Search Results: (1-15 of 24 records)
|NCES 2017073||Characteristics of Private Schools in the United States: Results From the 2015-16 Private School Universe Survey
This First Look Report provides selected findings from the 2015-16 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2015-16 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 2017437||Early Millennials: The Sophomore Class of 2002 a Decade Later
This Statistical Analysis Report examines the early adulthood milestones of 2002 high school sophomores as of 2012. It reports on key outcomes, including high school completion, enrollment in postsecondary education, progress toward or completion of a college degree, family formation (marriage and having children), and employment status and earnings. The analysis of key postsecondary education and employment milestones control for demographic and high school academic characteristics that are associated with such outcomes. The analysis uses nationally representative data from the Education Longitudinal Study of 2002 (ELS:2002).
|NCES 2017066||Private School Universe Survey (PSS):Public-Use Data File User's Manual for School Year 2013-14
This Manual contains information on the frame creation, data collection, data preparation, and user notes and cautions for the 2013-14 PSS. The 2013-14 PSS questionnaire, public-use record layout and codebook are also included.
|REL 2017229||College and career readiness profiles of high school graduates in American Samoa and the Commonwealth of the Northern Mariana Islands
Stakeholders in American Samoa and the Northern Mariana Islands have identified the college and career readiness of high school graduates as a key concern; however, it has been unclear what data were available to determine student readiness for college and careers. This report examines the availability of college and career readiness indicators; how many of the Data Quality Campaign's 10 Essential Elements of high quality data systems were in place; and the college and career readiness of a graduating class within each jurisdiction. In American Samoa, the study found that data were available to construct five college and career readiness indicators and that six of the Data Quality Campaign's 10 Essential Elements were in place. In addition, the study found that, among the 843 high school completers in the American Samoa sample, students’ mean grade point average was 2.84, fewer than 50 percent took a math class beyond Algebra II, and most students scored at the below basic proficiency level on the SAT-10 reading and math exams. In the Northern Mariana Islands, data were available to construct six college and career readiness indicators, and three of the Data Quality Campaign's 10 Essential Elements were in place. Among the 587 high school completers in the Northern Mariana Islands sample, students' mean grade point average was 2.81, few students completed pre-calculus or calculus, and most students scored at the average proficiency level on the SAT-10 reading and math exams.
|NCES 2016243||Characteristics of Private Schools in the United States: Results From the 2013-14 Private School Universe Survey
This First Look Report provides selected findings from the 2013-14 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2013-14 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 2016117REV||Trends in High School Dropout and Completion Rates in the United States: 2013
This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. 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 within four years of starting ninth grade (adjusted cohort graduation rates), an estimated on-time graduation rate used to examine long-term trends (averaged freshman graduation rate), and data on GED test takers. This edition’s spotlight indicator explores data on high school students who drop out but later reenter high school (stopouts) and the reasons that students cite for dropping out of school. This report updates a series of NCES reports on high school dropout and completion rates that began in 1988.
|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 2015315||High School Longitudinal Study of 2009 (HSLS:09) 2013 Update and High School Transcripts Public-use Data File
These public-use files include data from the High School Longitudinal Study of 2009 (HSLS:09) collected in the Base Year (2009), First Follow-up (2012), 2013 Update and High School Transcripts (2014).
|NCES 2015038||High School Longitudinal Study of 2009 (HSLS:09) 2013 Update and High School Transcripts Restricted-use Data File
These restricted-use files for the High School Longitudinal Study of 2009 (HSLS:09) include data collected in the Base Year (2009), First Follow-up (2012), 2013 Update and High School Transcripts (2014). This release includes both composite variables as well as variables from questionnaires and high school transcripts that were suppressed on the public-use version of the data files.
|REL 2015081||What predicts participation in developmental education among recent high school graduates at community college? Lessons from Oregon
This study examines the extent of developmental education participation among Oregon high school graduates students who attend community college and the relationship between high school experiences and subsequent developmental education course-taking. An analysis of state and national data from more than 101,000 Oregon public high school graduates who enrolled in the state’s community colleges shows that 65 percent of high school graduates took at least one developmental education course. Mirroring findings from across the country, the study also finds that students who started at lower levels of developmental education were less likely to stay in college and earn a degree. Finally, the study shows that individual high school academic achievement and enrollment in certain dual-credit courses decreases developmental education course-taking. Overall, the findings emphasize the need to target academic underpreparedness at the high school level and to strengthen partnerships between high schools and colleges in addressing this issue.
|NCES 2014364||Education Longitudinal Study of 2002 (ELS:2002) Third Follow-Up Data File Documentation
This manual has been produced to familiarize data users with the overall Education Longitudinal Study of 2002 (ELS:2002) design. It also seeks to familiarize users with the procedures followed for data collection and processing over the four rounds of the study, with particular emphasis on the third follow-up. Additionally, this document provides information that will support research and policy analyses. The National Center for Education Statistics hopes that analysts will find that the ELS:2002 data are organized and equipped in a manner that facilitates users’ straightforward production of statistical summaries and analyses of the ELS:2002 youth cohorts as they embark on the transition from high school to postsecondary education and to the labor market, and assume yet other roles that serve as markers of newly achieved adult status.
|NCES 2014901||DATA POINT: Trends in CTE Coursetaking
This NCES Data Point shows changes in high school students’ participation in career and technical education (CTE) between 1990 and 2009. The Data Point documents an overall decline in CTE participation during this period, although participation increased in some CTE occupational areas, such as communications and health care.
|NCES 2013399REV||Data File: Common Core of Data Local Education Agency Universe Survey Graduation Restricted-Use Data File: School Year 2009-10, version 1a
This Restricted-use data file publishes data on high school completers at the local education agency (LEA) or school district level. These data were collected as part of the Common Core of Data (CCD) component of the Department of Education's Education Data Exchange Network (EDEN) Collection System. The High School Dropout count, rate, and associated enrollment are provided on this file. High school completion totals are presented for both regular high school diploma recipients and for other high school completers. The Average Freshman Graduation Rate, and the components needed to compute this rate are also provided.
|NCES 2014360||High School Longitudinal Study of
2009 (HSLS:09) First Follow-up:
A First Look at Fall 2009 Ninth-Graders in 2012
This First Look introduces new data from the High School Longitudinal Study of 2009 collected in the spring of 2012 when most sample members were in their 11th-grade year. The analyses examine students’ educational expectations; students’ math performance on an algebra assessment, including gains since the 9th grade; students’ math and science efficacy; and students’ initial planning for postsecondary educational application and enrollment.
|NCES 2013309REV||Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9–12 for public schools in school year 2009–10 as reported by State Education Agencies to the NCES Common Core of Data Universe Survey of public elementary and secondary institutions.