Search Results: (1-15 of 456 records)
|NCEE 20184011||Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. A Summary of Key Findings from the National Longitudinal Transition Study 2012
The National Longitudinal Transition Study 2012 (NLTS 2012) is the third study conducted over several decades to examine the characteristics, experiences, and post-high school outcomes of a nationally representative sample of youth with disabilities and is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act 2004 (IDEA 2004). The evaluation brief summarizes key findings from previously released report volumes describing youth with an individualized education program (IEP) and their activities in school in relation to other students without an IEP (Volume 1), across the federally defined disability groups (Volume 2), and over time (Volume 3).
The brief indicates that, although their engagement and use of school supports have increased over the past decade (2003-2012), high school youth with an IEP are more socioeconomically disadvantaged and less likely to have experiences and expectations associated with success after high school than were other students in 2012. Among the disability groups in 2012, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were found to be most at-risk for not transitioning successfully beyond high school.
The report volumes are available at https://ies.ed.gov/ncee/pubs/20184007/
|NCES 2018482||2015–16 National Postsecondary Student Aid Study (NPSAS:16) Data File Documentation
The 2015-16 National Postsecondary Student Aid Study (NPSAS:16) data file documentation has been produced to familiarize data users with the design and the procedures followed in data collection and processing. It also provides information that will be helpful to analysts in accessing and understanding the restricted-use files. The NPSAS sample includes students attending postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico that were eligible to participate in the federal financial aid programs in Title IV of the Higher Education Act. NPSAS focuses on how students and their families pay for postsecondary education, and contains a wide range of demographic information about the nation’s postsecondary students.
|NCES 2018484||2015-16 National Postsecondary Student Aid Study (NPSAS:16) Restricted-Use Data File
The 2015–16 National Postsecondary Student Aid Study restricted-use data file contains data on a sample of 89,000 undergraduate and 24,000 graduate students attending 1,800 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico that were eligible to participate in the federal financial aid programs in Title IV of the Higher Education Act. NPSAS focuses on how students and their families pay for postsecondary education, and contains a wide range of demographic information about the nation’s postsecondary students.
|NCES 2017136||IPEDS Presents: NCES Postsecondary Surveys
IPEDS brochures inform data users (e.g., researchers, policy makers, members of the media, the general public, etc.) about the Integrated Postsecondary Education Data System.
Title IV institutions participate in any of the Title IV federal student financial aid programs administered by the office of Federal Student Aid (FSA). Through several postsecondary data collections, NCES gathers information about where and how the aid is distributed and whether it had an impact on student outcomes.
This brochure describes the NCES postsecondary surveys, including: the Integrated Postsecondary Education Data System (IPEDS), National Postsecondary Student Aid Study (NPSAS), Beginning Postsecondary Students Longitudinal Study (BPS), and Baccalaureate and Beyond Longitudinal Study (B&B).
|WWC IRTC693||Summer Counseling: Transition to College
This What Works Clearinghouse (WWC) intervention report summarizes the WWC’s examination of the impact of summer counseling on students' college enrollment and persistence. Summer counseling is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. After reviewing the current research the WWC found that summer counseling had potentially positive effects on college persistence and mixed effects on college enrollment.
|NCES 2017094||Digest of Education Statistics, 2016
The 52nd 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.
|NFES 2017007||The Forum Guide to Collecting and Using Attendance Data
The Forum Guide to Collecting and Using Attendance Data is designed to help state and local education agency staff improve their attendance data practices – the collection, reporting, and use of attendance data to improve student and school outcomes. The guide offers best practice suggestions and features real-life examples of how attendance data have been used by education agencies. The guide includes a set of voluntary attendance codes that can be used to compare attendance data across schools, districts, and states. The guide also features tip sheets for a wide range of education agency staff who work with attendance data.
|NCES 2018466||2015–16 National Postsecondary Student Aid Study (NPSAS:16): Student Financial Aid Estimates for 2015–16
This First Look publication provides the first results of the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), the most comprehensive nationally representative survey of student financing of postsecondary education in the United States. The survey was conducted with about 89,000 undergraduate students and 24,000 graduate students attending 1,800 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level.
|WWC IRCWD685||System of Least Prompts: Children and Students with Intellectual Disability
This What Works Clearinghouse (WWC) intervention report summarizes the research on the System of Least Prompts (SLP), a practice that involves defining and implementing a hierarchy of prompts to assist students in learning a skill. To use SLP, an instructor delivers the prompts to students in order, starting with the prompt that provides the least amount of assistance, and providing additional prompts with increasing levels of assistance until the student can independently perform the task. For this review, the WWC focused on the impacts of SLP on children and students with intellectual disability.
The WWC found that there are no group design studies of SLP in the Children and Students with Intellectual Disability topic area and the evidence from single-case design studies does not reach the threshold to include single-case design evidence in the effectiveness ratings for any domains in the topic area. Based on this review, the WWC is unable to draw any conclusions about the effectiveness or ineffectiveness of SLP on children and students with intellectual disability.
|NCES 2018432||Characteristics and Outcomes of Undergraduates With Disabilities
These Web Tables provide information about postsecondary students with disabilities in academic years 2003–04 through 2015–16 using multiple federal data sources. These tables highlight data on demographic and background characteristics, enrollment and academic characteristics, and postsecondary outcomes for students with disabilities. The tables are based on data from several sources: the High School Longitudinal Study of 2009 (HSLS:09), the American Community Survey (ACS), the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), the 2004/09 and 2012/14 cohorts of the Beginning Postsecondary Students Longitudinal Study (BPS:04/09 and BPS:12/14), and the Integrated Postsecondary Education Data System (IPEDS).
|NCES 2018423||Science, Technology, Engineering, and Mathematics (STEM) Graduates: Where Are They 4 Years After Receiving a Bachelor’s Degree?
