Search Results: (1-15 of 42 records)
|NCES 2016144||The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
|NCES 2013190||The Adult Education Training and Education Survey (ATES) Pilot Study
This report describes the process and findings of a national pilot test of survey items that were developed to assess the prevalence and key characteristics of occupational certifications and licenses and subbaccalaureate educational certificates. The pilot test was conducted as a computer-assisted telephone interview (CATI) survey, administered from September 2010 to January 2011.
|NCES 2013157||Web Tables—Characteristics of Certificate Completers With Their Time to Certificate and Labor Market Outcomes
These Web Tables provide estimates of certificate credit requirements, certificate completion times, and labor market outcomes for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose postsecondary transcripts indicated the first credential earned by spring 2009 was a subbaccalaureate certificate (certificate completers). The results are based on data from about 1,700 certificate completers representing a population of approximately 311,000 students in the 2003–04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09), a nationally representative sample of undergraduates first interviewed during the 2003–04 academic year and followed over a period of 6 academic years.
|NCES 2012271||Characteristics of Associate’s Degree Attainers and Time to Associate’s Degree
These Web Tables provide estimates on completion times for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose first degree attained by spring 2009 was an associate’s degree using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study. Results are shown by enrollment, demographic, and employment characteristics and are presented separately for students who attended exclusively full time and students who ever attended part time.
|REL 2011106||Characteristics of Career Academies in 12 Florida School Districts
This report describes career academies in 12 Florida school districts in the 2006/07 school year. It examines their structure and career clusters, the high schools offering them, and the students enrolled.
|NCES 2011235||Web Tables—Public High School Teachers of Career and Technical Education in 2007-08
These Web Tables describe public school teachers of grades 9–12 during the 2007–08 school year, looking specifically at teachers whose primary teaching assignment was in career and technical education (CTE). Teachers are examined by their demographic and professional characteristics, the location and types of schools in which they taught, the characteristics of their students, and their main teaching assignment. The data are from the 2007–08 administration of the National Center for Education Statistics’ Schools and Staffing Survey.
|NCES 2011234||Postsecondary and Labor Force Transitions Among Public High School Career and Technical Education Participants
This set of Issue Tables provides information on the transition of high school career and technical education (CTE) participants into postsecondary education and the labor market during the first 2 years after their high school graduation, from 2004 to 2006. Data are drawn from the Education Longitudinal Study, the most recent NCES longitudinal survey that followed students through and out of high school.
|NCES 2010021||Science Achievement and Occupational Career/Technical Education Coursetaking in High School: The Class of 2005
This Statistics in Brief describes the science achievement of public high school graduates who took concentrated coursework in different occupational areas compared with nonconcentrators, before and after taking into account students' science coursetaking.
|NCSER 20093020||Facts from NLTS-2: Secondary School Experiences and Academic Performance of Students with Mental Retardation
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the secondary school experiences and academic achievements of students with mental retardation who received special education services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
|NCES 2009038||New Indicators of High School Career/Technical Education Coursetaking: Class of 2005
This Statistics in Brief uses data from the 2005 High School Transcript Study (HSTS) to examine the career/technical education (CTE) coursetaking of public high school graduates using new indicators of participation. These indicators examine the extent to which students participate in CTE and in specific occupational areas (such as agriculture and business) broadly (many students earning credits) versus deeply (many credits earned by participating students). First, the brief looks at student participation across the three main CTE curriculum areas (family and consumer sciences education, general labor market preparation, and occupational education). Second, the brief looks at coursetaking within occupational areas, including occupational concentration. Finally, the brief examines coursetaking across occupational areas, including the areas that students tend to combine. Findings indicate that high school graduates’ use of the CTE curriculum is generally broad rather than narrow in the sense that most (70 percent) earn credits in both occupational education and either general labor market preparation or family and consumer sciences education, and most (58 percent) earn credits in more than one occupational area. Five occupational areas had the broadest participation (i.e., had the greatest number of graduates earning credits in the area): business; communications and design; manufacturing, repair, and transportation; consumer and culinary services; and computer and information sciences). The occupational areas with the deepest levels of participation were manufacturing, repair, and transportation; agriculture and natural resources; health sciences; and construction and architecture. Finally, some occupational areas were more likely than others to be taken together. For example, marketing coursetakers were more likely than other occupational coursetakers to earn credits in business.
