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 Pub Number  Title  Date
NCES 2017118 Program for International Student Assessment (PISA) 2015 North Carolina Restricted-use Data Files
This CD-ROM contains PISA 2015 restricted-use data for North Carolina, which participated in PISA separately from the nation. The CD-ROM includes all data files connected to data collection in Massachusetts: student, teacher, and principal/school files. These files also include a unique NCES school ID number that can be used to merge the data files with other public NCES datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details. Users of these data files are encouraged to refer to the PISA 2015 Technical Report, which provides details on the methods and operations used in collecting the data. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
12/19/2017
NCES 2017119 Program for International Student Assessment (PISA) 2015 Puerto Rico Restricted-use Data Files
This CD-ROM contains PISA 2015 restricted-use data for Puerto Rico, which participated in PISA separately from the nation. The CD-ROM includes all data files connected to data collection in Massachusetts: student, teacher, and principal/school files. These files also include a unique NCES school ID number that can be used to merge the data files with other public NCES datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details. Users of these data files are encouraged to refer to the PISA 2015 Technical Report, which provides details on the methods and operations used in collecting the data. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
12/19/2017
NCES 2017120 Program for International Student Assessment (PISA) 2015 United States public-use data files
The data files include the U.S. PISA 2015 data files for students, teachers, and principals/schools, and include additional variables only available at the national level (e.g., student race/ethnicity). The public-use data files can be downloaded and analyzed by researchers interested in conducting secondary analyses. In addition to the U.S. data files, the product also includes a README file, illustrative merge code, a Quick Guide, variable codebooks, SAS and SPSS control files, and record layout files. The data files are presented in ASCII, and can be imported into any number of statistical programs, such as SAS, SPSS, or STATA. These public-use data files can be used on their own or merged with the international PISA database available for download from the OECD PISA website at http://www.oecd.org/pisa/data/. Users of the U.S. PISA 2015 data files are encouraged to refer to the Technical Report which provides details on the methods and operations used in collecting PISA data in the United States. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
12/19/2017
NCES 2017121 Program for International Student Assessment (PISA) 2015 United States Restricted-use Data File
This CD-ROM contains PISA 2015 restricted-use data for the United States. The CD-ROM includes the data file, a codebook, instructions on how to merge with the U.S. PISA 2015 public-use dataset (NCES 2017-120), and a cross-walk to assist in merging with other public datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details.
12/19/2017
NCES 2018017 Reading Achievement of U.S. Fourth-Grade Students in an International Context
The Progress In International Reading Literacy Study (PIRLS) 2016 is the fourth administration of this international comparison since the initial administration in 2001. PIRLS is used to compare over time the reading skills of 4th-grade students and is designed to align broadly with reading curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the reading concepts and skills likely to have been taught in school. In 2016, there were 58 education systems (including countries and other education systems) that participated at grade 4.

The focus of the report is on the performance of U.S. students relative to their peers in other education systems in 2016, and on changes in reading achievement since 2001. For a number of participating education systems, changes in achievement can be documented over the last 15 years, from 2001 to 2016.

In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. 4th-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2016 in the United States and in the other participating education systems.

