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|NCES 2018100||National Household Education Surveys Program of 2016 Data File User's Manual
The 2016 National Household Education Surveys Program (NHES:2016) Data File User’s Manual provides documentation and guidance for users of the NHES:2016 data files, which include data from the Early Childhood Program Participation survey, the Parent and Family Involvement in Education survey, and the Adult Training and Education Survey. The survey program collected information about early childhood care, parental involvement in education, school choice, homeschooling, certifications and non-degree credentials, and adult training. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available.
|NCES 2018104||National Household Education Survey Programs of 2016 Public-Use Data Files
Three surveys were fielded in 2016 as part of the National Household Education Surveys Program: the Early Childhood Program Participation survey (ECPP), the Parent and Family Involvement in Education survey (PFI), and the Adult Training and Education Survey (ATES). Data files and documentation can be downloaded directly from the website. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available.
|NCES 2018105||National Household Education Surveys Program of 2016 Restricted-Use Data Files
The National Household Education Surveys Program (NHES): 2016 restricted-use files include the Early Childhood Program Participation (ECPP) file, the Parent and Family Involvement in Education (PFI) file, and the Adult Training and Education Survey (ATES) file. Data files are being released for each of the three surveys and are being released with ASCII, SAS, SPSS, Stata, and R formats available.
|NCES 2018043||Participation in High School Career and Technical Education and Postsecondary Enrollment
This 2-page Data Point uses data from the Education Longitudinal Study of 2002 to look at the relationship between high school CTE coursetaking and later enrollment in postsecondary education.
|NCES 2017103REV||Adult Training and Education: Results from the National Household Education Surveys Program of 2016
This First Look report provides selected key findings on adults' attainment of nondegree credentials (licenses, certifications, and postsecondary certificates), and their completion of work experience programs such as apprenticeships and internships. This version of the report corrects an error in three tables in the originally released version (September 2017). The row header for occupational field in tables 1, 2, and 5 had incorrectly described the estimates as restricted to employed adults. This version corrects that error to specify that the estimates are for adults who were ever employed. All estimates presented in the original report remain unchanged.
|NCES 2017111||Public High School Students' Use of Graduation, Career, or Education Plans
This Data Point looks at public high school students’ use of graduation, career, or education plans as of 2012. The data used in this report were drawn from a nationally representative, longitudinal survey of students who were in the ninth grade in 2009—the High School Longitudinal Study of 2009.
|NCES 2016107||Employment Status of Postsecondary Completers in 2009: Examination of Credential Level and Occupational Credentials
This Data Point uses data from the 2009 follow-up to the 2004 Beginning Postsecondary Students Longitudinal Study to examine the rates of employment among students who do and do not earn a postsecondary credential, and among those who earn a credential in an occupational versus academic field. The Data Point also looks at the percent of students who get a job related to their field of study.
|NCES 2016109||Career and Technical Education Coursetaking and Postsecondary Enrollment and Attainment: High School Classes of 1992 and 2004
This Data Points looks at two cohorts of public high school graduates, comparing their 8-year postsecondary enrollment and attainment rates, overall and based on the number of occupational CTE credits graduates had earned in high school.
|NFES 2015157||Forum Guide to College and Career Ready Data
The Forum Guide to College and Career Ready Data examines how data are being used to support CCR initiatives. Chapter 1 presents an overview of college and career readiness. Chapter 2 focuses on five specific uses for data to support CCR programs: fostering individualized learning for students; supporting educators in addressing student-specific needs; guiding CCR programmatic decisions through the use of postsecondary feedback loops; measuring agency progress in meeting CCR accountability and continuous improvement goals; and maximizing career opportunities for all students. Each of the use cases includes policy and program questions to consider, a list of key data needs, useful analytics, suggested feedback to request from data users, and emerging needs related to the data use. Chapter 3 outlines a number of overarching issues for the use of CCR data, and Chapter 4 summarizes key points and emerging needs identified throughout the Guide.
|NCES 2014901||DATA POINT: Trends in CTE Coursetaking
This NCES Data Point shows changes in high school students’ participation in career and technical education (CTE) between 1990 and 2009. The Data Point documents an overall decline in CTE participation during this period, although participation increased in some CTE occupational areas, such as communications and health care.
|NCES 2013006||PEQIS 18: Public-Use Data Files and Documentation: Dual Enrollment Programs and Courses for High School Students, 2010-11
This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students, 2010-11". The survey was designed to provide descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. NCES released the results of the survey in the publication, “Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11” (NCES 2013–002).
