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 Pub Number  Title  Date
NCES 2022047 Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. public-use data files and documentation
The TIMSS 2019 U.S. public-use data files and documentation include the following at grades 4 and 8: student, teacher, and school data in 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. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. The TIMSS 2019 U.S. public-use student, teacher, and school data files include U.S. specific variables that are not part of the U.S. data files in the IEA’s TIMSS 2019 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 IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049.
10/17/2022
NCES 2022048 Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. restricted-use data files and documentation
The TIMSS 2019 U.S. restricted-use data files and documentation include the following at grades 4 and 8: student and school data in 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. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. The TIMSS 2019 U.S. restricted-use student and school data files include U.S. specific variables that are not part of the TIMSS 2019 U.S. public-use data files or the U.S. data files in the IEA’s TIMSS 2019 public-use 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 must be merged with the U.S. student and school data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049.
10/17/2022
NCES 2022049 U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS)
The U.S. TIMSS 2019 Technical Report and User’s Guide provides an overview of the design and implementation of TIMSS 2019 in the United States and includes guidance for researchers using the U.S. datasets.

This information is meant to supplement the IEA’s TIMSS 2019 Technical Report and TIMSS 2019 User Guide by describing those aspects of TIMSS 2019 that are unique to the United States including information on merging the U.S. public- and restricted-use student, teacher, and school data files with the U.S. data files in the international database.
10/17/2022
NCES 2022041 Changes Between 2011 and 2019 in Achievement Gaps Between High- and Low-Performing Students in Mathematics and Science: International Results From TIMSS
This Statistics in Brief (SiB) uses data from the 2011 and 2019 Trends in International Mathematics and Science Study (TIMSS), and explores how achievement gaps between high- and low-performing 4th- and 8th-grade students in the U.S. and other education systems have changed over time. Achievement gaps are defined as the differences in scores between students at the 90th percentile of performance (high-performing) and those at the 10th percentile of performance (low-performing); they are also known as “score gaps.” The SiB focuses on two questions for each grade and subject: (1) In which education systems did score gaps between high- and low-performing students change (widen or narrow) between 2011 and 2019? (2) Is the widening or narrowing of score gaps between 2011 and 2019 driven primarily by changes in the scores of high-performing students, low-performing students, or both?
10/12/2022
NCES 2022050 Program for the International Assessment of Adult Competencies (PIAAC) State-level Estimation for Age and Education Groups Methodology Report
This is the second methodology report on Program for the International Assessment of Adult Competencies (PIAAC) Small Area Estimation (SAE) published by the National Center for Education Statistics in PIAAC Cycle I. The first report was written to describe the methodology used for the purpose of creating model-based estimates of average scores and high, middle, and low proficiency levels of adult skills for all states and counties in the U.S. This report further describes the statistical models to produce the same types of estimates for state-level age and education groups.
6/17/2022
NCES 2022144 Condition of Education 2022
The Condition of Education 2022 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.
5/31/2022
NCES 2022065 International Computer and Information Literacy Study (ICILS): U.S. ICILS 2018 Technical Report and User’s Guide
The U.S. ICILS 2018 Technical Report and User’s Guide provides an overview of the design and implementation of ICILS 2018 in the United States.
2/22/2022
NCES 2022067 International Computer and Information Literacy Study (ICILS): U.S. ICILS 2018 public-use data files and documentation
The ICILS 2018 U.S. public-use student, teacher, and school data files include U.S. specific variables that are not part of the U.S. data files in the ICILS 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 IEA Data Repository https://www.iea.nl/data-tools/repository.
2/22/2022
NCES 2022009 Digest of Education Statistics, 2020
The 56th 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.
2/10/2022
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
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