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 Pub Number  Title  Date
NCES 2014301 Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2011–12 (Fiscal Year 2012)
This report contains national and state totals of revenues and expenditures. This First Look includes revenues by source and expenditures by function and object, including current expenditures per pupil and instructional expenditures per pupil. State education agencies in the 50 states and the District of Columbia provide the data to the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education.
1/29/2015
NCES 2014004 NAEP 2012 Economics, Restricted-Use Data File
This CD-ROM contains data and documentation files for the NAEP 2012 national assessments economics at grade 12, for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
8/20/2014
NCES 2013342 Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2010–11 (Fiscal Year 2011)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2010-11. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.
7/16/2013
NCES 2013453 Economics 2012
This report presents results of the National Assessment of Educational Progress (NAEP) 2012 economics assessment. National results for a representative sample of students at grade 12 are reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performances of lower, middle, and higher performing students. The report includes results for student groups defined by various demographic characteristics (e.g., race/ethnicity, gender, and level of parental education), as well as sample assessment questions with examples of student responses. Results from the 2012 assessment are compared to those from 2006. The Technical Notes provide information on NAEP samples and school and student participation rates.

In comparison to 2006, there was no significant change in the overall average score for twelfth-graders. Lower performing students (those at the 10th and 25th percentiles), however, did make gains, as did Hispanic students and students with parents who did not finish high school. There were no significant changes in the score gaps of White-Black, White-Hispanic, and White-Asian/Pacific Islander students from 2006 to 2012. In addition, there was no change in the score gap between male and female students. The percentage of twelfth-grade students performing at or above the Proficient level in 2012 was 42 percent.

4/24/2013
NCES 2013305 Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2009–10 (Fiscal Year 2010)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2009-10. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.
11/28/2012
NCEE 20124046 Effects of Problem Based Economics on High School Economics Instruction

For report – NCEE 2010-4022rev Effects of Problem Based Economics on High School Economics Instruction http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=89

This file contains data from a randomized control trial in two Western states that examined the effects of a problem based high school curriculum on students' proficiency in economics. The study found a significant positive impact for students of teachers who received receive professional development and support in Problem Based Economics compared with their peers. The final analytic sample used for examining the primary research questions included 4,350 students from 64 teachers (2,502 students from 35 intervention teachers and 1,848 students from 29 control teachers). Eighty-eight percent of students with valid posttest measures were enrolled in grade 12; the remaining 12 percent were in grade 11.

6/14/2012
WWC SSREFB12 WWC Review of the Report "Effects of Problem Based Economics on High School Economics Instruction"
Effects of Problem Based Economics on High School Economics Instruction, assessed the effectiveness of Problem Based Economics Instruction. The study included 128 high school economics teachers from 106 schools in Arizona and California. Half of the teachers used Problem Based Economics Instruction materials as a major portion of their curriculum during the academic year. The other half used their schools’ standard instructional materials. The study found no statistically significant difference on the economics knowledge of students in the intervention and comparison classes. However, the effect size for the economics knowledge domain was positive and large enough to be considered substantively important according to WWC criteria. This study is a well-implemented randomized controlled trial with high levels of teacher attrition. Therefore, the study meets WWC evidence standards with reservations.
6/12/2012
NCES 2011329 Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2008–09 (Fiscal Year 2009)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2008-09. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia. Findings include: • Current expenditures per pupil for public elementary and secondary education were $10,591 in Fiscal Year (FY) 2009. • Adjusting for inflation, per pupil state and local revenues decreased by 1 percent or more in 16 states and increased by 1 percent or more in 25 states from FY 08 to FY 09. • Between FY 08 and FY 09, per pupil current expenditures decreased by 1 percent or more in 8 states and increased by 1 percent or more in 36 states.
6/22/2011
REL 20104022 Effects of Problem Based Economics on High School Economics Instruction
REL West conducted a randomized control trial in two Western states that examined the effects of a problem based high school curriculum on students’ proficiency in economics. The study found a significant positive impact for students of teachers who received receive professional development and support in Problem Based Economics compared with their peers. This publication was revised in March 2011 to correct typos. The original release date was August 2010.
8/9/2010
NCSER 20093017 Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School
The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
4/18/2009
NCES 2008472 NAEP 2006 National Civics, Economics, and U.S. History Restricted Use Data File
This CD-ROM contains data and documentation files for the NAEP 2006 national assessments in civics and U.S. history at grades 4, 8, and 12, and economics at grade 12, for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. This revision includes the variable “TCHNUMS,” which was not included previously.
2/20/2008
NCES 2007475 The Nation’s Report Card: Economics 2006
This report presents results of the first ever National Assessment of Educational Progress (NAEP) U.S. economics assessment in 2006. National results for a representative sample of students at grade 12 are reported in terms of students’ average economics score on a 0–300 scale, and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. The overall national average score was set at 150. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are presented. This report also provides results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, school location and parental education). The national results show that on average male students scored higher than female students, and White and Asian/Pacific Islander students scored higher than other racial/ethnic groups. Students from schools in large cities had lower average scores than students from schools in other locations. Students from families with higher levels of parental education scored higher, on average, than their peers from families with lower levels of parental education. Most 12th-graders reported some exposure to economics content during high school. The report also includes sample assessment questions and examples of student responses. The technical notes section provides information about sampling and weighting; participation, exclusion, and accommodation rates; and statistical significance.
8/8/2007
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