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 Pub Number  Title  Date
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
NCES 2015167 Profile of Undergraduate Students: 2011-12 (Web Tables)
These Web Tables are a comprehensive source of information on undergraduate students attending postsecondary institutions in the United States during the 2011–12 academic year. Data presented in these tables are from the 2011–12 National Postsecondary Student Aid Study (NPSAS:12). Topics include enrollment and attendance status, degree program, major field of study, average grades, student characteristics (including sex, race/ethnicity, age, dependency status, income, marital status, responsibility for dependents, high school completion status, local residence while enrolled, citizenship status, and parents’ education), financial aid status and credit card debt, work, disability status, and participation in distance and remedial education.
10/2/2014
NCES 2014023 Enrollment in Distance Education Courses, by State: Fall 2012
These Web Tables use IPEDS data to provide insight into the impact of distance education courses on enrollment at the state level. Enrollment data from Fall 2012 were used as well as data collected on Institutional Characteristics regarding distance education.
6/2/2014
NCES 2013001 Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11
This report provides national estimates about dual credit courses at public high schools. The estimates presented in this report are based on a school survey about dual credit courses offered by high schools during the 2010-11 school year.
2/19/2013
NCES 2012009 Public-Use Data Files and Documentation (FRSS 98): Distance Education Courses for Public Elementary and Secondary School Students: 2009–10
This file contains data from a fast-response survey titled "Distance Education Courses for Public Elementary and Secondary Students: 2009-10." This survey provides national estimates on distance education courses in public school districts, including enrollment in distance education courses, how districts monitor these courses, the motivations for providing distance education, and the technologies used for delivering distance education. NCES released the results of this survey in the First Look report “Distance Education Courses for Public Elementary and Secondary School Students: 2009–10” (NCES 2012-008).

Questionnaires and cover letters were mailed to the superintendent of each sampled school district in November 2010. The letter stated the purpose of the study and asked that the definition of distance education be reviewed to determine who in the district would be best suited to provide the requested information. Respondents were offered the option of completing the survey via the web or by mail. Telephone follow-up for survey nonresponse and data clarification was initiated in late November 2010 and completed in March 2011. The weighted response rate was 95 percent.

The survey asked respondents to report information on the number of distance education enrollments in their district. Respondents reported on whether the district tracked distance education course completions and if students enrolled in regular high school programs could take a full course load using only distance education courses. Data on the entities that developed and delivered distance education courses were also collected. Other survey topics included the types of distance education courses taken by students, whether the district plans to expand the number of distance education courses, and the technologies used for delivering distance education.
12/1/2011
NCES 2012008 Distance Education Courses for Public Elementary and Secondary School Students: 2009–10
This report provides national estimates about distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 2009-10 school year.
11/29/2011
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