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 Pub Number  Title  Date
NCES 2022307 The Feasibility of Collecting School Pension Data: An Evaluation of Data From the Pilot School Pension Survey (SPS) School Year 2016–17 (FY 17)
The pilot School Pension Survey (SPS) collected pension and social security status data from 9 state education agencies (SEAs) in its first year. The R&D report provides a discussion of respondents’ ability to report survey data items including unit response rates (percentage of school units where at least one SPS data variable was collected), item response rates; whether states have the administrative records available to report pension-related data; data quality issues; data anomalies; and edit procedures. The SEA and LEA respondent burden, as well as the advantages and challenges of collecting pension data are also discussed. Finally, the report discusses whether the benefits of the SPS outweigh the challenges.
2/23/2022
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 2022151 Summary Tables for the 2020-21 Common Core of Data Universe Files
Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
1/31/2022
NCES 2022152 2020-21 Common Core of Data (CCD) Universe Files
These files are the product of the CCD data collection for the 2020-21 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of student eligible for free and reduced-price lunches. Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
1/31/2022
NFES 2021094 Forum Guide to Staff Records
The Forum Guide to Staff Records was developed to help education agencies effectively collect and manage staff data; protect the privacy of staff data; and ensure that requests for data access and data releases are managed appropriately. The guide builds on information from the 2000 publication, Privacy Issues in Education Staff Records: Guidelines for Education Agencies and reflects how agencies have responded to changes in staff data over time. It includes a discussion of types of staff records, updated best practices for data collection and management, and case studies from state and local education agencies.
8/27/2021
REL 2021117 Exploring the Potential Role of Staff Surveys in School Leader Evaluation

The Mid-Atlantic Regional Educational Laboratory partnered with the District of Columbia Public Schools (DCPS) to explore the potential use of teacher surveys in school leader evaluation. The DCPS evaluation system, like many others, currently consists of two components: an assessment on how well a school performs on a set of student achievement metrics (such as proficiency on standardized tests) and an assessment by a supervisor of the principal’s leadership across multiple domains. Incorporating teacher surveys could provide an additional perspective on principals’ leadership and performance. Examining data from two teacher surveys that DCPS has used (Panorama and Insight), the study found that:

  • Most of the domains and scales from the teacher surveys can meaningfully differentiate among schools.
  • School averages of (Insight) survey domains are more similar for adjacent years in which a school had the same leader than when the school leader changed, suggesting principals have effects on these measures.
  • When a school gets a new principal, (Insight) survey domain scores change more than student proficiency rates, suggesting (consistent with theory) that principals may affect teachers more immediately than they affect student outcomes.
  • All but two of the teacher survey domains and scales have small or moderate correlations with supervisors’ ratings of principals' leadership, with values ranging from 0.26 to 0.46. Teacher survey measures are most correlated with three of the domains assessed by DCPS principal supervisors: Instruction, Talent, and School Culture.

Overall, our findings suggest that it could be useful for DCPS to use elements of teacher surveys to bring in teachers’ perspectives on principals’ leadership related to instruction, talent, and school culture. Other districts may also wish to consider employing teacher surveys to gain an additional perspective on principals from staff who interact with the principal every day.

8/2/2021
REL 2021077 Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools
To expand participation in Advanced Placement (AP) courses, several District of Columbia Public Schools (DCPS) high schools have enacted a policy mandating that all students enroll in one or more AP courses. To promote quality instruction in AP courses, DCPS recommends regular teacher participation in the Advanced Placement Summer Institute (APSI) and is considering recommending that teachers' college major be factored into teacher assignments to AP courses. To better understand this policy and these recommendations, this study examined students' AP exam taking and passing rates in schools that mandate AP course enrollment and in schools that do not, teacher participation in the APSI, and the alignment of AP teachers' college major with the AP course they teach. Three of the four high schools that adopted a mandate on AP course enrollment during the study period had higher AP exam taking and passing rates after their mandate went into place. In three of the five schools that adopted a mandate before or during the study period, the passing rate (grade 10–12 students in the school who passed at least one AP exam as a percentage of all grade 10–12 students in the school) was below 20 percent in every year of the study period, and in a fourth it was below 50 percent in every year. Fewer than one-fifth of AP teachers participated in the APSI at least once every three years. Participation rates were higher in schools offering more AP courses, in schools with lower percentages of racial/ethnic minority students, among teachers whose college major aligned with the AP course they taught, and among more experienced teachers. Among AP teachers with a college major on record, about half had a college major aligned with each specific AP course they taught, and 70 percent had a college major aligned with the broad subject area of each AP course they taught.
4/13/2021
NCES 2021150 2019-20 Common Core of Data (CCD) Universe Files
These files are the product of the CCD data collection for the 2019-20 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of student eligible for free and reduced-price lunches. Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
3/15/2021
NCES 2021151 Summary Tables for the 2019-20 Common Core of Data Universe Files
Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
3/15/2021
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 2020103 Race and Ethnicity of Public School Teachers and Their Students
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach.
9/22/2020
NCES 2020321 2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
8/13/2020
NCES 2020086 School Nurses in U.S. Public Schools
This Data Point describes the presence of school nurses in public schools for the 2007-08, 2011-12, and 2015-16 school years, and by selected school characteristics for the 2015-16 school year.
4/30/2020
NCES 2020150 2018-19 Common Core of Data (CCD) Universe Files
On April 1, 2020, the National Center for Education Statistics released the 2018-19 Common Core of Data (CCD) Universe Files. These files are the product of the Common Core of Data (CCD) data collection for the 2018-19 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of student eligible for free and reduced-price lunches.
4/1/2020
WWC 2020008 Balanced Leadership® Intervention Report
This What Works Clearinghouse intervention report summarizes the research on Balanced Leadership, a professional development program for current and aspiring school leaders in schools serving students in kindergarten to grade 12. The program helps school leaders understand and implement a set of actions and behaviors that may be associated with improved student outcomes. The WWC's review of eligible research found that Balanced Leadership may increase principal retention at the school.
3/11/2020
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