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 Pub Number  Title  Date
NFES 2021078 Forum Guide to Virtual Education Data: A Resource for Education Agencies
The Forum Guide to Virtual Education Data: A Resource for Education Agencies is designed to assist agencies with collecting data in virtual education settings, incorporating the data into governance processes and policies, and using the data to improve virtual education offerings. This resource reflects lessons learned by the education data community during the coronavirus disease (COVID-19) pandemic and provides recommendations that will help agencies collect and use virtual education data.
6/25/2021
NCES 2021524 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection Data File Documentation: Research Data File Documentation
This publication describes the methodology used in the 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile, a release of exploratory administrative data that are made available only for research on institution response and imputation methodologies. As a result of low institutional response rates, population estimates are NOT advised. Specifically, these data should NOT be used to generate population estimates or analyze the postsecondary records of this BPS cohort. This release includes student-level data for a nationally representative sample of over 35,000 first-time beginning postsecondary students who began postsecondary education during the 2011-12 academic year. Efforts, albeit unsuccessful, were made to collect student level data on enrollment, student budget, and financial aid from postsecondary education institutions attended between the 2011–12 and 2016–17 academic years.
6/21/2021
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
WWC RER012621 A What Works Clearinghouse Rapid Evidence Review of Distance Learning Programs
Due to the COVID-19 global pandemic, educators and school administrators need to understand the available distance learning models and programs that may assist students who attend school from a remote location. To meet this need, this rapid evidence review sought to identify and report on what works in distance learning educational programming. After an extensive search and screening process, the What Works Clearinghouse (WWC) reviewed 36 studies spanning kindergarten through postsecondary education. Fifteen studies met the WWC Group Design Standards; of those, four met the Every Student Succeeds Act (ESSA) Tier 1 requirements. An evidence gap map analysis found that while several effective distance learning programs for K–8 students were identified, few studies of distance learning programs for high school students met WWC Group Design Standards. In addition, a meta-analysis of studies with similar design characteristics (nine in total) found that, on average, students in the distance learning programs improved in the English language arts (ELA) outcome domain but not in the mathematics domain, compared with students in business-as-usual conditions. Although the meta-analytic results are promising, continued research using rigorous, randomized designs should be a priority.
1/26/2021
NCES 2021176 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Postsecondary Education Transcript Study (PETS): Data File Documentation
This publication describes the methodology used in the 2012/17 Beginning Postsecondary Students Longitudinal Study Postsecondary Education Transcript Study. BPS:12 PETS is the third data release for a study of a nationally representative sample of first-time beginning postsecondary students who were surveyed 3 times over 6 academic years, in 2011-12, 2014, and 2017. Postsecondary academic transcripts were requested from all institutions attended by sample members. These transcript data include detailed information, by institution attended and by time periods, on enrollment, degree programs, fields of study, course taking, credit accumulation, and academic performance.
12/4/2020
NCES 2020088 Public-Use Data Files and Documentation (FRSS 109): 2018-19 Teachers' Use of Technology for School and Homework Assignments
This product contains data from a Fast Response Survey System (FRSS) survey titled "2018-19 Teachers' Use of Technology for School and Homework Assignments." This survey provides nationally representative data on public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that student access to technology outside of school has on homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic outbreak in 2020. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students.

The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3–12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/language arts, social studies/social science, math, or science. Data were provided by approximately 2,900 teachers from sampled from 1,600 schools. Computers were defined to include desktop and laptop computers, as well as tablets with a virtual or physical keyboard. Smartphones were not included in the definition of computers, but separate information was collected for smartphones.

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.
9/9/2020
NCES 2020089 Restricted-Use Data Files and Documentation (FRSS 109): 2018-19 Teachers’ Use of Technology for School and Homework Assignments
This product contains data from a Fast Response Survey System (FRSS) survey titled "2018-19 Teachers’ Use of Technology for School and Homework Assignments." This survey provides nationally representative data on public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that student access to technology outside of school has on homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic outbreak in 2020. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students.

The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3–12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/language arts, social studies/social science, math, or science. Data were provided by approximately 2,900 teachers from sampled from 1,600 schools. Computers were defined to include desktop and laptop computers, as well as tablets with a virtual or physical keyboard. Smartphones were not included in the definition of computers, but separate information was collected for smartphones.

