Publications & ProductsSearch Results: (1-15 of 59 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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. |
8/16/2023 |
| WWC 2023001 | Dual Language Programs Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on dual language programs. Dual language programs can help native English speakers develop proficiency in a second language and English learners develop proficiency in both their native language and English. Typically, in dual language programs, classroom teachers instruct students from an early age and over multiple years in both English and a second language called the partner language. These programs vary widely by partner language, primary language of the student population, and duration. Most of the studies examined do not meet WWC standards. Based on the two studies that meet WWC standards, the WWC found moderate evidence that dual language programs positively impacted student literacy achievement in English compared with instructional programs in English only. The WWC found uncertain effects on science and mathematics achievement. More high-quality research is needed to understand the effects of dual language programs in varied contexts. |
12/29/2022 |
| NCES 2022144 | Condition of Education 2022
The Condition of Education 2022 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress. |
5/31/2022 |
| NCES 2022009 | Digest of Education Statistics, 2020
The 56th 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. |
2/10/2022 |
| REL 2021084 | Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research
Children entering kindergarten vary greatly in their language and literacy skills. Therefore, up-to-date information about evidence-based practices is essential for early childhood educators and policymakers as they support preschool children’s language and literacy development. This study used a process modeled after the What Works Clearinghouse (WWC) methodology to systematically identify effective early childhood curricula, lesson packages, instructional practices, and technology programs in studies conducted from 1997 to 2017. More than 74,000 studies were analyzed to identify interventions that improved students' performance in six language and literacy domains (language, phonological awareness, print knowledge, decoding, early writing, and general literacy). The study team identified 132 interventions evaluated by 109 studies that the study team determined were high-quality experimental or quasi-experimental studies. The WWC's evidence standards are used to assess the quality of an evaluation study and the strength of its claims about whether an intervention caused the observed effect on student achievement. To better understand the effectiveness of the interventions, their implementation characteristics and instructional features were coded for the relevant language and literacy domains. The findings revealed that instruction that teaches a specific domain is likely to increase performance in that domain. Interventions that teach language exclusively might be more beneficial when conducted in small groups or one-on-one than in larger group sizes. In addition, teaching both phonological awareness and print knowledge might benefit performance in print knowledge. Finally, some evidence indicates that instruction that teaches both phonological awareness and print knowledge might also lead to improvements in decoding and early writing performance. |
7/26/2021 |
| NCES 2021144 | Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress. |
5/25/2021 |
| NCES 2021009 | Digest of Education Statistics, 2019
The 55th 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. |
2/25/2021 |
| NCES 2020144 | The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress. |
5/19/2020 |
| REL 2020025 | Self-Study Guide for Evidence-Based Practices in Adult Literacy Education
The purpose of this self-study guide is to help adult literacy education providers collect, organize, and analyze evidence that they can use to improve program performance. It was designed to help educators consider which types of evidence to collect and which components of adult education instruction may be important for evaluating implementation. Sources of evidence for this review include records and data such as lesson plans, rosters, and student results confirming that processes are in place to monitor teacher and student success. The components important to evaluation of implementation were determined based on a thorough review of the literature on adult education. The guide was developed in partnership with the Regional Educational Laboratory Southeast's Florida Career Readiness Research Alliance. It was pilot tested with Florida adult literacy educators through the support of the Institute for the Professional Development of Adult Educators. |
5/4/2020 |
| NCES 2020009 | Digest of Education Statistics, 2018
The 54th 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. |
12/24/2019 |
| NCES 2019179 | Adult Literacy in the United States
Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of English literacy and describes how they differ by nativity status and race/ethnicity. PIAAC is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults' education, work experience, and other background characteristics. In the United States, when the study was conducted in 2011–12 and 2013–14, respondents were first asked questions about their background, with an option to be interviewed in English or Spanish, followed by a skills assessment in English. Because the skills assessment was conducted only in English, all U.S. PIAAC literacy results are for English literacy. This Data Point focuses on the following two questions:
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7/2/2019 |
| NCES 2019144 | The Condition of Education 2019
The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data. The 2019 Condition of Education report presents 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Also included in the report are 2 Spotlight indicators that provide more in-depth analyses on selected topics. |
5/22/2019 |
| NCES 2018070 | Digest of Education Statistics, 2017
The 53rd 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. |
1/30/2019 |
| NCES 2018138 | Mobile Digest of Education Statistics. 2017
This publication is a mobile compilation of statistical information covering education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2017. |
8/28/2018 |
| NCES 2018086 | English Language Program Participation Among Students in the Kindergarten Class of 2010–11: Spring 2011 to Spring 2012
This Statistics in Brief examines differences in the student and school characteristics of kindergartners who participated in instructional programs designed to teach English language skills and students who did not participate in such programs in the kindergarten class of 2010–11. The brief then examines the characteristics of the English language program (e.g., English as a second language, bilingual education, and dual-language education) that participating students were receiving in spring 2011 and changes in participation in these programs between spring 2011 and spring 2012. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), a longitudinal study that was designed to follow the same children from kindergarten through fifth grade. |
7/17/2018 |
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