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 Pub Number  Title  Date
NCES 2021070 U.S. Technical Report and User Guide for the 2018 Teaching and Learning International Survey (TALIS)
The TALIS 2018 U.S. Technical Report and User Guide provides an overview of the design and implementation of TALIS 2018. This information is meant to supplement that presented in OECD’s TALIS 2018 Technical Report and TALIS 2018 User Guide publications by describing those aspects of TALIS 2018 that are unique to the United States including information on merging the U.S. public- and restricted-use teacher and school data files with the U.S. teacher and school data files in the international database.
8/9/2021
NCES 2021068 TALIS 2018 U.S. public-use teacher and school data files
The Teaching and Learning International Survey (TALIS) is a survey about teachers, teaching, and learning environments. Sponsored by the Organization for Economic Cooperation and Development (OECD), TALIS is composed of two questionnaires—one for teachers and one for their principals, and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). The TALIS 2018 U.S. public-use teacher and school data files include U.S. specific variables that are not part of the U.S. teacher or school data files in the OECD’s TALIS 2018 international database. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. data files in the international database before any analysis can be conducted. The U.S. data files in the international database can be downloaded from the OECD at http://www.oecd.org/education/talis/talis-2018-data.htm. The TALIS 2018 U.S. public-use data files and documentation include following: teacher and school data in SPSS, SAS, and ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Users of this data should consult the TALIS 2018 U.S. Technical Report and User Guide available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021070
8/9/2021
NCES 2021069 TALIS 2018 U.S. restricted-use teacher and school data files
The Teaching and Learning International Survey (TALIS) is a survey about teachers, teaching, and learning environments. Sponsored by the Organization for Economic Cooperation and Development (OECD), TALIS is composed of two questionnaires—one for teachers and one for their principals, and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). The TALIS 2018 U.S. restricted-use teacher and school data files include U.S. specific variables that are not part of the TALIS 2018 U.S. public-use data files or the U.S. data files in the OECD’s TALIS 2018 international database. They include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. They are add-on files that do not contain weight variables or replicate weights, and therefore need to be merged with the U.S. teacher and school data files in the international database before any analysis can be conducted. The U.S. data files in the international database can be downloaded from the OECD at http://www.oecd.org/education/talis/talis-2018-data.htm. The TALIS 2018 U.S. restricted-use data files and documentation include following: teacher and school data in SAS, SPSS, and ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Users of this data should consult the TALIS 2018 U.S. Technical Report and User Guide available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021070
8/9/2021
NCES 2021011 Technical Report and User Guide for the 2018 Program for International Student Assessment (PISA): Data Files and Database with U.S.-Specific Variables
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA 2018, as well as with information on how to access the PISA 2018 data. This information is meant to supplement OECD publications by describing those aspects of PISA 2018 that are unique to the United States.
7/8/2021
NCES 2021144 Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/25/2021
NCES 2021009 Digest of Education Statistics, 2019
The 55th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
2/25/2021
NCES 2021021 TIMSS 2019 U.S. Highlights Web Report
The Trends in International Mathematics and Science Study (TIMSS) 2019 is the seventh administration of this international comparative study since 1995, when it was first administered. TIMSS is administered every 4 years and is used to compare the mathematics and science knowledge and skills of 4th and 8th-graders over time. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2019, there were 64 education systems that participated in TIMSS at the 4th grade and 46 education systems at the 8th grade.

The focus of this web report is on the mathematics and science achievement of U.S. students relative to their peers in other education systems in 2019. Changes in achievement over the last 24 years, focusing on changes since 2015 and 1995, are also presented for the U.S. and several participating education systems. In addition, this report describes achievement gaps within the United States and other education systems between top and bottom performers, as well as among different student subgroups.

In addition to numerical scale results, TIMSS also reports the percentage of students reaching international benchmarks. The TIMSS international benchmarks provide a way to understand what students know and can do in a concrete way, as each level is associated with specific types of knowledge and skills.
12/8/2020
NCES 2020034 Health and STEM Career Expectations and Science Literacy Achievement of U.S. 15-Year-Old Students
This report uses U.S. data from the Program for International Student Assessment (PISA), a nationally representative study of 15-year-old students. This brief details the percentage, and reports the average score, of students who foresee either a career in health fields or in science, technology, engineering, and math (STEM) fields. The report analyzes career expectations and science achievement by gender, race/ethnicity, immigration status, and a measure of socioeconomic status.
6/2/2020
NCES 2020144 The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/19/2020
NCES 2020072 Highlights of the 2018 Program for International Student Assessment (PISA) Financial Literacy Assessment
This web-based report presents the 2018 results of the PISA financial literacy assessment. The United States, along with 19 other economies, participated in this optional assessment. The United States has now administered financial literacy in PISA in three successive cycles: 2012, 2015, and 2018.

This web report focuses on the results of the 2018 PISA financial literacy assessment from a U.S. perspective, providing average and trend scores for U.S. students by a number of demographic variables, including gender, race/ethnicity, and poverty status.

This web report can be accessed directly by going to https://nces.ed.gov/surveys/pisa/pisa2018 and selecting "Financial Literacy."
5/7/2020
NCES 2020225 Program for the International Assessment of Adult Competencies (PIAAC): State and County Estimation Methodology Report
This report describes the statistical methodology used to produce estimates of average scores and high, middle, and low proficiency levels of adult skills for every state and county in the United States.
4/9/2020
NCES 2020069 U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7-9) (2020-069)
Following the initial release of TALIS 2018 web report (2019-132) on June 19, 2019, this second volume web report provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching.
3/23/2020
NCES 2020038 Estimating Student Achievement at the Topic Level in TIMSS Using IRT-Based Domain Scoring
Student achievement data from large-scale assessments have traditionally only been analyzed at the overall subject (for example, mathematics) or content area levels (for example, geometric thinking). This report introduces a method to analyze large-scale student achievement data at the topic level (for example, using fractions), using data from the Trends in International Mathematics and Science Study (TIMSS) fourth-grade mathematics assessment. Obtaining topic-level scores from large-scale assessments, such as TIMSS, allows for the identification of specific areas of strength and weakness in student performance and how those may be related to curricula. The introduced method has the additional benefits of straightforward implementation and intuitive interpretation.
2/25/2020
NCES 2020009 Digest of Education Statistics, 2018
The 54th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/24/2019
NCES 2020166 Highlights of U.S. PISA 2018 Results Web Report
This web report provides key comparative information on the reading, mathematics, and science literacy performance of 15-year-old students in the United States and 77 other participating education systems. The Program for International Student Assessment (PISA) is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on students as they are nearing the end of compulsory schooling. PISA is conducted every 3 years, with 2018 being the latest round.

In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed. In addition to national average scores, PISA also provides insight into the percentage of students who reach each of the PISA proficiency levels.
12/3/2019
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