Search Results: (16-30 of 32 records)
|NCES 2016062||2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) Data File Documentation
This publication describes the methodology used in the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). BPS:12/14 is the first follow-up study of students who began postsecondary education in the 2011 – 12 academic year. These students were first interviewed as part of the 2011 – 12 National Postsecondary Student Aid Study (NPSAS:12). In particular, this report details the methodology and outcomes of the BPS:12/14 sample design, student interview design, student interview data collection processes, administrative records matching, data file processing, and weighting procedures.
|NCES 2015118||Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014
The School Attendance Boundary Survey (SABS) data file contains school attendance boundaries for regular schools with grades kindergarten through twelfth in the 50 states and the District of Columbia for the 2013-2014 school year. Prior to this survey, a national fabric of attendance boundaries was not freely available to the public. The geography of school attendance boundaries provides new context for researchers who were previously limited to state and district level geography.
|NCES 2015141||2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12): Data File Documentation
This publication describes the methods and procedures used in the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12). These graduates, who completed the requirements for a bachelor’s degree during the 2007–08 academic year, were first interviewed as part of the 2008 National Postsecondary Student Aid Study (NPSAS:08), and then followed up in 2009 as part of B&B:08/09. B&B:08/12 is the second follow-up interview of this cohort. This report details the methodology and outcomes of the B&B:08/12 student interview data collection and administrative records matching.
|REL 2015080||Instructional improvement cycle: A teacher's toolkit for collecting and analyzing data on instructional strategies
This toolkit, developed by REL Central in collaboration with York Public Schools in Nebraska, provides a process and tools to help teachers use data from their classroom assessments to evaluate promising practices. The toolkit provides teachers with guidance on how to deliberately apply and study one classroom strategy over the course of one unit and systematically document and compare results to consider the effects of a given instructional strategy on student learning. The process for testing the strategy uses a scientific approach by comparing the performance of students who receive the strategy to the performance of a similar group of students who do not receive the strategy. Teachers can use this information to reflect on their practice and consider adjustments to their instruction to increase student learning.
|REL 2015085||Stated Briefly Data collection and use in early childhood education programs: Evidence from the Northeast Region
This “Stated Briefly” report is a companion piece that summarizes the results of another report of the same name. This study explores how seven early childhood education programs in a mid-sized city in the Northeast region are collecting and using data, how they would like to use data, how they could use the data that they have, and the challenges they face in these efforts. Participating preschools used a variety of externally and internally developed systems to collect data on early learning outcomes, dosage (the amount of time children spend in early childhood education), and classroom quality. The preschools also provided data on early learning outcomes and dosage to parents, but some administrators and teachers had concerns about effective strategies for communicating findings from the data. The preschools reported collecting sufficient data and generally do not want to collect more data.
|REL 2015084||Data collection and use in early childhood education programs: Evidence from the Northeast Region
The purpose of this study is to describe what data preschools in a mid-sized city in the Northeast collect, how they use that data, and the challenges they face. The study focuses on three types of data: early learning outcomes, dosage (i.e., the amount of exposure to early childhood education), and classroom quality. The report further demonstrates how preschools could use data to inform program-level decisions. Administrators and teachers at seven preschools in a convenience sample of preschools were interviewed using a structured protocol. The transcripts were coded using hierarchically organized codes and then analyzed to determine the main themes. The report also includes descriptive analyses of early learning outcomes, dosage, and classroom quality data provided by two of the preschool programs. Participating preschools assess children’s early learning outcomes through a variety of systems to inform instruction and for parent outreach. Preschools report various processes for collecting and storing attendance data for compliance purposes, but some want to link them to learning outcomes. Participating preschools conduct observations of classrooms to provide feedback to teachers. There are some challenges to combining and analyzing individual programs’ early learning and dosage data to inform program-level decisions. Further research is needed to determine which systems for collecting and using data lead to better outcomes for children. Early childhood programs may benefit from guidance on effective methods for presenting information about children’s progress and the importance of attending preschool to parents and other relevant audiences.