Questionnaires were mailed to the PEQIS institutions in September 2011. Institutions were told that the survey was designed to be completed by the person(s) most knowledgeable about dual enrollment at the institution. Respondents had the option of completing the survey online. Telephone follow-up of nonrespondents was initiated in October 2011; data collection and clarification were completed in February 2012. The response rates were 93 percent unweighted and 94 percent weighted.
This survey collected information on the enrollment of high school students in college-level courses within and outside of dual enrollment programs. Institutions reported on the types of eligibility requirements for high school students to participate in dual enrollment programs. Other survey topics included whether courses were taught through distance education or at various locations, and whether the courses were taught by college or high school instructors. The survey also included questions about which sources paid tuition and the types of expenses generally paid out of pocket by students and their parents. Data on whether institutions had a dual enrollment program geared specifically toward high school students at risk of educational failure were also collected.
|NCES 2013004||Public-Use Data Files and Documentation (FRSS 104): Dual Credit and Exam-Based Courses, 2010-11
This file contains data from a fast-response survey titled "Dual Credit and Exam-Based Courses." This survey provides national estimates on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. NCES released the results of this survey in the First Look report “Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010–11” (NCES 2013-001).
Questionnaires and cover letters were mailed to the principal of each sampled school in September 2011. The letter stated the purpose of the study and requested that the questionnaire be completed by the person most knowledgeable about dual credit and exam-based courses in the school, often the school’s lead guidance counselor or director of school guidance counselors. Respondents were offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2011 and completed in February 2012. The weighted response rate was 91 percent.
The survey asked respondents to report information on courses for which they could earn dual credit with any postsecondary institution. Respondents reported on requirements that students must meet in order to enroll in dual credit courses. Data on whether students took any courses with an academic focus or with a career and technical/vocational focus were also collected. Other survey topics included whether courses were taught through distance education or at various locations, and whether the courses were taught by high school or postsecondary instructors. Respondents also reported whether most students (and their parents), the school, or district paid for various dual credit course expenses.
|NCES 2013190||The Adult Education Training and Education Survey (ATES) Pilot Study
This report describes the process and findings of a national pilot test of survey items that were developed to assess the prevalence and key characteristics of occupational certifications and licenses and subbaccalaureate educational certificates. The pilot test was conducted as a computer-assisted telephone interview (CATI) survey, administered from September 2010 to January 2011.
|NCES 2013157||Web Tables—Characteristics of Certificate Completers With Their Time to Certificate and Labor Market Outcomes
These Web Tables provide estimates of certificate credit requirements, certificate completion times, and labor market outcomes for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose postsecondary transcripts indicated the first credential earned by spring 2009 was a subbaccalaureate certificate (certificate completers). The results are based on data from about 1,700 certificate completers representing a population of approximately 311,000 students in the 2003–04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003–04 academic year and followed over a period of 6 academic years.
|NCES 2012250||Web Tables—Public Career and Technical Education High Schools, Principals, and Teachers in 2008
These Web Tables compare public career and technical education (CTE) high schools with other types of public high schools in terms of the school’s class organization, student composition, locale, special admission policies, occupational preparation opportunities, and student-to-counselor ratios. The tables also present job satisfaction of principals and teachers in CTE schools, their views on working conditions, and CTE teachers’ professional development needs. The data are from the 2007–08 administration of the National Center for Education Statistics’ Schools and Staffing Survey.