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 Pub Number  Title  Date
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
WWC 20074011 Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools.
12/15/2007
NCES 2007031 Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Child Disability Composite Errata and ECB Functionality Errata for Data Products Released 2000 through 2006
This errata sheet pertains to two errors that affect the following ECLS-K Data Files and ECBs: Base Year Restricted (NCES 2000-097) and Public-Use ECB (NCES 2001-029rev); First Grade Restricted (NCES 2002-127) and Public-Use ECB (NCES 2002-134);Third Grade Restricted (NCES 2003-002) and Public-Use ECB (NCES 2004-002); ECLS-K Longitudinal Kindergarten-First Grade Public-Use ECB (NCES 2002-148); ECLS-K Longitudinal Kindergarten-Third Grade Public-Use ECB (NCES 2004-089); and ECLS-K Longitudinal Kindergarten-Fifth Grade Public-Use Data ECB (NCES 2006-035). The first error relates to errors that occur when using the ECLS-K ECBs; the second error relates to errors in the computation of the child disability composite (P1DISABL, P4DISABL, and P5DISABL).
10/31/2006
NCES 2005094 The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
6/1/2005
NCES 2004077 The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
6/1/2004
NCES 2002148 ECLS-K Longitudinal Kindergarten-First Grade Public-Use Data Files and Electronic Code Book
This CD-ROM containing both kindergarten and first grade public-use data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The CD-ROM contains an Electronic Codebook (ECB), data files, and survey and ECB documentation for the first four waves of data collection. It combines data from the base year (kindergarten) and first grade. There is no additional data beyond the data already included in the base year and first grade CDs that were individually released. This ECB will be the most useful for researchers examining both base year and first grade data simultaneously; only data for children who participated in both kindergarten and first grade are included. Researchers interested in conducting cross-sectional or within grade analyses should use the separate base year and first grade ECBs.
4/30/2002
NCES 2002149 User's Manual for the ECLS-K Longitudinal Kindergarten-First Grade Public-Use Data Files and Electronic Codebook
The ECLS-K longitudinal kindergarten and first grade public-use data are available on a CD-ROM (NCES 2002-148). The User's Manual is reproduced on the CD and includes a description of the design of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and information to help users access and use the longitudinal kindergarten-first grade data files and electronic codebook contained on the CD.
4/30/2002
NCES 2002125 Children's Reading and Mathematics Achievement in Kindergarten and First Grade
This report examines the relationship of children's early literacy skills and resources at the start of kindergarten to their reading and mathematics achievement at the end of kindergarten and first grade. It describes these relationships for children from different race/ethnic backgrounds and for boys and girls. It is the third in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.
3/7/2002
NCES 2002134 CD-ROM: ECLS-K First Grade Public-Use Data Files and Electronic Code Book
This CD-ROM contains an electronic code book (ECB), a public-use child-level data file, and survey and ECB documentation for the fall and spring first grade waves of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included.
2/19/2002
NCES 2001072 The Condition of Education, 2001
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Also in the 2001 edition is a special focus essay on the access, persistence, and success of first-generation students in postsecondary education.
5/31/2001
NCES 98041 First-Graders' Achievement in Top and Bottom Schools
Most people believe that schools differ widely from one another in their students' achievement, but little is known about the magnitude of these differences, particularly at the early grades of schooling. This issue brief describes the magnitude of reading and mathematics differences in top and bottom schools by using four different methods.
1/3/1998
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