|REL 2015063||Toolkit for a workshop on building a culture of data use
The Culture of Data Use Workshop Toolkit helps school and district teams apply research to practice as they establish and support a culture of data use in their educational setting. The field-tested workshop toolkit guides teams through a set of structured activities to develop an understanding of data-use research in schools and to analyze examples from practice. Teams learn to apply these concepts to enhance their own culture of data use and outline effective next steps. The conceptual framework of the toolkit draws on five research-based elements known to support an effective culture of data use, and supporting materials—a facilitator's guide and agenda, a slide deck, and participant handouts—provide workshop facilitators with all the necessary materials to lead this process in their own setting.
|REL 2015043||Practitioner Data Use in Schools: Workshop Toolkit
The Practitioner Data Use Workshop Toolkit is designed to help practitioners systematically and accurately use data to inform their teaching practice. The toolkit includes an agenda, slide deck, participant workbook, and facilitator’s guide and covers the following topics: developing data literacy, engaging in a cycle of inquiry, accessing and analyzing available data, identifying and creating student goals, and using data to make action plans about instructional decisions. The workshop was used with three REL-NEI research alliances: the Northeast Educator Effectiveness Research Alliance, the Urban School Improvement Alliance, and the Northeast Rural Districts Research Alliance, and can be customized for use in other contexts.
|REL 2015046||A Primer for Analyzing Nested Data: Multilevel Modeling in SPSS Using an Example from a REL Study
Analyzing data that possess some form of nesting is often challenging for applied researchers or district staff who are involved in or in charge of conducting data analyses. This report provides a description of the challenges for analyzing nested data and provides a primer of how multilevel regression modeling may be used to resolve these challenges. An illustration from the companion report, The correlates of academic performance for English language learner students in a New England district (REL 2014–020), is provided to show how multilevel modeling procedures are used and how the results are interpreted.
|REL 2015049||Using Administrative Data for Research: A Companion Guide to A Descriptive Analysis of the Principal Workforce in Florida Schools
This report outlines the processes and procedures used to analyze data from the Florida education staffing database. The report also provides directions and examples for conducting similar work using administrative databases.
|REL 2014042||The College Readiness Data Catalog Tool: User Guide
The College Readiness Data Catalog Tool and User Guide enable states, districts and other educational entities to assess the presence of college readiness indicators in extant data sets and identify gaps that may present challenges in developing future indicator systems. The College Readiness Data Catalog tool is a flexible Excel workbook that provides a shell for organizing and tracking student data relevant for measuring college readiness. The user guide also includes a sample data catalog summary report and a template for a data catalog summary report. Created by REL Northeast and Islands for the US Virgin Islands College and Career Readiness Research Alliance, the tool may be used by any educational organization to determine whether it has sufficient data to study college readiness indicators.
|REL 2014064||Reporting What Readers Need to Know about Education Research Measures: A Guide
This brief provides five checklists to help researchers provide complete information describing (1) their study's measures; (2) data collection training and quality; (3) the study's reference population, study sample, and measurement timing; (4) evidence of the reliability and construct validity of the measures; and (5) missing data and descriptive statistics. The brief includes an example of parts of a report's methods and results section illustrating how the checklists can be used to check the completeness of reporting.
|NCES 2014025||Technical Report and User Guide for the Program for International Student Assessment (PISA) 2012
The Technical Report and User Guide for the PISA 2012 is a technical manual that describes how the U.S. data were collected and processed as well as how to use the data files to conduct statistical analyses. Information is presented on sampling, response rates, school and student recruitment, instrument development and distribution, and data management. The appendices of the Technical Report and User Guide include school recruitment materials, student and parent materials, student and school questionnaires, and a nonresponse bias analysis of PISA 2012 U.S. data.
|NCES 2014038||Academic Libraries: 2012 First Look
This report summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.
|NFES 2014801||Forum Guide to Supporting Data Access for Researchers: A Local Education
This publication recommends a set of core practices, operations, and templates that can be adopted and adapted by LEAs as they consider how to respond to requests for both new and existing data about the education enterprise. .