Skip Navigation

Search Results: (1-15 of 84 records)

 Pub Number  Title  Date
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 2017072REV2 Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2015–16 National Teacher and Principal Survey Public School Teacher Data File.
11/24/2020
NCES 2020142REV Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
9/21/2020
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 2020009 Digest of Education Statistics, 2018
The 54th 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.
12/24/2019
REL 2020013 Limited certificated teachers in Washington: Barriers to becoming fully certificated and needed supports
Many states, including Washington, are attempting to address teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in efforts to support these teachers as they seek full certification, Washington policymakers want to understand more about their interests and needs. This study presents the findings of a statewide survey of limited certificated teachers in Washington. Survey results show that more than two-thirds of the limited certificated teachers who completed the survey expressed interest in becoming fully certificated, and many expressed interest in becoming fully certificated in subject areas that currently face staffing shortages. Those who expressed interest in becoming fully certificated identified substantial barriers to doing so, however, including time and financial concerns. This was particularly true for limited certificated teachers of color, who identified a broader range of supports they would need if they were to pursue full certification. These findings have important implications for the state’s effort to address teacher shortages and to increase the diversity of its teacher workforce.
12/9/2019
REL 2020005 Associations between the qualifications of middle school Algebra I teachers and student math achievement
This report describes the associations between middle school teacher qualifications and student achievement in Algebra I. The authors used data provided by the Missouri Department of Elementary and Secondary Education. Results suggest that the teacher qualification most strongly associated with middle school student achievement in Algebra I was performance on mathematics certification exams, followed by years of experience teaching mathematics. Teacher performance on mathematics certification exams and years of experience teaching mathematics were also strongly associated with achievement in Algebra I for under-represented and disadvantaged student subgroups.
10/15/2019
NCES 2018070 Digest of Education Statistics, 2017
The 53rd 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.
1/30/2019
NCEE 20184009 Promoting Educator Effectiveness: The Effects of Two Key Strategies
The Teacher Incentive Fund (TIF) and its successor, the Teacher and School Leader (TSL) Incentive program, provide grants to support performance-based compensation systems or human capital management systems for teachers and principals in high-need schools. The evaluation brief synthesizes two recently completed National Center for Education Evaluation (NCEE) impact studies. One study focused on a strategy of providing educators with feedback on their performance for two years. The other study focused on a strategy of providing educators with bonuses for four years based on their performance.
3/21/2018
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
NCES 2017156 2015-16 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2015-16 National Teacher and Principal Survey (NTPS) restricted-use data files. The 3 files (Public School Principal, Public School, and Public School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
11/16/2017
NCES 2017056 Certification Status and Experience of U.S. Public School Teachers: Variations Across Student Subgroups
This report provides a snapshot of the extent to which U.S. public schools students are taught by certified and experienced teachers using two available datasets. The Schools and Staffing Survey (SASS) provides a comprehensive picture, as it includes teachers of K–12 students in all subjects and the National Assessment of Educational Progress (NAEP) provides a picture specific to grades 4 and 8. In addition, NAEP data are directly related to teachers of two key subjects: reading and mathematics. SASS data are available for the 2011–12 school year and NAEP data are available for 2013 and 2015.
3/21/2017
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
NCEE 20174008 Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts
This report examines whether low-income students are taught by less effective teachers than high-income students and if so, whether reducing this inequity would close the student achievement gap. It also describes how the hiring of teachers and their subsequent movement into and out of schools could affect low-income students' access to effective teachers. The study includes fourth- to eighth-grade teachers over five school years (2008-2009 to 2012-2013) in 26 school districts across the country. Teacher effectiveness is measured using a statistical approach that estimates a teacher's contribution to student learning controlling for students' prior achievement and other characteristics. The study found small inequities in teacher effectiveness between low- and high-income students. However, in a small subset of districts, there is meaningful inequity in access to effective teachers in math where providing equal access to effective teachers over a five year period would reduce the math achievement gap by at least a tenth of a standard deviation of student achievement, the equivalent of about 4 percentile points. The report also finds patterns of teacher hiring and transfers that are consistent with small inequities in teacher effectiveness while teacher attrition is not.
10/27/2016
REL 2016145 Understanding field experiences in traditional teacher preparation programs in Missouri
The purpose of this study was to describe the characteristics of field experiences in traditional teacher preparation programs completed by first-year teachers in Missouri and how experiences vary by teaching certificate type. This descriptive study is based on data from a survey administered in early 2015 to first-year teachers in Missouri public schools who completed traditional teacher preparation programs. Findings show that first-year teachers had field experiences that varied substantially in duration and diversity and that experiences varied for teachers with different types of teaching certificates. Most first-year teachers reported that their student teaching experiences aligned with their career teaching plans and first teaching assignments. Perceptions of the quality of resources and support in field experience schools were generally positive and first-year teachers reported frequent professional collaboration. Parent and community interaction during field experiences was less frequent. Observation and feedback activities during field experiences were frequent and first-year teachers engaged in a variety of instructional activities. Findings suggest that state and program administrators in Missouri and elsewhere may wish to monitor field experiences closely to ensure that expectations are met. Survey data suggest potential areas of focus including interaction with parents and community during field experiences; selection, training, and expectations of teacher candidate mentors; connections between course pedagogy to field experiences; and collaboration between teacher preparation programs and preK–12 schools. The survey developed for this study provides a data collection tool that can be adopted or adapted by state and teacher preparation program administrators and used as part of a system for monitoring program implementation. Detailed information about the implementation of teacher preparation programs may be used in future research on aspects of teacher preparation that are associated with more positive outcomes for program completers and their preK–12 students.
7/6/2016
   1 - 15     Next >>
Page 1  of  6