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|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.
|REL 2016099||Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District
The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and the likelihood of students completing an advanced course, and whether the nature of this relationship differs between different types of high schools. The REL West study team conducted a series of logistic regressions using records for 26,529 Clark County School District (CCSD) graduates from 43 high schools in 2011 and 2012. Student achievement prior to entering high school was measured using each student’s grade 8 ELA and mathematics scores from Nevada's Criterion-Referenced Test (CRT).
The results indicate that among students with similar levels of prior achievement, students have a greater likelihood of completing an honors English language arts course if they attend a magnet high school than if they attend a comprehensive high school, but there is no statistical difference between school types in the likelihood of students completing an honors mathematics course. Also, there is a stronger relationship between past achievement and the likelihood of completing an Advanced Placement course for students in the comprehensive high schools compared to those in magnet high schools. However, this was not the case for the relationship between past achievement and the likelihood of completing an honors course.
|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.
|NCES 2012046||Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
|NCES 2012026||America's Youth: Transitions to Adulthood
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.
|REL 2012119||Who Enrolls in Dual Enrollment and Other Acceleration Programs in Florida High Schools?
This study of advanced-level high school courses that offer credit toward both a high school diploma and a college degree in Florida compares one such program (dual enrollment) with others, describing the number and characteristics of grade 11 and 12 students enrolled overall and by district. It also examines dual enrollment partnerships between high schools and colleges in nine sample school districts.
|NCES 2010015||Status and Trends in the Education of Racial and Ethnic Groups
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that illustrate the educational achievement and attainment of White, Black, Hispanic, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students. This report presents 29 indicators that provide information and examine (1) demographics, (2) patterns of preprimary, elementary, and secondary school enrollment; (3) student achievement, (4)persistence; (5) student behaviors that can affect their education; (6) participation in postsecondary education; and (7) outcomes of education.
|WWC QRAP0409||WWC Quick Review: AP Courses and Exams and College Performance Study
The study examined whether taking Advanced Placement Program (AP) courses and exams in high school improves students’ college performance.
|NCES 2009031||Public-Use Data Files and Documentation (FRSS 85): Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03 (NCES 2009-031)
This file contains data from a 2003 fast-response survey titled "Dual Credit and Exam-Based Courses." This survey provides baseline information regarding the prevalence and characteristics of dual credit courses. The survey also collected information on two types of exam-based courses, Advanced Placement (AP) and International Baccalaureate (IB). These types of courses provide high school students with another way of bridging K–12 and postsecondary education. NCES released the results of the survey in the publication Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03.
Questionnaires and cover letters for the study were mailed to the principal of each sampled school in mid-September 2003. The letter introduced the study and requested that the questionnaire be completed by the school's director of guidance counseling or other staff member who is most knowledgeable about the school’s dual credit, Advanced Placement, and International Baccalaureate courses. Respondents were offered the option of completing the survey via the Web or by mail. Telephone followup for survey nonresponse and data clarification was initiated in early October 2003 and completed in early January 2004. The final response rate was 92 percent.
The survey asked respondents to report on the prevalence and enrollment of dual credit and exam-based courses in their high schools. Additional information was obtained on dual credit courses, including the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. For this study, dual credit was defined as a course or program where high school students can earn both high school and postsecondary credits for the same course. Dual credit courses could be located on a high school campus or the campus of a postsecondary institution, or taught through distance education. Additionally, the dual credit options must be either legislated by the state or have an articulated or other formal written agreement between the high school and the postsecondary institution. The survey also collected enrollment information for Advanced Placement (AP) and International Baccalaureate (IB) courses.
|WWC QRTAP0608||WWC Quick Review of the Manuscript "A Little Now for a Lot Later: A Look at a Texas Advanced Placement Incentive Program"
This study examined whether the Advanced Placement Incentive Program (APIP) affects students' SAT/ACT scores and college attendance.
|NCES 2007039||Status and Trends in the Education of Racial and Ethnic Minorities
This report profiles current conditions and recent trends in the education of minority students. It presents a selection of indicators that illustrate the educational achievement and attainment of Hispanic, Black, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic ancestry subgroups (such as Mexican, Puerto Rican, or Cuban) and Asian ancestry subgroups (such as Asian Indian, Chinese, or Filipino). This report presents 28 indicators that provide demographic information and examine (1) patterns of preprimary, elementary, and secondary school enrollment; (2) student achievement and persistence; (3) student behaviors that can affect their education; (4) participation in postsecondary education; and (5) outcomes of education.
|NCES 2007040||Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. The findings of this report indicate that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences.
|NCES 2006351||Education Longitudinal Study: 2002/2004 Restricted-Use Base-Year, First Follow-up, and High School Transcript Data Files and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, and high school transcript data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is also restricted use. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work.
|NFES 2005802||Forum Guide to Education Indicators
The Forum Guide to Education Indicators provides encyclopedia-type entries for 44 commonly used education indicators. Each indicator entry contains a definition, recommended uses, usage caveats and cautions, related policy questions, data element components, a formula, commonly reported subgroups, and display suggestions. The document will help readers better understand how to appropriately develop, apply, and interpret commonly used education indicators.
|NCES 2005009||Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
This public school survey is the first national survey to provide baseline data on dual credit and exam-based courses, including Advanced Placement (AP) and International Baccalaureate (IB) courses, for public high school students. The report provides national estimates of the number of public high schools that offered dual credit and/or exam-based courses, as well as the number of enrollments in those courses. In addition, it examines the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. Survey findings are presented at the national level and by school characteristics such as enrollment size, school locale, region, and percent minority enrollment.
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