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 Pub Number  Title  Date
NCES 2018086 English Language Program Participation Among Students in the Kindergarten Class of 2010–11: Spring 2011 to Spring 2012
This Statistics in Brief examines differences in the student and school characteristics of kindergartners who participated in instructional programs designed to teach English language skills and students who did not participate in such programs in the kindergarten class of 2010–11. The brief then examines the characteristics of the English language program (e.g., English as a second language, bilingual education, and dual-language education) that participating students were receiving in spring 2011 and changes in participation in these programs between spring 2011 and spring 2012. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), a longitudinal study that was designed to follow the same children from kindergarten through fifth grade.
7/17/2018
NCES 2018428 Working Before, During, and After Beginning at a Public 2-Year Institution: Labor Market Experiences of Community College Students
This Statistics in Brief report describes the employment of students attending public 2-year institutions before they enrolled in postsecondary education for the first time, as well as while they were enrolled in their first year. The report also examines how employment is related to these students’ postsecondary experiences and employment outcomes after exiting postsecondary education. The analyses use data from the 2012/14 Beginning Postsecondary Student Longitudinal Study (BPS:12/14), a nationally representative study of first-time postsecondary students who were interviewed up to 3 years after they began postsecondary education.
7/9/2018
NCES 2018435 Four Years Later: 2007–08 College Graduates' Employment, Debt, and Enrollment in 2012
This Statistics in Brief examines the employment, education debt, and additional postsecondary enrollment experiences of a cohort of students 4 years after they received their bachelor’s degrees in 2007–08.
6/20/2018
NCES 2018155 2015 Survey Questionnaires Results: Students’ Views of Mathematics, Reading, and Science
As part of the National Assessment of Educational Progress (NAEP), students, teachers, and school administrators answer survey questionnaires. These questionnaires collect contextual information to provide a better understanding of educational experiences and factors that are related to students’ learning both in and outside of the classroom and to allow for meaningful student group comparisons. For the 2015 NAEP mathematics, reading, and science assessments, nationally representative samples of students at grades 4, 8, and 12 answered survey questions about their views (i.e., levels of interest and enjoyment) of subject-related topics and activities. This report, the first in a series, takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
6/12/2018
NCES 2018059 IPEDS Student Financial Aid Brochure
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.

The Student Financial Aid Brochure uses graphics and plain language to describe the student groups for which IPEDS aid data are collected; the various types of aid data collected; differences in the data due to institutional calendar year; and aid data key terms.
5/31/2018
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/
5/15/2018
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.
5/15/2018
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.
5/15/2018
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).

4/30/2018
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.
3/27/2018
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.
2/20/2018
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.
2/2/2018
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.
1/30/2018
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.
1/9/2018
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).
12/20/2017
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