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|NCES 2020010||Public High School Students' Career and Technical Education Coursetaking: 1992 to 2013
This Statistics in Brief examines public high school graduates’ career and technical education (CTE) coursetaking as of 2013, and trends in students’ CTE coursetaking from 1992 to 2013. The report uses data from three NCES longitudinal studies of high school students: the National Education Longitudinal Study of 1988, the Education Longitudinal Study of 2002, and the High School Longitudinal Study of 2009.
|NCES 2018418||Trends in Free Application for Federal Student Aid (FAFSA) Submissions
These Web Tables combine FAFSA submission data released by the U.S. Department of Education’s Office of Federal Student Aid, starting with the 2006–07 application cycle, with other nationally representative data to show variation in FAFSA submissions by region, state or jurisdiction, selected applicant characteristics, and over time. The publication presents two measures of the number of FAFSA submissions per person. One measure divides the number of FAFSA submissions by the number of individuals who are 18 through 24 years old, which approximates the population of potential traditional-age undergraduates. The other measure divides the number of FAFSA submissions by the enrollment of undergraduate and graduate students.
|NCES 2017098||Student Access to Digital Learning Resources Outside of the Classroom
Student Access to Digital Learning Resources Outside of the Classroom draws upon nationally representative data sources, existing research, and relevant state and local intervention efforts to examine the five research areas designated in the Every Student Succeeds Act (ESSA) and to provide a comprehensive picture of student access to digital learning resources outside of the classroom.
|NCES 2015075||Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade
This Statistics in Brief describes high school graduates’ attitudes toward STEM courses (specifically, mathematics and science), credits earned in STEM fields, and performance on the NAEP mathematics and science assessments in 2009.
|NCES 2013316||Characteristics of Private Schools in the United States: Results From the 2011-12 Private School Universe Survey
This First Look Report provides selected findings from the 2011-12 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2011-12 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
|NCES 2013755||Today’s Baccalaureate: The Fields and Courses That 2007–08 Bachelor’s Degree Recipients Studied
This set of Web Tables uses data from the Postsecondary Education Transcript Study (PETS) and the 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09) to provide estimates on the broad fields and specific courses baccalaureate degree holders pursue. The tables first present students’ participation in 37 different fields by sex, race/ethnicity, age, first postsecondary institution sector, bachelor’s degree institution sector, and major. The tables then show the courses most commonly taken by bachelor’s degree recipients at large, bachelor’s degree recipients who began in 2-year colleges, and bachelor’s degree recipients who pursue specific majors. The final two tables report the five STEM courses in which non-STEM majors most frequently earned credits, and the five non-STEM courses in which STEM majors most frequently earned credits.
|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.
|NCES 2012256||Web Tables—Occupational and Academic Majors in Postsecondary Education: 6-Year Education and Employment Outcomes, 2001 and 2009.
These Web Tables compare the 6-year education and labor force outcomes for beginning undergraduates who initially enrolled in postsecondary education in 1995–96 and 2003–04 by whether they majored in an academic or occupational field of study. The data are from two iterations of the Beginning Postsecondary Students Longitudinal Study (BPS:96/01 and BPS:04/09). The first followed first-time undergraduates who began postsecondary education in 1995–96 until June 2001, and the second followed first-time undergraduates who began postsecondary education in 2003–04 until June 2009. Occupational fields in postsecondary education include a range of majors, including business and marketing and health sciences, and account for a majority of undergraduate postsecondary students.
|NCES 2012271||Characteristics of Associate’s Degree Attainers and Time to Associate’s Degree
These Web Tables provide estimates on completion times for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose first degree attained by spring 2009 was an associate’s degree using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study. Results are shown by enrollment, demographic, and employment characteristics and are presented separately for students who attended exclusively full time and students who ever attended part time.
|NCES 2012026||America's Youth: Transitions to Adulthood
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.
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