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-2020088 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.
9/9/2020
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
NCES 2020488REV Veterans' Education Benefits: A Profile of Military Students Who Received Federal Veterans’ Education Benefits in 2015–16
This Statistics in Brief examines the six percent of undergraduate students and seven percent of graduate students in 2015–16 who were veterans, on active duty, in the reserves, or in the National Guard. It describes differences between military students who received and did not receive veterans' education benefits. This report draws on data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16).
3/17/2020
NCES 2020522 Beginning Postsecondary Students Study 12/17 (BPS:12/17): Data File Documentation
This publication describes the methodology used in the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17). BPS:12/17 is the second and final follow-up study of students who began postsecondary education in the 2011 – 12 academic year. These students were first interviewed as part of the 2011 – 12 National Postsecondary Student Aid Study (NPSAS:12). In particular, this report details the methodology and outcomes of the BPS:12/17 sample design, student interview design, student interview data collection processes, administrative records matching, data file processing, and weighting procedures. The BPS study is unique in that it includes both traditional and nontraditional students, follows their paths through postsecondary education over the course of 6 years, and is not limited to enrollment at a single institution.
11/8/2019
NCES 2019467 Profile of Undergraduate Students: Attendance, Distance and Remedial Education, Degree Program and Field of Study, Demographics, Financial Aid, Financial Literacy, Employment, and Military Status: 2015–16
These Web Tables provide comprehensive information on undergraduate students who were enrolled in postsecondary institutions during the 2015–16 academic year. Using data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), these tables include topics on attendance, average grades, credit card debt, participation in distance and remedial education, degree program, field of study, financial aid, financial literacy, military service and veteran status, and student characteristics (including sex, race/ethnicity, age, dependency status, disability status, income, marital status, and parents’ education).
1/23/2019
NCES 2016415 A Profile of Military Undergraduates: 2011–12
These Web Tables provide key statistics on military students enrolled as undergraduates, focusing on military students enrolled after the enactment of the Post-9/11 GI Bill. The tables use nationally representative student-level data from the 2011–12 National Postsecondary Student Aid Study (NPSAS:12) to detail military students’ demographic and enrollment characteristics and examine their use of Veterans’ education benefits and other student aid. They enable comparisons both among military students—active duty, veteran, reserve, and National Guard personnel—and between military students and nonmilitary students. The tables provide estimates on undergraduate students who received Veterans’ and Department of Defense education benefits as eligible beneficiaries.
7/1/2016
NCES 2016062 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) Data File Documentation
This publication describes the methodology used in the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). BPS:12/14 is the first follow-up study of students who began postsecondary education in the 2011 – 12 academic year. These students were first interviewed as part of the 2011 – 12 National Postsecondary Student Aid Study (NPSAS:12). In particular, this report details the methodology and outcomes of the BPS:12/14 sample design, student interview design, student interview data collection processes, administrative records matching, data file processing, and weighting procedures.
5/31/2016
NCES 2016144 The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
5/26/2016
REL 2015045 Online and Distance Learning in Southwest Tennessee: Implementation and Challenges
The purpose of this study was to increase the understanding among members of the Southwest Tennessee Rural Education Cooperative (SWTREC), a coalition of superintendents from 12 districts (half of which are rural) surrounding Memphis, about the online and distance-learning courses offered by schools that compose the Cooperative. Data for this report were collected through an online questionnaire administered by districts in the SWTREC in April 2013 and completed by one person from each participating school. Seventeen of the twenty-one high schools within the SWTREC districts responded to the survey. More than 80 percent of responding schools reported offering online or distance-learning courses in school year 2012/13. On average, schools provided more online than distance-learning courses, and they had higher enrollments in online courses. Both online and distance-learning courses were used to provide students with access to dual enrollment courses. Schools that offered online courses most often identified the opportunity for students to accelerate credit accumulation as a "very important" reason for offering the courses. Technological limitations – both the availability of technology and restricted periods when technology was available – were barriers schools perceived in offering online and distance-learning courses.
11/12/2014
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