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 Pub Number  Title  Date
NCES 2019052 Documentation to the 2016-17 Common Core of Data (CCD) Universe Files (2019-052)
These data files provide new data for the universe of public elementary and secondary schools and agencies in the United States in school year 2016–17.
1/16/2019
NCES 2019015 Parent and Student Expectations of Highest Education Level
The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of over 23,000 9th graders in 2009. This study follows students throughout their secondary and postsecondary years assessing student trajectories, major fields of study, and career paths. The Base Year collection occurred in 2009, with a First Follow-up in 2012 and a Second Follow-up in 2016. Parents were asked to select the highest level of education that they expected their child to complete. At several points over time, students were asked to select the highest level of education they expected themselves to complete.
1/8/2019
NCES 2019117 Trends in High School Dropout and Completion Rates in the United States: 2018
The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates) and data on alternative high school credentials. This report updates a series of NCES reports on high school dropout and completion rates that began in 1988.
12/12/2018
NFES 2019035 Forum Guide to Early Warning Systems
The Forum Guide to Early Warning Systems provides information and best practices to help education agencies plan, develop, implement, and use an early warning system in their agency to inform interventions that improve student outcomes. The document includes a review of early warning systems and their use in education agencies and explains the role of early warning indicators, quality data, and analytical models in early warning systems. It also describes how to adopt an effective system planning process and recommends best practices for early warning system development, implementation, and use. The document highlights seven case studies from state and local education agencies who have implemented, or are in the process of implementing, an early warning system.
11/16/2018
NCES 2019123 Reasons High School Students Change Their Educational Setting
This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. The cohort was surveyed again in spring 2012 when most students were in the eleventh grade. The 2012 survey included questions about whether students had left their base-year school and asked the reasons why. This Data Point focuses on the 11.5 percent of students in the HSLS cohort who reported that they changed their educational setting by transferring schools or becoming homeschooled between the time they were surveyed in 2009 and the time they were surveyed in 2012.
11/13/2018
NCES 2018020 U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide
The U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 1995 & 2015, along with information designed to facilitate access to the U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 data.
11/1/2018
NCES 2018127 Trends in International Mathematics and Science Study (TIMSS) Advanced 1995 and 2015 U.S. public-use datafile
This datafile contains the U.S. TIMSS Advanced 2015 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. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report, which is available online separately (publication number 2018020).
11/1/2018
NCES 2018128 Trends in International Mathematics and Science Study (TIMSS) Advanced 1995 and 2015 U.S. restricted-use datafiles
This datafile contains school IDs that can be linked to the public-use U.S. TIMSS Advanced 1995 and 2015 datafiles to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafiles can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafiles with the U.S. TIMSS Advanced 1995 and 2015 public-use datafiles is included.

A User Guide to the data is included in the U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report, which is available online separately (publication number 2018020).
11/1/2018
NCES 2019404 What High Schoolers and Their Parents Know About Public 4-Year Tuition and Fees in Their State
This Statistics in Brief describes high school student perceptions of the cost of college using data from the High School Longitudinal Study of 2009 (HSLS:09). The analyses examine the accuracy of students' and parents' estimates of public 4-year college tuition and mandatory fees in their states by comparing their estimates with actual tuition and fee amounts obtained from the Integrated Postsecondary Education Data System (IPEDS). The report also examines students' perceptions about college affordability and their plans to enroll in college.
10/10/2018
NCES 2018029 Public-Use Data Files and Documentation (FRSS 108): Career and Technical Education Programs in Public School Districts
This file contains data from a Fast Response Survey System (FRSS) survey titled "Career and Technical Education Programs in Public School Districts." This survey provides nationally representative data on career and technical education (CTE) programs. NCES released the results of this survey in the First Look report "Career and Technical Education Programs in Public School Districts: 2016–17" (NCES 2018-028).

Questionnaires and cover letters were mailed to the superintendent of each sampled district in January 2017. The letter stated the purpose of the study and requested that the questionnaire be completed by the person in the district most knowledgeable about career and technical education (CTE) programs for high school students. Respondents were asked to respond for the current 2016–17 school year and the summer of 2016. Respondents were offered options of completing the survey on paper or online. Telephone follow-up for survey nonresponse and data clarification was initiated in February 2017 and completed in June 2017. The weighted response rate was 86 percent.

The survey defines a CTE program as a sequence of courses at the high school level that provides students with the academic and technical knowledge and skills needed to prepare for further education and careers in current or emerging professions. For this survey, districts were instructed to include all CTE programs that the district offers to high school students, including programs provided by the district or by other entities (such as an area/regional CTE center, a consortium of districts, or a community or technical college). The survey data provides information about the entities that provide the CTE programs and the locations at which the CTE programs are offered to high school students. It also presents data about work-based learning activities and employer involvement in CTE programs, as well as barriers to the district offering CTE programs and barriers to student participation in CTE programs. Data are also presented about the extent to which various factors influence the district’s decisions on whether to add or phase out CTE programs.
8/8/2018
NCES 2018140 High School Longitudinal Study of 2009 (HSLS:09) Base-Year to Second Follow-Up Data File Documentation
This data file documentation report provides information and guidance for users of data from the base year through second follow-up of the High School Longitudinal Study of 2009 (HSLS:09), with a focus on the second follow-up data collection.
6/25/2018
NCES 2018141 HSLS:09 Base Year to Second Follow-up Restricted-use Data File
This release includes the most recent data from the High School Longitudinal Study of 2009 (HSLS:09), collected as part of the Second Follow-up. HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. The second follow-up was conducted from March 2016 through January 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support.
6/25/2018
NCES 2018142 HSLS:09 Base Year to Second Follow-up Public-Use Data File
This data file includes public-use data from the base year through second follow-up of the High School Longitudinal Study of 2009 (HSLS:09).

This release includes the most recent data from the High School Longitudinal Study of 2009 (HSLS:09), collected as part of the Second Follow-up. HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. The second follow-up was conducted from March 2016 through January 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support.
6/25/2018
NCES 2018118 Paths Through Mathematics and Science: Patterns and Relationships in High School Coursetaking
This report examines mathematics and science coursetaking in high school by providing a description of coursetaking within each of the mathematics and science subject areas in ninth, tenth, eleventh and twelfth grades, as well as by showing the association between early mathematics coursetaking and subsequent science coursetaking.

The report also describes coursetaking in engineering and technology, and the associations between coursetaking in these subject areas and in mathematics and science. The results are based on 2009 high school transcripts that are linked to 2009 NAEP mathematics and science 12th grade assessments.
6/19/2018
NCES 2018028 Career and Technical Education Programs in Public School Districts: 2016–17
This report is based on the 2016–17 survey Career and Technical Education Programs in Public School Districts and provides nationally representative data on career and technical education (CTE) programs. The survey defines a CTE program as a sequence of courses at the high school level that provides students with the academic and technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.
4/17/2018
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