These Web Tables present data on the transition of 2007‒08 science, technology, engineering, and mathematics (STEM) bachelor’s degree recipients into the labor market and further education during the 4 years after college graduation. These tables are of interest to federal and state policymakers because they provide information about the supply of bachelor’s-level STEM workers in the United States. The estimates were generated from the second follow-up of the 2007–08 Baccalaureate and Beyond Longitudinal Study (B&B:08/12).
|REL 2018283||Trends in teacher mobility in Texas and associations with teacher, student, and school characteristics
This study provides updated information regarding teacher mobility—defined as teachers moving schools or leaving the public-school system—for Texas public schools during the 2011/12 through 2015/16 school years. Descriptive information on mobility rates is presented at the regional and state levels for each school year. Mobility rates are disaggregated further into destination proportions to describe the proportion of teacher mobility due to within-district movement, between-district movement, and leaving Texas public schools. This study leverages data collected by the Texas Education Agency during the pilot of the Texas Teacher Evaluation and Support System (T-TESS) in 57 school districts in 2014/15. Analyses examine how components of the T-TESS observation rubric are related to school-level teacher mobility rates. During the 2011/12 school year, about 18.7 percent of Texas teachers moved schools within a district, moved between districts, or left the Texas Public School system. By 2015/16, this mobility rate had increased to 22.0 percent. Moving between districts was the primary driver of the increase in mobility rates. Results indicate significant links between mobility and teacher, student, and school demographic characteristics. Teachers with special education certifications left Texas public schools at nearly twice the rate of teachers with other teaching certifications. School-level mobility rates showed significant positive correlations with the proportion of special education, economically disadvantaged, low-performing, and minority students. School-level mobility rates were negatively correlated with the proportion of English learner students. Schools with higher overall observation ratings on the T-TESS rubric tended to have lower mobility rates. Findings from this study will provide state and district policymakers in Texas with updated information about trends and correlates of mobility in the teaching workforce, and offer a systematic baseline for monitoring and planning for future changes. Informed by these findings, policymakers can formulate a more strategic and targeted approach for recruiting and retaining teachers. For instance, instead of using generic approaches to enhance the overall supply of teachers or improve recruitment, more targeted efforts to attract and retain teachers in specific subject areas (for example, special education), in certain stages of their career (for example, novice teachers), and in certain geographic areas are likely to be more productive. Moreover, this analysis may enrich the existing knowledge base about schools’ teacher retention and mobility in relation to the quality of their teaching force, or may inform policy discussions about the importance of a stable teaching force for teaching effectiveness.
|REL 2018282||Understanding the role of noncognitive skills and school environments in students' transitions to high school
The purpose of this study was to: examine differences in students' perceptions of their noncognitive skills and school environments by race/ethnicity, and explore whether students’ perceptions of their noncognitive skills and school environments were related to three outcomes that have been identified in the research as mattering most for a success transition to high school—grade 9 GPA, grade 9 absences, and grade 9 course failures. The study used administrative and survey data from students in 14 high schools in New Mexico. Regression analyses were used to investigate differences in students' responses on scales measuring their perceptions of their noncognitive skills and school environments. Structural equation modeling was used to assess relationships between students' perceptions of their noncognitive skills and school environments and their grade 9 outcomes. The results of this study revealed significant differences in students' perceptions of their noncognitive skills and school environment by race/ethnicity. The results also suggest that students' perceptions of their noncognitive factors and school environments are associated with the grade 9 outcomes. Although no casual relationships can be derived from this study, the results can help schools or districts to determine where they might want to focus some of their efforts with regard to helping students to make successful transitions to high school. Given that Hispanic and Native American students have lower graduation rates, improving the noncognitive skills or school environment factors that are strongly related to grade 9 performance for these groups may well provide a substantial return on investment in dropout prevention.
|WWC IRSWSN680||Self-Regulated Strategy Development
Students with a Specific Learning Disability
This What Works Clearinghouse (WWC) intervention report summarizes the research on Self-Regulated Strategy Development (SRSD), an intervention for grades 2 through 12 that is designed to improve students' academic skills through a six-step process that teaches specific academic strategies and self-regulation skills. The SRSD model can be used in individual, small group, or whole classroom settings, and is especially appropriate for students with learning disabilities. The intervention begins with teacher direction and ends with students independently applying the strategy, such as planning and organizing ideas before writing an essay. Based on the research, the WWC found that SRSD has potentially positive effects on writing achievement for students with a specific learning disability.
|NCES 2018009||First-Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences
This Statistics in Brief examines background and educational characteristics, plans for college, postsecondary enrollment, and postsecondary completion patterns of first-generation college students and their peers whose parents have college degrees. The brief also explores how postsecondary plans, attendance, and completion varies between these two groups of students. In addition, the brief presents the reasons why some 2002 high school sophomores who were postsecondary enrollees did not obtain a credential by 2012.