year-olds had higher scores on four of eight measures of language and literacy, the single measure of pre-writing, and one of two measures of math skills, than children not offered enrollment as 3-year-olds. Children offered the chance to enroll in Head Start as 4-year-olds had higher scores on six of eight measures of language and literacy at the first follow-up than children not offered enrollment as 4-year-olds. There were no significant differences between the groups in pre-writing or math skills. WWC rated the first follow-up analysis as meets WWC evidence standards with reservations. Concerning effectiveness at the later follow-up, the study found no significant differences between the children offered and not offered the chance to enroll in Head Start as 3-year-olds on language and literacy, pre-writing, and math skills measured at the second, third, and fourth follow-ups. In addition, there were no significant differences between the children offered and not offered the chance to enroll in Head Start as 4-year-olds on language and literacy and math skills measured at the second and third follow-ups which corresponded to the ends of kindergarten and first grade, respectively. WWC's rating of the second, third and fourth follow-up analysis is meets WWC Evidence Standards.
|REL 2011094||How Prepared are Students for College-Level Reading? Applying a Lexile-Based Approach
This study develops and applies a new methodology to determine the proportion of grade 11 students whose scores on a Texas English language arts and reading assessment indicate their readiness to read and comprehend textbooks used in entry-level English courses in the University of Texas system.
|REL 2010085||Processes and Challenges in Identifying Learning Disabilities Among English Language Learner Students in three New York State Districts
To help districts accurately identify students who are English language learners and also have learning disabilities, this study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are English language learners. Using interviews with district and school personnel and documents from state and district web sites, the study finds both similarities and differences in practices, with more differences in the prereferral process than in the referral process. It identifies eight challenges to the identification of learning disabilities in English language learner students: difficulties with policy guidelines; different stakeholder views about timing for referral of English language learner students; insufficient knowledge among personnel involved in identification; difficulties providing consistent, adequate services to English language learner students; lack of collaborative structures in prereferral; lack of access to assessments that differentiate between second language development and learning disabilities; lack of consistent monitoring of struggling students who are English language learners; and difficulty obtaining students' previous school records. Further analysis suggests five interrelated elements that appear to be important for avoiding misidentification of learning disabilities among students who are English language learners: adequate professional knowledge, effective instructional practices, effective and valid assessment and interventions, interdepartmental collaborative structures, and clear policy guidelines.
|NCES 2010011||Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-Kindergarten 2007 Restricted-Use Data File and Electronic Codebook DVD
This DVD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for all rounds of data collection (9 months, 2 years, preschool, kindergarten 2006 and kindergarten 2007) for the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). The technical documentation available on the DVD includes user's manuals and sampling reports.
|NCES 2009005||Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Kindergarten Through Eighth Grade Full Sample Public-Use Data and Documentation
The release includes the public-use data and data documentation for the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The related DVD contains the same information as the on-line materials along with an electronic code book (ECB) to facilitate navigating the data.
There is an error in the data set contained in Childk8p.zip, Childk8p.z01, Childk8p.z02, Childk8p.z03, Childk8p.z04, Childk8p.z05. Corrected theta scores for all cases across all years of the study can be accessed here.
There is an errata in the household roster data on this file. Please see the errata sheet here.
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