Also included are results from ePIRLS an innovative, computer-based assessment of online reading. This was the first administration of ePIRLS.
12/5/2017
NCES 2017249 Collaborative Problem Solving Skills of 15-Year-Olds: Results From PISA 2015
The focus of this Data Point is on the performance of students in the United States relative to their peers in 50 other education systems that participated in the PISA collaborative problem solving assessment in 2015. The PISA assessment of collaborative problem solving measured students’ ability to solve a problem by sharing the understanding and effort required to come to a solution, and pooling their knowledge, skills, and effort to reach that solution. Readers interested in more detailed data related to collaborative problem solving should also visit the NCES PISA website for data tables and figures. Please visit https://nces.ed.gov/surveys/pisa/pisa2015/index.asp to learn more.
11/21/2017
NCES 2018007 Adult Education Attainment and Assessment Scores: A Cross-National Comparison
This Statistics in Brief builds upon the findings in an earlier NCES report to provide additional cross-national comparisons of adult literacy and numeracy proficiencies by education attainment based on the 2011-12 PIAAC.
9/19/2017
NCES 2017086 Financial Literacy of 15-Year-Olds: Results From PISA 2015
This Data Point presents results on the PISA 2015 financial literacy assessment of 15-year-old students in the United States and the 14 other education systems that participated. The Data Point discusses how U.S. 15-year-olds performed, on average, on the PISA financial literacy assessment compared to their peers in the other education systems as well as how this compares to the 2012 assessment; and the percentage of top and low performers in the United States and the other education systems. Readers interested in more detailed data should visit the NCES PISA website for additional data tables and figures. Please visit https://nces.ed.gov/surveys/pisa/pisa2015/index.asp to learn more.
5/24/2017
NCES 2016014 Digest of Education Statistics, 2015
The 51st 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.
12/8/2016
NCES 2017048 Performance of U.S. 15-Year-Old Students in Science, Reading, and Mathematics Literacy in an International Context: First Look at PISA 2015
This report provides international comparisons of student performance in science, reading, and mathematics literacy from the PISA 2015 assessment. In 2015, 70 education systems, including the United States, participated in PISA. In addition, Massachusetts, North Carolina, and Puerto Rico participated in PISA separately from the nation.

The report includes average scores in the three subject areas; score gaps across the three subject areas between the top (90th percentile) and low performing (10th percentile) students; the percentages of students reaching selected PISA proficiency levels; and trends in U.S. performance in the three subjects over time.

Additional findings from PISA 2015 are available on the NCES PISA website at http://nces.ed.gov/surveys/pisa/pisa2015/.
12/6/2016
NCES 2017002 Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context
The Trends in International Mathematics and Science Study (TIMSS) 2015 is the sixth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. 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 2015, TIMSS was administered in 49 IEA member countries and 6 other education systems at grade 4, and in 38 IEA member countries and 6 other education systems at grade 8.

TIMSS Advanced assesses the advanced mathematics and physics knowledge and skills of students at the end of high school who have taken courses in advanced mathematics and physics. TIMSS Advanced 2015 represents only the second administration in which the United States has participated since the first administration in 1995, and is designed to align broadly with the advanced mathematics and physics curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the advanced mathematics and physics concepts and skills likely to have been taught in school. Nine countries participated in TIMSS Advanced 2015.

The focus of the report is on the performance of U.S. students relative to their peers in other countries on TIMSS and TIMSS Advanced 2015, and, for TIMSS results, on changes in achievement since 2011 and 1995. For a number of participating countries and education systems, changes in achievement can be documented over the last 20 years, from 1995 to 2015. This report also describes the characteristics of students who participated in the advanced mathematics and physics assessments at the end of high school, and describes the performance of males and females in these subjects. In addition, it includes achievement in Florida, a U.S. state that participated in TIMSS both as part of the U.S. national sample of public and private schools as well as individually with state-level samples of public schools.

In addition to numerical scale results, TIMSS also includes international benchmarks. The TIMSS international benchmarks provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale.

Additional tables with TIMSS and TIMSS Advanced results will be available on the NCES website at http://nces.ed.gov/timss/timss15.asp.
11/29/2016
NCES 2016036REV U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: Main Study and National Supplement Technical Report
U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: Main Study and National Supplement Technical Report (NCES-2016-036REV) is a technical manual that describes how the data were collected and processed as well as how to use the data files to conduct statistical analyses. Information is presented on meeting PIAAC consortium requirements, sample design, listing materials and procedures, data collection, reducing the risk of data disclosure, the need for conducting a nonresponse bias analysis, weighting and variance estimation, data preparation and processing, as well as data quality, IRT analyses, and population modeling. The appendices of the Technical Report include basic analysis tables, extended analysis tables; PIAAC 2012/2014 weighted item response rates, NRBA technical notes, and data user guidance.
9/15/2016
NCES 2016667REV Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Public Use Data Files-Household
The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. In September 2017, the PUF was reissued, with an Errata Sheet detailing the revisions. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).

How to get PIAAC Restricted Use Data.
9/15/2016
NCES 2016668REV Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Restricted Use Data Files-Household
The PIAAC 2012/14 U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-667REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).
9/15/2016
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.
5/26/2016
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