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 Pub Number  Title  Date
REL 2021113 Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools
Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK–2 teachers. The P–2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students’ independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative’s standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers’ and administrators’ participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative’s core professional development sessions. Interviews with select district, network, and school leaders; instructional support coaches; and teachers suggest that several aspects of the initiative’s professional development were valuable, most notably the opportunities for teachers to deepen their understanding of the initiative’s professional development, receive feedback through observation and school-based coaching, and learn from one another. But instructional support coaches’ limited capacity, due to competing responsibilities, was a challenge. District leaders might consider increasing the number of coaches available and limiting their competing priorities so they can focus on the initiative.
9/15/2021
NCES 2021029 2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19
This Research and Development report provides data on the literacy and numeracy performance of U.S. young adults at age 19, as well as examines the relationship between that performance and their earlier reading and mathematics proficiency in PISA 2012 at age 15. It also explores how other aspects of their lives at age 19—such as their engagement in postsecondary education, participation in the workforce, attitudes, and vocational interests—are related to their proficiency at age 15.
6/15/2021
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
REL 2021058 Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts
To assess educational progress in the early grades and identify achievement gaps, the Midwest Early Childhood Education Research Alliance examined reading achievement data among students in kindergarten and grade 1 in two districts in Illinois. The study documents overall reading achievement in these and examines disparities in achievement among groups defined by race/ethnicity, eligibility for the national school lunch program, English learner status, participation in special education, and gender. District administrators, policymakers, and educators can use the findings to make decisions about allocating resources to students and schools. This study analyzed student records and assessment data from two cohorts of kindergarten and grade 1 students—one from Elgin Area Schools (District U–46) and one from Springfield Public Schools (District 186). District U–46 used the Fountas and Pinnell Benchmark Assessment System—a formative reading assessment administered by teachers—to assess the reading proficiency of kindergarten and grade 1 students. District 186 used the Measures of Academic Progress for Primary Grades assessment, an adaptive assessment that is appropriate for universal screening and growth measurement of students’ reading. The study team performed separate analyses for both districts given a discrete, categorical outcome variable for District U–46 and a continuous outcome variable for District 186. The study found that reading achievement increased across the kindergarten and grade 1 years for all students. However, there were differences in reading achievement across student demographic groups. In both districts, Asian and White students had higher achievement than Black and Hispanic students, and students not eligible for the national school lunch program and students not in special education had higher achievement than students with this eligibility and this status. In District U–46, non-English learner students had higher achievement levels than English learner students. In District 186, female students started kindergarten and ended grade 1 with slightly higher levels of reading achievement than male students. District administrators, policy makers, and educators can use these findings to make decisions about allocating resources—such as professional development, literacy coaches, or books—to schools that serve larger concentrations of Black or Hispanic students, students eligible for the national school lunch program, students in special education, or English learner students. Examining achievement patterns by student demographic group is an important first step in identifying whether districts or schools need to distribute resources or opportunities differently to achieve more equitable outcomes across student demographic groups. District administrators, policy makers, and educators can use the results to motivate conversations about the root causes of inequities and how to resolve them.
2/9/2021
NCES 2020090 2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grade 12 for the Nation
These online Highlights present overviews of grade 12 results from the NAEP 2019 mathematics report and the 2019 reading report. Highlighted results include key findings at the national level only. Results are presented in terms of average scale scores and percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Highlighted results include performance data for demographic student groups, five selected percentiles, and NAEP survey questionnaires.

The 2019 average score was lower for reading and not significantly different for mathematics compared to average scores for these subjects in 2015. Over the long term, the national average score for reading was lower compared to the first assessment year (1992), whereas over the long term, the 2019 mathematics score was not significantly different from the score in 2005.

Highlighted results include responses of students and schools to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both inside and outside of the classroom and twelfth-graders' postsecondary plans.

Full results for each subject are available in the 2019 NAEP Mathematics Report Card and the 2019 NAEP Reading Report Card.
10/28/2020
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 2020166 Highlights of U.S. PISA 2018 Results Web Report
This web report provides key comparative information on the reading, mathematics, and science literacy performance of 15-year-old students in the United States and 77 other participating education systems. The Program for International Student Assessment (PISA) is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on students as they are nearing the end of compulsory schooling. PISA is conducted every 3 years, with 2018 being the latest round.

In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed. In addition to national average scores, PISA also provides insight into the percentage of students who reach each of the PISA proficiency levels.
12/3/2019
NCES 2020014 NAEP Reading 2019 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2019 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2019 to other states/jurisdictions is also displayed.
10/30/2019
NCES 2020016 NAEP Reading 2019 District Snapshot Reports
Each district that participated in the NAEP 2019 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch.
10/30/2019
NCES 2019114 Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016: U.S. Public-Use Data Files
This datafile contains the U.S. PIRLS and ePIRLS 2016 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced-price lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA.

A User Guide to the data is included in the U.S. PIRLS and ePIRLS 2016 Technical Report and User’s Guide, which is available online separately (publication number 2019113).
8/27/2019
NCES 2019115 Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016: U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. PIRLS and ePIRLS 2016 datafiles to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. PIRLS and ePIRLS 2016 public-use datafile is included.

A User Guide to the data is included in the U.S. PIRLS and ePIRLS 2016 Technical Report and User’s Guide, which is available online separately (publication number 2019113).
8/27/2019
NCES 2018147 2015 Survey Questionnaires Results: Classroom Instructions for Mathematics, Reading, and Science
As part of the National Assessment of Educational Progress (NAEP), students, teachers, and school administrators answer survey questionnaires. These questionnaires collect contextual information to provide a better understanding of educational experiences and factors that are related to students’ learning both in and outside of the classroom and to allow for meaningful student group comparisons. As part of the 2015 NAEP assessments, teachers of fourth- and eighth-graders answered survey questions about the content, activities, and skills they emphasized in their classrooms, and twelfth-graders answered questions about their classroom activities or coursework in mathematics, reading, and science. This special report takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
7/30/2019
NCES 2019050 ECLS-K:2011 Public-Use Kindergarten-Fifth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This public-use data file includes data from every round of data collection: the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; the spring of 2015, when most of the students were in fourth grade, and the spring of 2016, when most of the students were in fifth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
7/12/2019
NCES 2019100 ECLS-K:2011 Restricted-Use Kindergarten-Fifth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This restricted-use data file includes data from every round of data collection: the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; the spring of 2015, when most of the students were in fourth grade, and the spring of 2016, when most of the students were in fifth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
2/22/2019
NCES 2019038 Status and Trends in the Education of Racial and Ethnic Groups 2018
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 examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
2/20/2019
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