Search Results: (1-10 of 10 records)
|NCES 2019301||Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2015–16 (Fiscal Year 2016)
This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2016. Specifically, this report includes the following school finance data:
|NCES 2018303||Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2014-15 (Fiscal Year 2015) (NCES 2018-303)
This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2015. Specifically, this report includes finance data on the following topics:
|NCES 2018305||The Feasibility of Collecting School-Level Finance Data:
An Evaluation of Data from the School-Level Finance Survey (SLFS) School Year 2013–14
This Research and Development (R&D) report presents school-level finance data on expenditures by function from the School-Level Finance Survey (SLFS). The SLFS is an extension of two existing collections being conducted by NCES in collaboration with the Census Bureau: the School District Finance Survey (F-33) and the state-level National Public Education Financial Survey (NPEFS). The SLFS is essentially an expansion of the F-33 to include some school-level variables. The SLFS pilot study was cleared to collect school-level finance data for the School Year (SY) 2013-14 from 12 state education agencies (SEAs). In the second year (SY 2014–15) the SLFS pilot was cleared to collect data from up to 20 SEAs, and NCES has recently obtained clearance to collect school-level finance data on a volunteer basis from all 50 states and the District of Columbia for SY 2015–16.
|NFES 2017168||Forum Guide to Reporting Civil Rights Data
The Forum Guide to Reporting Civil Rights Data presents a variety of effective methods through which local education agencies (LEAs) report civil rights data to the U.S. Department of Education’s Office for Civil Rights. In addition, the guide provides examples of how state education agencies can voluntarily help their LEAs with Civil Rights Data Collection (CRDC) reporting. The guide includes an overview of the CRDC, a discussion of the challenges and opportunities in reporting civil rights data, an explanation of the CRDC reporting process, and case studies that examine how specific education agencies report civil rights data.
|NCES 2018301||Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2014–15 (Fiscal Year 2015)
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.
|NCES 2016303||Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2013-14 (Fiscal Year 2014) (NCES 2016-303)
This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2014. Specifically, this report includes findings from the following types of school finance data:
|NFES 2017017||Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic subgroups
The Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic Subgroups discusses strategies for collecting data on more detailed racial/ethnic subgroups than the seven categories used in federal reporting. This guide is intended to help state and district personnel learn more about data disaggregation in the field of education, decide whether this effort might be appropriate for them, and, if so, how to implement or continue a data disaggregation project. Access to and analysis of more detailed—that is, disaggregated—data can be a useful tool for improving educational outcomes for small groups of students who otherwise would not be distinguishable in the aggregated data used for federal reporting. Disaggregating student data can help schools and communities plan appropriate programs, decide which interventions to select, use limited resources where they are needed most, and see important trends in educational outcomes and achievement.
|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.
|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.
|REL 2011099||Do Schools in Rural and Nonrural Districts Allocate Resources Differently? An Analysis of Spending and Staffing Patterns in the West Region States
This study of differences in resource allocation between rural and nonrural districts finds that rural districts in the West Region spent more per student, hired more staff per 100 students, and had higher overhead ratios of district- to school-level resources than did city and suburban districts. Regional characteristics were more strongly related to resource allocation than were other cost factors studied.