|NCES 2008001||Postsecondary Career/Technical Education: Changes in the Number of Offering Institutions and Awarded Credentials from 1997 to 2006
This issue brief examines trends from 1997 to 2006 in the number of sub-baccalaureate postsecondary institutions that offer programs in career/technical education (CTE), and the number of sub-baccalaureate CTE credentials awarded by postsecondary institutions. Trends were examined by institutional sector, focusing on the three sectors most commonly offering CTE: Public two -year institutions, for-profit less-than-two -year institutions, and for-profit two-year institutions. In 2006, these sectors collectively accounted for 87 percent of the less-than-four-year institutions that offered CTE and awarded 94 percent of all sub-baccalaureate CTE credentials. Overall, the number of less-than-four-year institutions offering CTE increased 3 percent from 1997 to 2006, and the number of sub-baccalaureate CTE credentials awarded increased 24 percent. Over this time period, there was a shift in both CTE-offering institutions and CTE credentials, from public two-year institutions to for-profit two-year and less-than-two-year institutions. Although the number of credentials awarded grew at a faster rate among for-profit institutions than among public two-year institutions, the latter still awarded most sub-baccalaureate CTE credentials in 2006 (58 percent) while for-profit two-year and less-than-two-year institutions combined awarded 35 percent.
|NCES 2008035||Career and Technical Education in the United States: 1990–2005
This report is the fourth in a series of volumes published periodically by NCES to describe the condition of vocational education (now called “career and technical education” or CTE) in the United States. Based on data from 11 NCES surveys, the report describes CTE providers, offerings, participants, faculty, and associated outcomes, focusing on secondary, postsecondary, and adult education. Findings indicate that against a backdrop of increasing academic coursetaking in high school, no measurable changes were detected between 1990 and 2005 in the number of CTE credits earned by public high school graduates. At the postsecondary level, the number of credential-seeking undergraduates majoring in career fields increased by about one-half million students, although they made up a smaller portion of undergraduates in 2004 compared with 1990. At both the secondary and postsecondary education levels, student participation increased in health care and computer science and decreased in business between 1990 and the mid-2000s.
|NCES 2006309||The Postsecondary Educational Experiences of High School Career and Technical Education Concentrators: Selected Results From the NELS:88/2000 Postsecondary Education Transcript Study
This E.D. Tab presents information on the postsecondary educational experiences of students from the high school class of 1992 who concentrated in career and technical education (CTE) while in high school, including their postsecondary enrollment, coursetaking, and degree attainment patterns. The report also describes the extent to which high school CTE concentrators pursued the same field at the postsecondary level. Using data from students’ secondary transcripts collected as part of the National Education Longitudinal Study (NELS:88/2000), analyses reveal that about 20 percent of 1992 high school seniors were CTE concentrators. Of those students, roughly one-quarter were dual concentrators, completing both a CTE and college preparatory curriculum. NELS:88/2000 also collected students’ postsecondary transcripts. These data show that by 2000, the majority of CTE concentrators from the class of 1992 had enrolled in postsecondary education. More than half of these students began their postsecondary education at a community college, while 37 percent began at a 4-year institution, and 7 percent at another type of institution. Of the high school CTE concentrators who enrolled in a postsecondary institution, 50 percent earned a postsecondary certificate or degree by 2000, while 26 percent earned a bachelor’s or higher degree. About half of CTE concentrators who enrolled in a postsecondary institution earned postsecondary credits in a related field and 27 percent earned 12 or more credits in a related field, roughly the equivalent of one semester of full-time postsecondary study. About 30 percent of high school CTE concentrators who earned a postsecondary degree or certificate did so in a related field.
|NCES 2005612||Education Statistics Quarterly-Vol. 6 Issue 3
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.
|NCES 2005113||Programs and Plans of the National Center for Education Statistics, 2005 Edition
This report summarizes NCES's current statistical programs, major publications, and plans for future work. The publication includes descriptions, timelines, and plans for all of the NCES data collections, such as the Common Core of Data, the Integrated Postsecondary Education Data System, and the National Assessment of Educational Progress. Also included are descriptions of NCES center-wide programs and services such as training, technology, and customer service.